Intent 

Gwyn Jones Primary School’s Computing Curriculum is broad and ambitious, and designed to give all our pupils, particularly those that are disadvantaged and pupils with SEND, the knowledge and cultural capital they need to succeed in life. We want our children to be “Digital Innovators”.

Early years 

It is important in the foundation stage to give children a broad, play-based experience of IT and computing in a range of contexts, including off-computer activities and outdoor play.

Computing is not just about computers. Early years learning environments should feature IT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities such as ‘programming’ each other using directional language to find toys/objects, creating artwork using digital drawing tools and controlling programmable toys.

Outdoor exploration is an important aspect and using digital recording devices such as video recorders, cameras and microphones can support children in developing communication skills. This is particularly beneficial for children who have English as an additional language.

By the end of 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 a sequence of instructions.

• write and test simple programs.

• use logical reasoning to predict the behaviour of simple programs.

• organise, store, manipulate and retrieve data in a range of digital formats.

• Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

By the end of key stage 2 pupils are taught to:

• design and write 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; generate appropriate inputs and predicted outputs to test programs.

• use logical reasoning to explain how a simple algorithm works 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.

• describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.

• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

IMPLEMENTATION

Gwyn Jones Primary School’s Computing Curriculum is designed in a way that allows pupils to transfer key knowledge to long-term memory; it is sequenced so that new knowledge and skills build on what has been taught before and towards defined end points. For further information refer to Teaching and Learning Policy, Assessment Policy, Feedback Policy and subject specific policies. Our key principles of implementation include:

• Teachers have expert knowledge of the subjects they teach.

• Teachers present key concepts clearly and invite appropriate discussions.

• Teachers check pupils’ understanding effectively, identifying and correcting misunderstandings.

• Teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently.

• Teachers enable pupils to transfer key knowledge to long-term memory, sequence the learning and ensure that it is building towards the defined end points.

• Teachers use assessment to check pupils’ understanding.

• Teachers use assessment to help pupils embed and use knowledge fluently, develop their understanding, and not simply memorise disconnected facts.

Planning

Lessons are planned using the National Curriculum and school’s Computing Skills Progression objectives. Lesson plans for main sections of the curriculum (e.g. coding) are also available for teachers to use and adapt as necessary for their class (Purple Mash and SAM Labs schemes of work).

A minority of children will have particular teaching and learning requirements which go beyond the provision for that age range and if not addressed, could create barriers to learning. This could include G&T children, those with SEN or those who have EAL. Teachers must take account of these requirements and plan, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During any teaching activities, teachers should bear in mind that special arrangements could be made available to support individual pupils. This is in accordance with the school inclusion policy. These children should be identified and discussed at pupil progress meetings to ensure that appropriate provisions and/or interventions are effected.

Impact 

Staff ensure that skills build on those that have been attained in previous years to consolidate and build on them as they move through school. Families at our school use technology responsibly, in line with the school’s acceptable use policies. Many parents engage with the school’s social media channels to keep up-to-date with developments that are happening in school. 

• Pupils develop detailed knowledge and skills across the Computing curriculum and, as a result, achieve well. 

• Precision in planning, we know that the Computing curriculum is covered in the required depth exemplified within the statutory and non-statutory guidance of the national curriculum.

• Pupils have the opportunities to regularly revisit concepts and link ideas together.

• High quality programs are used; pupils have a real love of learning.

• Learning begins from two years old. Pupils have access to a range of resources.

• Development of the whole child and gaining a sense of awe and wonder, pupils are happy engaged learners eager to share their learning with adults, family and class peers.

• Strong emphasis on revision of oracy and basic skills pupils’ standards are high and pupils are exceptionally well prepared for their next stage of learning.

• High focus on developing specific subject knowledge, as well as the skills in each subject, pupil’s progression through the Key Stages is ensured and readily exemplified; through display and case studies, performance and demonstrable achievements.

• Focus on providing opportunities of working with children beyond their own school, sex, religion and experience pupils are able to mix, collaborate and work appreciate the views of others.

• A curriculum focusing on technology in the wider world: pupils to leave Gwyn Jones Primary School able to integrate into modern British Society. Many pupils take on roles with added responsibility, such as ‘Digital Leaders’, at school and beyond.

• Active engagement with parents, the curriculum goes beyond the classroom and promotes home study and research, parents are engaged and have ownership of the school and see it as part of the community.

• The computing curriculum being fully inclusive for all, pupils have time and opportunities to work alongside their class peers who may have learning and physical needs, this creates a strong sense of care and inclusivity.

• Lessons are planned around pupil’s interests and questions, pupils are actively engaged in their own learning and eager to investigate beyond the classroom.