Computing

We aim to prepare our learners for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever changing digital world. Knowledge and understanding of ICT is of increasing importance for children’s future both at home and for employment.

Our Computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. These strands are revisited repeatedly through a range of themes during children’s time in school to ensure the learning is embedded and skills are successfully developed.

At Hovingham Primary our computing curriculum enables pupils to:

• Be thinkers for the future’ through a modern, ambitious and relevant education in computing;
• Use computational thinking and creativity that will enable them to become active participants in a digital world;
• Use computing as tools for learning;
• Understand the advantages and disadvantages associated with online experiences;
• Be respectful, responsible and confident users of technology;
• Aware of the measures that can be taken to keep themselves and others safe online.
• Raise the aspiration of not only embracing technology for learning and advancement but also, to be part of the STEM community; innovating and applying technologies for the future.

The National Curriculum provides the knowledge and skill development for the computing curriculum being taught throughout the school. It is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.

The computing content, for every year group, from Nursery to Year 6, is carefully mapped out so that teachers know and understand what to teach and when to teach it. All sequences of learning are planned so that there is cohesion and key knowledge and skills are protected.

What will this look like in the classroom ?

Our teaching sequence, through the 5A model, will: 

	Aim: Learning will be placed within the context of similar past learning from previous subjects and year groups.
	Activate: Specific computing key vocabulary to be used and its meaning.
	Acquire: Through delivering realistic and relevant computing content that is structured and coherent.
	Apply and Apply: Through providing opportunities for the children to work interactively, with the teacher acting as the facilitator.
	Assess: Through ongoing opportunities to apply learnt skills and knowledge across the curriculum.

Our classrooms will:

• Provide appropriate, high quality equipment needed to implement the computing curriculum.
• Be organised so that pupils can work in pairs, small groups or whole class, as appropriate, to support in the development of their skills.
• Allow for quality modelling from the teacher of the skills required, before children practice these skills.

Our children will be:

• Engaged, because they are challenged by the curriculum which they are provided with.
• Resilient learners who overcome barriers and understand their own strengths and areas for development.
• Able to critique their own work because they know how to be successful.
• Safe and happy in computing lessons, which give them opportunities to explore and develop their skills.
• Encouraged and nurtured to overcome any barriers to their learning because feedback is positive and focuses on developing their computational skills and knowledge.
• Developing their computational skills, as a result of careful planning, focused delivery and time to practice and hone their skills.

HOW WILL THIS BE MEASURED?

Pupil Voice will show:

• An understanding of computing skills at an age-appropriate level.
• They know how to be safe online.
• A secure understanding of each key area of the curriculum.
• Confidence in discussing computing, their own work and identifying their own strengths and areas for development.
• Progression in the skills pupils learn as they move through school.
• Progression in the vocabulary pupils use to discuss computing, as they move through school.
• Enthusiasm and excitement from pupils about the computing curriculum.

Pupils’ work will show:

• That children have had opportunities for practice and refinement of various skills.
• Development of final pieces of work which showcase the skills they have learnt.
• That children have been taught a variety of different aspects of computing.
• That children have had opportunities to work both independently and collaboratively to develop their skills.
• A clear progression of skills between year groups, in line with expectations set out in the progression grids.

The curriculum leader will:

• Celebrate the successes of pupils through planned displays.
• Collate evidence over time which shows that pupils know more and remember more about computing.
• Monitor standards in the subject to ensure outcomes are at the expected levels.
• Provide any CPD necessary to support staff in their teaching of the computing curriculum.
• Monitor progression in computing across school, to ensure pupils are always appropriately challenged.