Computing

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. 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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Source: National Curriculum, 2014

Intent

At Kingfisher Primary we believe that an engaging and motivating Computing curriculum will enable our learners to:

Use computational thinking and creativity to understand and change the world.
Make deep links with mathematics, science and design and technology.
Build knowledge of principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
Become digitally literate – able to use, express themselves and develop ideas through information and communication technology.

Our aims

The Computing Subject Leader and leadership team support staff to deliver a high-quality computing education.
Computational thinking – the ability to solve problems in a creative, logical and collaborative way – is developed through repeated programming opportunities and opportunities to build understanding and apply the concepts of computer science.
Pupils become responsible, competent, confident, and creative users of information and communication technology.
Pupils have a growing awareness of how technology is used in the world around them and of the benefits that it provides. They are supported to evaluate and use information technology, including new or unfamiliar technologies.
Opportunities for communication and collaboration develop understanding of the purposes for using technology and these are used to bring together home and school learning experiences.
Technology is used imaginatively to engage all learners and widen their learning opportunities.
Pupils have access to a variety of devices and resources and are encouraged to reflect on the choices they make to use them.

We expect our pupils to:
- Develop computing skills, knowledge and understanding
- Develop an understanding of the wider applications of computer systems and communication technology in society
- Develop independent and logical thinking through reasoning, decision making and problem solving
- Develop imagination and creativity
- Work independently and collaboratively

Computing & Online Safety Overview

Online Safety and Computing LTP Jan 24.pdf

Computing

Computing in EYFS

After being removed from continuous provision in 2021, we at Kingfisher have continued to embed computing in the curriculum for our youngest learners by making it a part of everything taught in class.

In the reception classroom, children use the interactive white board every day for various activities. It is utilised during lessons, but children also have the opportunity to explore this device in their free time. Similarly, the children have access to the codapillars through small group work with a member of staff followed by free play and self-exploration. Staff begin to get the children thinking about programming and de-bugging by asking them questions. This allows the children to explore their computational thinking through self-correction. By the end of the year, children are also using the iPads and exploring how these work. In addition to this, staff model how technology can be used in the real world. For example, sometimes when children have a question, the teacher will model how to google this to find the answer.

When it comes to online safety, in addition to using project evolve, online safety is embedded into everyday conversations in reception. This is especially the case when returning from a school holiday where the children will have circle time to discuss their time at home. During this activity, discussions will be had about what devices the children have and how to use these safely along with wellbeing while being online and age restrictions.

Teaching computing in KS1 and KS2

At Kingfisher School, we use the Teach Computing Curriculum. This ensures all areas of the KS1 and KS2 curriculum are taught thoroughly and themes are revisited at least every year to allow children to build on their existing knowledge as well strengthening their long term memory in each area. This curriculum is regularly updated along with common technology themes to ensure children's learning is current and representative of the world around them.

In both KS1 and KS2, children cover 4 key areas: computing systems and networks, creating media, programming and data and information. Each lesson starts by revisiting previous learning before engaging the children in thought provoking and detailed discussions about the topic. Following this, the children complete an activity before coming together to review the lesson and examine what they will be learning next. In KS2, the children also begin to examine physical computing in years 5 and 6 by utilising the MicroBit computers.

Knowledge organisation

The Teach Computing Curriculum uses the National Centre for Computing Education's computing taxonomy to ensure a comprehensive coverage of the subject. This has been develop through a thorough review of the KS1-4 computing programme of study. All learning outcomes can be described through a high-level taxonomy of the ten stands:

Algorithms- be able to comprehend, design, create and evaluate algorithms.
Computer networks- understand how networks can be used to retrieve and share information and how they come with associated risks.
Computer systems- understand what a computer is and how its constituent parts function together as a whole.
Creating media- select and create a range of media including text, images, sounds and video.
Data and information- understand how data is stored, organised and used to represent real-world artefacts.
Design and development- understand the activities involved in planning, creating and evaluating computer artefacts.
Effective use of tools — use software tools to support computing work.
Impact of technology — understand how individuals, systems, and society as a whole interact with computer systems.
Programming- create software to allow computers to solve problems.
Safety and security — understand risks when using technology, and how to protect individuals and systems.

The taxonomy provides categories and an organised view of content to encapsulate the discipline of computing.

Source- 'Teach Computing - teacher guide 2024'

Inclusion

Being a naturally inclusive lesson, we ensure all pupils can access computational learning. This can be done through adult support or utilising group work. Work can additionally be scaffolded to allow every learner to access what is being studied. This can vary from extra resources to visual prompts. Additionally, all learning builds on prior knowledge allowing children to consolidate this learning and address misconceptions.

Assessment

Every lesson of computing allows for formative assessment to take place. This varies from answers during class discussion to work completed during the lesson. These assessments are used throughout to address misconceptions and identify any areas that require revisiting. Teacher can also assess children's understand against the learning objectives and success criteria for each lesson, and children have the opportunity to self assess at the end of each lesson by using a thumbs up down or sideways approach.

Online Safety

When looking at online safety, we use ProjectEVOLVE from early years through to year 6. Each half term covers a different area of online safety and an assessment of the children's understanding is done. Based on these results, each teacher then assesses where the children's learning can be developed and this forms their online safety teaching. After discussions with the children and discrete lessons if needed, an exit assessment is done to evaluate the progress the children have made and any areas that may need revisiting.

ProjectEVOLVE

ProjectEVOLVE resources each of the 330 statements from UK Council for Internet Safety's (UKCIS) framework “Education for a Connected World” with perspectives; research; activities; outcomes; supporting resources and professional development materials. The ProjectEVOLVE toolkit is also based on the UKCIS framework “Education for a Connected World” (EFACW). This framework covers knowledge, skills, behaviours and attitudes across eight strands of our online lives from early years right through to eighteen. These outcomes or competencies are mapped to age and progress.