Computing

Our Vision

At Abbott Community Primary School, we want every child to become a confident, capable, creative and responsible user of technology.

Computing is an important part of our curriculum because digital technology is an integral part of children's lives, both in and beyond school. We want our pupils to develop the knowledge, skills and understanding they need to use technology effectively, safely and responsibly, while also understanding how digital systems work and how technology can be used to solve problems and communicate ideas.

Our Computing curriculum develops pupils as computational thinkers, problem-solvers, creators and critical users of digital technology. Through a carefully sequenced programme of learning, children build knowledge and skills over time, revisiting important concepts and applying them in increasingly sophisticated ways.

We aim for all pupils to:

• develop an understanding of the principles of computer science, including algorithms, logic, abstraction, programming and data representation;
• design, write and debug programs to solve problems and achieve specific goals;
• use digital technology purposefully to create, organise, store, manipulate and communicate information;
• develop confidence in selecting appropriate digital tools and software for different purposes;
• use search technologies effectively and evaluate information and digital content critically;
• understand how computer networks and the internet work and how they support communication and collaboration;
• develop the vocabulary needed to talk confidently about computing and technology;
• understand how to use technology safely, respectfully and responsibly;
• know how and where to seek help when they encounter something that worries or concerns them online;
• understand that technology can have both positive and negative impacts on individuals and society; and
• transfer their computing knowledge and problem-solving skills across the wider curriculum and into everyday life.

Our curriculum is ambitious for all pupils. We provide appropriate support, adaptations and additional challenge so that pupils, including those with SEND and those who may face barriers to learning, can participate successfully and make progress from their individual starting points.

Our Curriculum

Computing is taught as a discrete subject and is also meaningfully integrated into learning across the wider curriculum where this enhances pupils' understanding and provides an authentic purpose for using technology.

Our curriculum is built around the three interconnected strands of the National Curriculum:

Computer Science

Children learn how computers and digital systems work and develop computational thinking and programming skills. They learn about algorithms, sequencing, logical reasoning, decomposition, repetition, selection, variables and debugging, building their knowledge progressively as they move through the school.

Information Technology

Children learn to select and use digital tools and software to create, edit, organise, store, retrieve and present information. They develop the ability to choose appropriate technology for a particular purpose and to evaluate and improve their digital work.

Digital Literacy

Children develop the knowledge and skills they need to participate safely, confidently and responsibly in an increasingly digital world. This includes understanding online communication, privacy, personal information, digital content, acceptable behaviour, searching and evaluating information, and knowing how to report concerns.

These three strands are interwoven throughout our Computing curriculum rather than being taught in isolation.

Implementation

We use the Purple Mash Computing Scheme of Work as the main framework for our Computing curriculum. It provides a structured programme of learning aligned with the National Curriculum and supports teachers in delivering a broad range of computing knowledge and skills.

Teachers use the scheme alongside their professional knowledge of pupils and the school's curriculum to ensure that learning is appropriately sequenced and adapted to meet the needs of each class. Lessons include opportunities for direct teaching, modelling, discussion, practical application, problem-solving, independent work and reflection.

The curriculum is designed so that important knowledge and skills are revisited and developed over time. Children have regular opportunities to practise previously learned skills and apply them in new contexts. Where appropriate, Computing is linked to other curriculum subjects so that pupils understand how technology can be used purposefully beyond the Computing lesson.

Teachers explicitly introduce and reinforce key vocabulary so that pupils can explain their thinking and develop a secure understanding of computing concepts.

Online Safety

Online safety is an integral part of our Computing curriculum and wider safeguarding provision. Pupils receive regular, age-appropriate teaching about staying safe online and are supported to develop the knowledge, confidence and resilience to make responsible choices when using technology.

This includes learning about:

• keeping personal information private;
• safe and respectful communication;
• appropriate and inappropriate online behaviour;
• passwords and account security;
• online relationships and communication;
• cyberbullying;
• recognising unreliable, misleading or harmful content;
• searching and evaluating information;
• managing screen use and digital wellbeing;
• reporting and responding to concerns; and
• knowing trusted adults and appropriate routes for seeking help.

Online safety is revisited regularly rather than being treated as a one-off topic. Our approach is part of the school's wider safeguarding culture and is supported by our safeguarding, behaviour and anti-bullying procedures.

If children encounter something online that makes them feel uncomfortable, worried or unsafe, we encourage them to stop, close or move away from the content where appropriate, and tell a trusted adult. We make clear that children should never feel that they are to blame for reporting a concern.

Key Stage 1

In Key Stage 1, pupils develop their understanding of algorithms and how they can be represented as programs on digital devices. They learn that programs follow precise instructions and begin to create and debug simple programs.

Pupils develop logical reasoning skills by predicting what simple programs will do and explaining why. They use technology purposefully to create, organise, store, retrieve and manipulate digital content and recognise common uses of technology beyond school.

Children also develop their understanding of how to use technology safely and respectfully. They learn the importance of keeping personal information private and know who they can talk to if they have concerns about content or contact online.

Key Stage 2

In Key Stage 2, pupils build on their previous knowledge and develop increasing independence and sophistication in their use of technology.

They design, write and debug programs for specific purposes and learn to break problems down into smaller, manageable parts. They use sequence, selection, repetition, variables and different forms of input and output and develop their ability to use logical reasoning to explain algorithms and identify and correct errors.

Pupils develop their understanding of computer networks and the internet, including how the World Wide Web provides opportunities for communication and collaboration.

They learn to use search technologies effectively and develop a critical approach to information by considering how search results are selected and ranked and by evaluating the reliability and usefulness of digital content.

Children select, use and combine a range of software and internet services to create digital content and solve problems. They collect, analyse, evaluate and present data and information for different purposes and audiences.

Throughout Key Stage 2, pupils continue to develop their understanding of safe, respectful and responsible technology use. They learn to recognise acceptable and unacceptable behaviour and understand different ways of reporting concerns about content or contact.

Inclusion and Accessibility

We believe that every child should have meaningful opportunities to develop their computing knowledge and skills.

Computing lessons are adapted where necessary to remove barriers to learning and enable pupils with SEND and other pupils who may require additional support to participate fully. This may include adapting instructions, providing additional modelling and scaffolding, using accessible software or hardware, breaking tasks into smaller steps, providing alternative ways to demonstrate understanding and offering additional challenge where appropriate.

Teachers consider pupils' starting points, prior knowledge and individual needs when planning and delivering Computing lessons.

Our aim is not simply for every child to access technology, but for every child to develop the knowledge, confidence and independence to use it purposefully.

Resources and Technology

We provide pupils with access to a range of digital devices and physical computing resources to support practical learning.

Our current Computing resources include:

• 60 laptops;
• 10 sets of Crumble controllers; and
• 30 Micro devices.

These resources are used to provide pupils with practical experiences of programming, digital content creation, data handling, problem-solving and physical computing.

We review and develop our resources as appropriate to ensure that they continue to support the curriculum and provide pupils with meaningful learning experiences.

Enrichment

We provide opportunities for pupils to extend their Computing learning beyond the classroom.

Our enrichment opportunities include an after-school Computing Club, where pupils can develop their programming, digital creativity and problem-solving skills through a range of activities using Purple Mash and other appropriate digital tools.

We also take part in national and wider computing initiatives, including coding activities and opportunities for physical and unplugged computing. These activities help pupils to see that Computing is a creative and practical subject and encourage them to explore their interests further.

Where appropriate, educational visits, visitors and wider enrichment activities are used to give pupils opportunities to see how computing and digital technology are used in real-world contexts.

Assessment and Monitoring

Assessment in Computing is used to help teachers understand what pupils know, remember and can do, and to identify any gaps that need to be addressed.

Teachers assess pupils' learning through a combination of:

• questioning and discussion;
• observation of practical work;
• pupils' explanations and demonstrations;
• review of digital work and completed projects;
• retrieval and recap activities; and
• assessment against the knowledge and skills identified for each unit.

Assessment is used formatively to inform subsequent teaching. Where pupils have misconceptions or gaps in knowledge, teachers provide additional explanation, modelling, practice or support.

Teachers make appropriate end-of-unit judgements about pupils' attainment against the intended learning. These judgements contribute to the school's ongoing monitoring of progress and curriculum effectiveness.

The Computing Subject Leader monitors the quality and consistency of provision through activities such as reviewing planning and pupils' work, discussions with pupils and staff, lesson visits where appropriate, analysis of assessment information and evaluation of resources and curriculum coverage.

This information is used to identify strengths, address gaps and inform ongoing curriculum development.

Impact

We want pupils to leave Abbott Community Primary School with a secure foundation of computing knowledge and skills that prepares them for the next stage of their education and for life in a digital society.

Successful learners will be able to:

• explain key computing concepts using appropriate vocabulary;
• apply computational thinking to solve problems;
• create, test, debug and improve programs;
• use a range of digital tools purposefully and independently;
• select appropriate technology for a particular task;
• search for and evaluate information critically;
• create and communicate digital content for different purposes and audiences;
• understand how networks and digital systems support communication;
• use technology safely, respectfully and responsibly;
• recognise potential online risks and know how to respond to and report concerns;
• work collaboratively when using digital technology;
• transfer their computing knowledge and problem-solving skills to other subjects and real-life situations; and
• demonstrate increasing confidence, independence, creativity and resilience when working with technology.

The impact of our Computing curriculum is reflected not only in pupils' completed digital work, but also in their ability to explain their thinking, apply their knowledge in unfamiliar situations, solve problems and make responsible decisions when using technology.

We evaluate the effectiveness of our curriculum regularly and use what we learn from assessment, monitoring, pupil voice and staff feedback to refine and improve provision.

Most importantly, we want our pupils to leave school understanding that technology is a powerful tool: one that can be used to create, communicate, collaborate, investigate and solve problems, while also understanding the responsibilities that come with using it.

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