At Parkway, it is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. We want children to know more, remember more and understand more in computing so that they leave primary school computer literate. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to them to allow them to achieve this.
Computing has strong links to a variety of other subjects such as mathematics, science, design and technology and therefore we believe that, as an essential part of the curriculum, it is also integrated into all areas of learning, using a range of hardware, software and opportunities. At Parkway, we recognise that pupils are entitled to quality software and hardware and a structured and progressive approach to the learning of the skills needed, to enable them to use it effectively.
We recognise the importance of responding to new developments in technology and aim to equip children with the confidence and capability to use a range of different devices to enhance their experiences. We strive to provide a relevant, progressive and enjoyable curriculum for all children, as well as using it as a tool to enhance learning throughout the wider curriculum.
Computing has a number of key components, each of which we aim to teach and fully instil the value of amongst our children. These are:
Computer Science – Children are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
Information Technology – Children are equipped to purposefully create programs, systems and a range of content in order to develop products and solutions. They will be able to collect, analyse, evaluate and present data and information.
Digital Literacy – Children are taught to use, access and express oneself through digital technology, including a critical understanding of technology’s impact on the individual and society, at a level suitable for the future and as active participants in a digital world.
We also firmly believe the importance of delivering a high-quality E-Safety curriculum, alongside the core values of these three stands. E-safety is embedded throughout the computing curriculum and supports and consolidates the strong presence of E-safety within our PSHE curriculum.
As technology develops, so does the need for a better understanding of how to use it in a responsible manner. The education of E-safety is therefore essential, to ensure children are equipped with the skills to recognise risks online, to be critically aware of the materials and content they access online, along with guidance on how to accurately validate information accessed via the internet.
Implementation
At Parkway, children are engaged in exciting digital learning lessons that are key to enhancing the curriculum and developing their computing skills. In addition to stand-alone lessons, skills are also taught and incorporated into other subjects, given the cross curricular nature of computing and the opportunities to expand and develop lessons that this brings. The school is equipped with a range of devices which allows the computing curriculum to be embedded in different contexts, giving real purpose to their learning.
We recognise the need to continually maintain, update and develop resources to ensure the effective delivery of the National Curriculum and support the use of technology throughout the school. Each class has a Chromebook trolley with devices for every child. Every class also has a Google Virtual Classroom to access learning and homework.
The delivery of computing at Parkway is planned in line with the National Curriculum and allows for clear progression as children move through each stage of their education with us. This allows children to build on and progress from their previous experiences, developing their skills, vocabulary and understanding in order to be active, responsible digital participants.
In Key Stage One, children will learn to understand what algorithms are, how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught how to create and debug simple programs and use logical reasoning to predict the behaviours of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, retrieve and manipulate digital content as well as recognise common uses of technology beyond school. They will be taught to 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.
In Key Stage Two, the children will build on their knowledge and experience from Key Stage One and will design, write and debug programs that accomplish specific goals by decomposing them into smaller parts. They will use sequence, selection and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in their own and existing programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results and selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that achieve given goals. They will be taught to use technology safely, respectfully and responsibly; recognise acceptable and unacceptable behaviour and be clear how to identify a range of ways to report concerns about content and contact to keep themselves and others safe.
Children will have opportunities to work both independently and as part of a group. Children should be able to pose to create, explore and try new applications and gadgets through the class Inquiries. Children have a digital toolkit to access recommended apps by teachers. Teachers use Foundation Subject Assessment Sheets to track children’s progression of skills in computing.
E-safety is referred to throughout the year and in addition to discrete units taught. Our PSHE curriculum also contributes to our delivery of e-safety. Parkway has a subscription to National Online Safety to enhance teacher’s CPD and online safety teaching and to keep up with new issues and development. Our E-safety lessons build on prior knowledge and are adapted/modified to suit the requirements of the children within the class and current issues that may be relevant. At Parkway, we strive to engage parents and carers with the importance of safe and responsible behaviour online and regularly provide parents with information about online safety through our social media platform. Children also take part annually in ‘Internet Safety Day’, following the suggested theme, which reflects current issues.
Impact
Children will be confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems. This is important in a society where technologies and trends are rapidly evolving.
Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.
Evidence of progression and achievement will be seen in examples of children’s work stored on their Google account and their Google Drive. It may also be shared via social media, published on a Google site, or shared through the Google Classroom.
As a result of effective implementation, children will be able to apply their skills and knowledge in other areas of learning. Children will be able to share their knowledge of how to be a responsible user of technology through discussion when questioned. They will be prepared for the next stage in their lives, knowing how to be a responsible user of technology in the wider world and most importantly, know where to seek support. Children will be familiar with and will discuss their understanding of the three main strands and will know key vocabulary associated with these. Confidence in this subject will also mean that children are able to be more independent and competent in life skills such as problem solving and logical thinking.
Resources
Physical resources kept in the stock cupboard and returned there when not in use. Resource cupboard to be kept tidy so that resources are accessible. Teachers inform the digital lead if there are any specific resources that are needed and that cannot be found in the stock cupboard.
Computing lead to keep up to date about new curriculum developments and relay them to staff when needed in effective professional development meetings.