At Ribble Drive Primary School, we understand the immense value that technology plays not only in supporting the Computing and the whole school curriculum but also in the day-to-day life of our school. Our aims are to fulfil the requirements of the National Curriculum for Computing whilst also providing enhanced collaborative learning opportunities, engagement in rich content and supporting pupil’s conceptual understanding of new concepts which support the needs of all our pupils.
“A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world…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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.” - National Curriculum
Our Computing curriculum aims to develop the heart and mind of every child. Our aim is to provide a broad and balanced curriculum whilst ensuring that pupils become digitally literate and digitally resilient. Technology is ever evolving, and we aim to develop pupils who can use and express themselves, develop their ideas through information and communication technology at a suitable level for the future workplace and as active participants in a digital world.
Our Computing curriculum aims to develop pupils who:
* Are responsible, competent, confident and creative users of information and communication technology.
* Know how to keep themselves safe whilst using technology and on the internet and be able to minimise risk to themselves and others.
* Become responsible, respectful and competent users of data, information and communication technology.
* Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
* Can analyse problems in computational terms, and have repeated practical experience writing computer programs in order to solve such problems.
* Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
* Become digitally literate and are active participants in a digital world.
* Are equipped with the capability to use technology throughout their lives.
* Understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.
* Have a ‘can do’ attitude when engaging with technology and its associated resources.
* Utilise computational thinking beyond the Computing curriculum.
* Understand and follow the E-Safety rules.
* Understand the E-Safety messages can keep them safe online.
* Know who to contact if they have concerns.
* Apply their learning in a range of contexts, e.g. at school and at home.
Our Computing curriculum has been designed in line with the National Curriculum (2014), to produce clear skills and knowledge progression. This ensures that a broad framework is provided and that we have and outlines of the knowledge and skills taught in each key stage.
Computing teaching will deliver these requirements through our half-termly units. Our Computing progression model is broken down into three strands that make up the computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses all of which are covered weather combined or discreetly.
We recognise that computing is a specialist subject and not all teachers are computing specialists, therefore Technola our forward-thinking technology provider creates and delivers lessons that inspire pupils to dream big whilst empowering them with the skills necessary to achieve their ambitions. Lessons are broken down into weekly units, usually with two units taught per half-term. Units are practical and engaging and allow computing lessons to be hands on. Units cover a broad range of computing components such as coding, spreadsheets, internet and e-mail, databases, communication networks, touch typing, animation and online safety. We have a wide range of resources to support our computing teaching. Pupils may use laptops or iPads independently, in pairs, in groups or alongside their Technola teacher. Teachers and pupils are also aware of the importance of health and safety and pupils are always supervised when using technology and accessing the internet. We provide a variety of opportunities for computing learning inside and outside the classroom. Computing and safeguarding go hand in hand and a we provide a huge focus on internet safety inside and outside of the classroom. Additional to all pupils studying an online safety unit through their computing lessons, every year we also take part in National Safer Internet Day in February. Internet Safety assemblies are also held as well as parent internet safety workshops and parent home activities.
Our Computing Curriculum is high quality, well thought out and is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different computational components and like other subjects discreet vocabulary progression also forms part of the units of work.
If children are keeping up with the curriculum, they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:
* Pupil discussions and interviewing the pupils about their learning (pupil voice).
* Monitoring with our subject computing lead visits.
* Opportunities for dialogue between teachers and the Technola team.
* Photo evidence and images of the pupils practical learning.
* Video analysis through recording of performance in lessons.
* A reflection on standards achieved against the planned outcomes.
* Learning walks and reflective staff feedback (teacher voice).
* Dedicated Computing leader time.
* Monitoring of children’s work.