Intent
Technology is everywhere and will play a pivotal part in students’ lives. At St Matthew’s Catholic Primary School we want to model and educate our pupils on how to use technology positively, responsibly and safely. Our computing curriculum is designed around the four key areas, as outlined in the National Curriculum. These are computer science, information technology, digital literacy and online safety. The combination of these areas equips our children with the ability to safely and confidently use a computer and the technology around them. We are preparing our pupils to be citizens of a digital age and we want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We want our pupils to be fluent with a range of tools to best express their understanding and creative learning.
Implementation
Our children begin their journey with technology in Early Years, with access to iPads and BeeBots, as well as some time spent in the computer room to familiarise children with a desktop setup. Teachers facilitate children’s curiosity with challenge and modelling how to use the equipment carefully and safely.
In KS1 children continue their journey with the BeeBots, using them more precisely. They learn how to programme a BeeBot to reach a destination and begin to be able to debug when something doesn’t work out the way they imagined. They are introduced to the language of algorithms. In the computer room they improve their mouse control and learn how to log on and off a computer using their own username and password. They learn about online safety and what to do if they encounter something which makes them feel uncomfortable as well as what personal information is and why it is important we don’t share it with someone on the internet. Coding then progresses from BeeBots onto a computer-based programme where children learn how to programme a variety of sprites/characters using Scratch, Logo and Hour of Code activities.
In KS2, children continue this coding journey, not only making the sprites move, but interact with each other. As children progress up KS2 the coding becomes more complex and they are able to create basic games with code. Their digital literacy skills are combined with English, science, history and geography and work is word processed and presentations are created using PowerPoint and other Multimedia programmes. Children learn how to use the hardware we have in school, where they are taught how to take and manipulate digital images, showing them that what they view in the media isn’t always accurate. The children are also taught internet safety throughout each year of KS2. They know how to keep themselves safe online and what to do if they come across something that makes them uncomfortable. KS2 are taught about the importance of reporting something they experience happening to themselves or another person, as in accordance with our Anti Bullying Policy and our Online Safety Policy. Upper KS2 understand the importance of media balance and appreciate that as they get older, they are more responsible for their online presence and how often they access a variety of forms of media and how cyber-bullying can have an impact.
Impact
We encourage our children to enjoy and value the curriculum we deliver. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. The impact of our computing curriculum can not only be seen in displays around school but also can be measured by speaking to the children themselves. The teaching of the computing curriculum enables our children to use a computer and other technology with confidence. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes
We measure the impact of our curriculum using the following methods:
- Summative assessment of pupils about their learning using assessment tasks/questions
- Images of the children’s practical learning where appropriate
- Children’s work saved onto their class portfolio on the school server
- Interviewing the pupils about their learning (pupil voice).
- Class portfolios are scrutinised and there is the opportunity for a dialogue between teachers to understand their pupil’s work.
- Termly assessment against national curriculum standards and EOY expectations using online tracking system
Children in Foundation Stage are assessed within Understanding the World and their progress is tracked using learning journeys.