Intent Implementation and Impact

Intent

How do we inspire our children in computing?

At Ivington CE Primary School, we aim to deliver a high-quality Computing education to equip our 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 our 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, our pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that our 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. At Ivington, our aim is for every child to: 

• understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
• evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 
• be responsible, competent, confident and creative users of information and communication technology.

Implementation

How do we organise our teaching and learning?

At Ivington CE School, our curriculum is carefully planned to engage and excite all pupils. Teachers carefully map out and plan their year group’s Computing lessons; to support and guide their plans, teachers may use and adapt ideas taken from Teach Computing, Barefoot Computing and the NCCE. Computing is taught both as a discrete subject, and in a cross-curricular way when the opportunity presents itself. The laptops and iPads in Keys Stage 1 and Key Stage 2 are used to help pupils access the Computing curriculum, along with a range of other resources such as programmable toys and robots. The Computing subject leader and the head teacher continually monitor the resources required to deliver the Computing element of the new National Curriculum.

IMPLEMENTATION 

Assessment, Monitoring and Evidence:

Intervention within lessons is crucial in ensuring children are prepared to learn and misconceptions can be quickly identified and rectified (through intervention).  We constantly assess children’s work in Computing by making informal judgements as we observe our pupils during each Computing lesson. On completion of a piece of work, children’s work is saved to the school server for reference and moderation throughout the year.  The Computing subject lead has a portfolio of evidence collected throughout the year.  Each year group has specific end-of-year ‘I Can’ statements which teachers use when making summative assessments. They are written in child-friendly language, allowing our pupils to track their own progress in meeting the learning targets and to reflect on their progress.

Enrichment opportunities:  

Every class has timetabled access to laptops and iPads. In KS1 and EYFS there are also sets of Beebots which are all used regularly. In Upper KS2 we have the use of a full class set of Micro: bits for use in computer lessons and for cross-curricular work. All our pupils are given opportunities to use and develop their ICT skills in context through cross-curricular work.

Every year, as a school we celebrate and promote the annual Safer Internet Day with our pupils. Keeping safe online is a key aspect of our Computing and PSHE curriculum. We regularly publish our Online Safety Newsletter to bring aspects of current and new computing apps and research to parents.

E-Safety and Digital Citizenship

• A key part of implementing our computing curriculum was to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.
• Children build online resilience through the use of the ‘Project Evolve – Education for a Connected World’ framework. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviours, and support educators in shaping the culture within their setting and beyond.

Impact

How does the children’s knowledge of computing help them to flourish and feel confident in the subject?

At the end of each year, pupils have developed their computing skills, and have gained a new understanding of online safety issues and how to keep themselves safe online.

• PUPIL VOICE - Through discussion and feedback, children talk enthusiastically about their computing lessons and speak about how they love learning on the computer. Children across the school articulate well about the potential risks of being online, and can talk about ways to keep safe.
• EVIDENCE IN KNOWLEDGE- Pupils know how and why technology is used in the outside world, and in the workplace. They know about different ways that computers can be used.
• EVIDENCE IN SKILLS - Pupils use acquired vocabulary in computing, including coding, lessons. They have the skills to use technology independently, for example accessing age-appropriate software and games in EYFS and using a range of computer software independently in KS1 and KS2.
• BREADTH AND DEPTH - Teachers plan a range of opportunities to use computer technology, inside and outside school.

We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing.

Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this.

The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally and observing learning regularly.

Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.