Intent of Computing curriculum
We believe that skills across Computing are fundamental to children’s learning and should be integrated and embedded into all areas of the curriculum wherever possible. It is recognised that we have a responsibility to encourage digital literacy in all pupils in preparation for their future. New technologies require children to be able to interact fully with computers, laptops, tablets and a growing number of other devices, programs and software in order to fully support their learning in a number of contexts. It is recognised that the level of expectation on children’s capabilities for using new technologies is rising particularly within the new National Curriculum for Computing with its strong emphasis on computer science and computer programming skills.
To provide pupils with an extended knowledge of using computers effectively and safely. As we know the importance of computing to society, it is of extreme importance that we provide the pupils in our school the very best curriculum to help them succeed. Computing is becoming embedded and the curriculum is being taught in depth throughout the school.
As the current world is moving towards a more technological approach, we feel it is paramount that the children at Roebuck have been equipped with an outstanding understanding of computers and technology. We also understand with the more technological approach to society, children of a younger age are having access to mobile phones and the internet. Therefore, we understand and need to provide a solid and robust teaching about e-safety to the children.
At present, the school has 2 trolleys of 24 I-pads which can be accessed by years Nursery –Year 6 classrooms. Apps are used to support the content of the new curriculum. We also have a large media suite which can hold a capacity of 30 pupils.
Implementation of computing curriculum
At Roebuck, we use the Purple Mash scheme of work. The scheme is split into two parts: Digital Literacy and Computer Science. Each year group has different units which progressively get more challenging. This scheme has and will provide children with challenging learning opportunities as well as giving these children a real quality computing curriculum.
In regards to EYFS, children are taught computing through a range of different approaches. The teachers teach their phonics through videos shared with the children which the children help to navigate and control. The children also are exposed to mechanical toys and understanding how to programme them and use them.
As a school, we have continued to focus on e-safety as this is statutory and a vital component of safeguarding for our children. We feel that this is beneficial to focus on with the rapid and on-going change in technology; especially the internet. Keeping children safe is at the forefront of everything we do, therefore implementing e-safety guidelines and knowledge to the children is crucial to keeping them safe while online. In Autumn 2019, we held an E-safety whole school themed day. The entire school focussed on an E-safety book called ‘Hashtag Goldilocks ’. Each class spent the whole day discussing e-safety and producing a high quality piece of writing based on the book. This then created a whole school display which also displayed our e-safety leaders. Pupils developed their understanding of e-safety and what they should do if they present themselves in certain situations. All pupils developed a sound understanding how important digital footprints are and that it is possible to trace back information. This was really valuable learning as it really helped children think twice about what they post on the internet and why. The display also highlighted who the school digital leaders were. This is good for the children as they can go to the ‘child experts’ for advice.
Impact of computing curriculum
The children at Roebuck have been engaged and immersed in their Computing lessons. They have an increased and sound understanding of all aspects of Computer Science. The impact of the scheme will lead to more pupils exceeding and achieving age-related expectations. The quality of assessment will also be more accurate due to the boundaries of exceeding, expected and emerging.
The staff feedback has been very positive and many staff members have commented how it helped to support their CPD as well as their subject knowledge. They have also found that the quality of lessons have improved due to the breakdown of content within the lesson plans.