- meet the requirements of the National Curriculum programmes of study for Computing;
- provide an engaging, challenging and enjoyable curriculum for computing that meets the needs of all pupils;
- represent our school’s diverse community, ensuring that all children feel included;
- use digital devices as a tool to enhance and enrich learning throughout the curriculum, developing cross-curricular links;
- equip pupils with the confidence and capability to use technology so that they can be responsible global citizens, who are successful in tomorrow’s world;
- develop a broad and deep understanding of e-safety.
In EYFS, it is important to give children a broad, play-based experience of Information Communication Technology (ICT) in a range of contexts, including outdoor play. ICT is not just about computers. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language.
We have adopted a 'Computational Thinking' approach, where children learn computing-based problem-solving skills that are used in day-to-day life. These skills, while relevant to everyday life, have been identified as being important in how computer scientists solve problems. These computer scientists may typically use technology in their approach to problem solving, however this is not always the case. Consistently however, the skills outlined below were ever-present in their approaches to problem solving. As a result, we have adopted both 'plugged' and an 'unplugged' approach, where children practise aspects of Computational Thinking in a variety of contexts that follow the children's own lines of enquiry. This could include, although is not limited to: water play, outdoor play, role play ideas, games and challenges. Children are able to become 'Computational Thinkers' by applying these concepts and approaches into their everyday school life; this ensures that they learn how to approach problems they are likely to face in the later stages of the computing curriculum.
Computational Thinking 'gives [children] a broad range of knowledge and skills that provide the right foundation for good future progress through school and life' - Statutory Framework for EYFS September 2021.
- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Teachers must take account of differentiation and plan, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During any teaching activities staff should bear in mind that special arrangements could be made available to support individual pupils. This is in line with the
school Inclusion Policy.
Access & ResourcesThe school acknowledges the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible ICT infrastructure by investing in resources that will effectively deliver the strands of the national curriculum and support the use of ICT and computing across the school.
EYFS classes have a bank of iPads to share. Every class in KS1 and KS2 has a trolley of 40 devices including iPads and Chromebooks meaning each child has access to a device at one given time. Having this number of devices within each class ensures that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.
Each child has access to the internet (if permission is given) and is taught how to use it appropriately and safely alongside how search engines and websites operate. Internet safety is taught regularly at an age appropriate level and forms the basis of all Computing learning. Children are also taught about vocabulary linked to computing and key skills for life including touch typing. Computing is also cross-curricular, progressing children's learning in all areas of the curriculum.
Albion has invested in Fable Robotics, giving the children the opportunity to use computational thinking and creativity to solve and debug problems in their future digital world. Seeing their programming skills affect a real-life robot rather than just on the screen gives the child more of a concrete understanding of how this can affect the world and brings their program to life.
Teachers are required to inform the Computing Subject Leader of any faults as soon as they are noticed via the online Google ICT Fault Form found on every desktop.
Albion Primary School has a computing technician who comes in twice a week to primarily assist with faults and maintains the school's curriculum and admin servers and any other electrical item. The Computing Lead will monitor the ICT Fault Log regularly.
- Computing trolleys in every classroom is the responsibility of the class teacher. The trolleys should be locked at all times unless in use. They should not be left unlocked when the class is out of the classroom. They should be locked at the end of the school day. The teacher is responsible for the key to the padlock for the trolley.
- The teacher is responsible for ensuring all devices are in the correct places in the trolley at the end of every school day.
- The ICT and computing technician will be responsible for regularly updating anti-virus software.
- Use of ICT and Computing will be in line with the school's 'Acceptable Use Policy/Online Safety Policy'.
- Parents/Carers will be made aware of the Acceptable Use Policy at school and it can be found on the school website.
- All pupils and parents/carers will be aware of the school rules for responsible use of ICT and Computing and the internet and will understand the consequence of any misuse.
E-Safety in Computing
At Albion, we use the Project Evolve and Barefoot E safety scheme of learning, which:
- offer a comprehensive yet balanced approach in addressing safety and security concerns, including ethics and behaviour issues, as well as digital literacy skills;
- provide child-centred, media-rich lesson materials that emphasise skill building, critical thinking, ethical discussion, media creation, and decision making;
- address the whole community by providing materials to educate parents and families about digital citizenship;
- provide additional resources and links and suggestions for curriculum opportunities.
ImpactTeachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the national curriculum to assess key computing skills each term. Assessing computing work is an integral part of teaching and learning and central to good practice. It should be process orientated – reviewing the way that techniques and skills are applied purposefully by pupils to demonstrate their understanding of the concepts of ICT and computing. As assessment is part of the learning process it is essential that pupils are closely involved.
Assessing a child's development within Computing is a continuous process carried out throughout each year group and within each unit of work. We use a variety of assessment techniques, including the following as appropriate:
- Looking at a child's recorded work
- Individual discussion with pupils
- Listening to the children's ideas as they discuss between themselves
- Observations of children's technical skills during practical sessions
- Pupil self-assessment quizzes
At the end of a unit of work, teachers make a judgement against the Key Learning Skills identified within the medium-term plans (taken from the National Curriculum), while also using pupil self-assessment and low stakes quizzes. Use of independent open-ended tasks, provide opportunities for pupils to demonstrate capability in relation to the term’s work. There should be an opportunity for pupil review and identification of next steps.