Subject Leader: Miss J Simms
We aim to provide a high-quality computing education, which equips pupils to use computational language and thinking, as well as their own creativity, to understand and change the world!
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
Most children attending our school have a wide range of prior knowledge in relation to using technology. We plan for this by providing our children with a range of technologies to use and explore from their very earliest days with us in reception. We recognise that computing and technology is not just about computers and therefore quickly establish the needs of cohorts and individuals in order to adjust our planning appropriately.
Children in our Early Years Foundation Stage (EYFS) are able to demonstrate their independence in using the choice of technology on offer and are encouraged to choose the appropriate equipment for specific purposes. We aim to teach them about how to use a range of equipment safely, planning experiences beyond the EYFS Framework.
The computing curriculum in Key Stage 1 (KS1) and Key Stage 2 (KS2) is divided into three main strands and is designed in school to build upon the skills already established in EYFS:
- E-safety (Digital Literacy)
- Information technology
- Computer science (Programming)
Lessons focus on the progression of:
- key vocabulary
- key skills
- use of applications
E-Safety
The internet is a brilliant place for learning, speaking to friends and family, and playing games. However, it is very important to understand how to use it safely and how to deal with any problems you may come across. Staying safe when using the internet and other new technologies is known as E-Safety. Digital literacy is key to our teaching of computing as it teaches the importance of staying safe online and how they children do this.
Key to the school’s safeguarding policy is having a robust e-safety curriculum in place. As a result, we embed the teaching of e-safety throughout the whole curriculum and actively encourage children to practise being safe online.
Our internet is filtered appropriately via our IT provider, who continually monitors and updates blacklisted websites.
We promote the use of KIDSREX, SAFESEARCHFORKIDS, and SWIGGLE as child friendly search engines.
Children are actively encouraged to come forward if they think they have come across anything unsuitable online. The school’s safeguarding team also ensures their online safety knowledge is up to date through training and when issues do arise, they are dealt with quickly.
Programming
- Children will be taught what an algorithm is and program this into a floor robot. They will make predictions about where there robot will end and debug if there is any error in their code.
Information Technology
- Children will use technology to organise and present their ideas through word processing tools and the internet. They will use cameras to take still and moving images and use these to produce simple animations. They will use the internet to search safely to find out information about each half termly topic.
How do we ensure progression of knowledge and skills?
Using the National Curriculum, at King’s Meadow Academy we have developed a knowledge and skills progression document, which is used for planning, to ensure sequenced and appropriate content for specific year groups, as well as a build up of knowledge and skills.
Within these documents there are also opportunities for differentiation, in order to meet the needs of all learners.
How is the subject taught?
A two year, long term rolling programme maps out the coverage of the discrete teaching and learning opportunities for children to use technology.
Within each discrete block of teaching, class teachers carefully plan the specific outcomes for their year group, based upon age appropriate knowledge and skills that are expected.
Our teaching and learning opportunities ensure all children are introduced to and reminded of key vocabulary. In computing, the understanding of key phrases, terms and words allows pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology.
Questioning is used to check their understanding and prior knowledge, before new concepts are introduced. Modelling is used by class teachers to clarify expectations, children are then given plentiful opportunities to consolidate, build upon and apply basic skills in order to produce a piece of work which showcases what they have learnt.
When children are learning about a subject through a discrete teaching sessions they are explicitly told that today they are going to be ‘artists’ or ‘scientists’ or ‘historians’ etc. They are then reminded of the key skills that they will learn, use and develop within that subject.
In Computing these are:
We are learning to:
- use the internet safely
- understand the different uses of technology
- give instructions to make things happen
- predict simple patterns
- solve simple problems
In addition to discrete teaching in this subject, opportunities through other areas of the curriculum enables children to practise their skills and knowledge throughout the year.
Children are also taught computing through our Junior Jam programme, where a specialist computing teacher works with two Key Stages each half term. Junior Jam teaches pupils to create programs, systems and a range of content while encouraging them to express themselves and develop their own ideas. There will be an emphasis on how what is learnt can be used in a future working environment, as our world is becoming increasingly rich with technology. In line with the National Curriculum, we have developed workshops which combine all of these elements.
How do we know that our children are making progress?
Ongoing assessments of the children’s knowledge and skills is observed by the class teacher. Misconceptions are addressed and next steps carefully planned. Children’s outcomes are compared to the subject specific skills and knowledge documents. At the end of a block of discrete teaching (or term) subject leaders gather an overview of children’s outcomes in each subject area. This is used to plan appropriate next steps for their future learning, as well as provide an overview of learning within a subject area cross the whole school.
Esafety for Parents of the Under 5’s
National Online Safety – 7 Questions to use with your child
Parent Information Leaflet
Smartie the Penguin
ThinkuKnow
Watch with your child – ages 4 to 7 years – to learn about Esafety – Jessie and Friends
Watch with your child – ages 7 to 11 years – to learn about Esafety – The adventures of Kara, Winston and the Smart Crew
*Click here for further top tips to use to talk about e-safety with your child. These reinforce the message that we teach in school.*
Teaching Online Safety in School – DFE