Computing Curriculum Statement

Computing Statement 

INTENT 

The Computing curriculum at Shelley Primary School is designed to equip pupils with the knowledge and skills needed to use digital devices, create digital content, stay safe and thrive in an increasingly digital world. Based on the National Curriculum for Computing, our approach seeks to develop computational thinking, which encourage problem solving and analytical thinking.  

Through our curriculum, pupils gain an understanding of how digital systems work and understand the basics of computer science. Utilising a range of planned opportunities, pupils will learn to use technology creatively to author digital content and to understand how to stay safe, and seek help, when using digital services. 

IMPLEMENTATION 

Computing is taught as a discrete subject in weekly timetabled lessons. Where possible, the integration of technology into other subjects is encouraged and the resource timetable permits this. Based upon the aims and objectives in the National Curriculum, our computing curriculum is comprised of three main elements; the Teach Computing Curriculum, Discovery Espresso Coding and Project Evolve. Together, these elements combine to create a curriculum that provides a comprehensive scheme of work. Lessons are carefully sequenced to build upon prior knowledge and ensure clear progression in computational thinking, digital literacy and ICT skills.  

Key features of our implementation include:  

Computer Science 

With computational thinking at its heart, the Discovery Espresso units of work provide pupils with opportunities to learn and create algorithms, write and debug simple programs (KS1), and progress to more complex programming concepts, including variables, loops, and conditional events (KS2). Pupils complete two units each year from Year 1 to Year 6.  

Information Technology 

Pupils develop skills in creating, editing, and presenting digital content across different software and devices (iPads and Chromebooks), including word processing, data handling, use of data loggers, and multimedia production.  

Digital Literacy & Online Safety 

In partnership with the PSHE scheme of work, we use Project Evolve to deliver fortnightly, class-based sessions on the subject on Online Safety. Through these sessions, we ensure age-appropriate, relevant discussions on online safety, digital footprints, cyberbullying, misinformation, and data privacy. Lessons are responsive to emerging online risks and trends and are targeted to the children’s understanding about each theme. This is established through a Knowledge Map at the outset of each unit. 

EYFS and Computing 

Technology strand was removed from the Understanding the World area of learning. However, computing and technology are still vitally important in EYFS. Computing in EYFS ensures that pupils enter Year 1 with a strong foundation, builds problem-solving abilities, encourages resilience and supports other areas of learning. By integrating computing into EYFS, pupils also begin to build their digital literacy and their understanding of e-safety. Through a use of carefully sequenced learning opportunities, pupils learn to recognise their use of technology and develop fundamental skills to control applications and devices. They begin to use technology to create digital content and learn to use a keyboard to type their names. Through the use of simple robots, pupils begin their understanding of algorithms and computer science. Pupils in EYFS learn about online safety through the Project Evolve resources in line with the rest of the school.    

Impact 

The impact of our computing curriculum is assessed through ongoing formative and summative assessments, ensuring pupils develop the necessary skills to navigate the digital world safely and effectively.  

The Computing Progression in Learning document provides teachers with the criteria to be able to make those assessments set against the National Curriculum objectives. Each unit of work within our computing curriculum is supported by success criteria within the progression document providing detailed information upon which to make judgements.  

The impact of the digital literacy teaching is evidenced through the use of Knowledge Maps within Project Evolve. When completed at the end of each unit, they compare with the initial results allowing teachers to determine the extent of the learning that has happened.