Implementation

Lessons are taught weekly over a half term each term utilising the ICT suite or new laptops in classrooms. Teachers follow the Computing curriculum map shown towards the end of this document.

The Computing Curriculum is divided into three inter-related strands:

• Computer Science
• Information Technology
• Digital Literacy

Computer Science:

Pupils need to understand what algorithms are – the basis of what they need to know in order to write computer programs. Each programming language has its own vocabulary and grammar but they all follow the same type of logic.  It is possible and beneficial to learn computer science away from computers or other digital devices. Role play and kinaesthetic activities can help pupils develop logical reasoning.

Pupils need to be able to write algorithms and programs. They also need to be able to find mistakes (bugs) and fix them.  When children write programs they will learn that there are often different ways of getting the right outcome, and they need to be able to evaluate the programs to decide which is the most efficient.

While children will make mistakes in their own programs it is often easier to find mistakes in code that has been produced by other people. Providing pupils with example programs give them the opportunity to predict what they will do and identify any bugs. Working collaboratively is also an effective method.  As pupils get older the programs they write will become more complicated. They will need to use sequence, selection, repetition and variables in their programs.

The computer science strand also requires knowledge of networks and how searches are performed.

Information Technology:

This strand is mostly taught by using technology to support other subject areas and topics, though it may be necessary to teach some discrete skills or use stand alone starting points.  Students should understand that technology is everywhere, be able to identify the technology they encounter and have a basic understanding of how it works. This will link to work on programming and algorithms.

Appropriate activities include word processing, creating images, taking and using photographs and video, creating music and animations, using and creating databases, producing websites and contributing to blogs. As well as creation of digital materials pupils should have experience of manipulating and editing their own work and resources from elsewhere. They need to know how to use the tools available but also to have an element of digital literacy – awareness of audience and good design principles. Pupils should experience a range of different applications and software, initially the teacher will select the programs they use but over time pupils should be encouraged to make decisions themselves.

Pupils also need to know how to store and organise their files so that these can easily be found again. They need an understanding of the devices they can use including: hard drive, USB sticks, school network server, and the cloud storage on the internet.

Digital Literacy:

Children need to be able to use technology safely. They need the knowledge of how to keep their personal information private and treat other people with respect. If something
goes wrong or they see something they don’t like they should know what to do
and where to go for help.  As children get older they need to know about how to use technology responsibly. As well as thinking about how their online behaviour affects
others they need to be aware of legal and ethical responsibilities, including
respecting copyright and intellectual property rights, keeping passwords and
personal data secure and observing terms and conditions for online services. They need to understand the main risks relating to:

Content – being exposed to illegal, inappropriate or harmful material
Contact – being subjected to harmful online interaction with other users
Conduct – online behaviour that increases the likelihood of, or causes, harm

Children should understand an age appropriate version of the school’s
Acceptable Use Policy.  E-Safeguarding links with the school’s general child protection policy and is not seen as a separate issue.

Curriculum Map

Early Years Foundation Stage (EYFS)

In the Early Years Foundation Stage, children focus on early technology skills through exploratory free play. Technology is now commonplace for many families and children often see and use it quite naturally when they activate a toy such as an ambulance or police car to make a siren sound. Although ‘Technology’ is no longer a specific Early Learning Goal in the EYFS revised framework, pupils’ learning experiences within Nursery and Reception form the foundation in preparing them for the Computing curriculum in Year 1. At Thomas Jones, children learn to recognise the role of technology because this helps them to identify the different types of technology and what they are useful for. This hands on learning may include operating a CD player independently, calculators or ‘bee-bot’ robot toys. By the time the children are in Reception, they have use of the classroom interactive board, which is used for large-scale educational games and activities during choosing time focussing on skills such as handwriting and number sequencing. This then forms the foundation for more in-depth learning through the computing curriculum and teaching that begins in Year 1.  

Key stage 1

Pupils are taught to:

• 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

Key stage 2

Pupils are taught to:

• 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

SEND

Computing is an essential part of the developing modern world.  At Thomas Jones, we believe that it is essential that all children including children with SEND have the opportunity to access the skills needed and develop the tools required to flourish in a technological world.  Computing has the potential to empower pupils with SEND and transform their lives. With exposure to a broad range of tools and technologies alongside support, it is possible that all children can fulfil their potential.

Computing and Information Technology are essential tools for inclusion.  They enable children with SEND, whatever their needs, to use technology purposefully in ways that make the wider curriculum accessible, empower those with communication difficulties to engage with others and to fully include everyone in activities and learning.  At Thomas Jones, lessons are adapted to meet the needs of children with SEND.  Alongside adult and peer support, children with SEND can access other year group’s schemes while also covering the objectives required.  This enables the child to feel included, engaged and autonomous.