Computing / ICT
Computing is a fundamental aspect of life with all pupils encountering many forms of digital technology every day. To respond to our rapidly computerised world we ensure that ICT is an integral part of school life. It is apparent in every aspect of the curriculum and is used as naturally as any classroom resource. ICT continues to be taught in all aspects of the curriculum and is used to enhance the experiences the pupils encounter in various areas of school.
Computing is a subject that takes a more in depth look at the practical understanding of computers and their systems while continuing to teach those ICT skills needed and ensure the pupils are digitally safe.
Computing will explore a range of areas that the pupils will face in later life; email, blogging, editing and other skills that we will cover, ensure that the pupils understand how to explore this media in a safe way. To ensure safety remains paramount, all classes will complete an e-safety quiz, test and class discussion at the beginning of each school year.
Intent
At Muntham House School, computing is taught as part of the creative curriculum which runs on a 6-year cycle, key skills are taught through a spiral curriculum allowing for learning to be embedded and tested through regular use and practical experiences, all whilst being focussed on changing topic focuses allowing the pupils to remain engaged in their learning. This ensures pupils are able to develop depth in their knowledge and skills over the duration of each of their computing topics. We have PCs in all upper primary classrooms along with laptops accessible to the lower primary classrooms, there are also a set of iPads for each classroom to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The pupils will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon.
Implementation
Our approach to the curriculum results in a fun, engaging, and high-quality computing education. Much of the subject-specific knowledge developed in our computing lessons equip pupils with experiences which will benefit them in secondary school, further education and future workplaces. From research methods, use of presentation and creative tools and critical thinking, computing gives pupils the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of pupils lives.
Computing areas assessed throughout the year stating whether pupils are working towards, at or exceeding their end of year target. This is then used to make sure all pupils are continuing to make progress and any pupil whose levels drop, or increase can be addressed accordingly.
Impact
Within computing, we encourage a creative and collaborative environment in which pupils can learn to express and challenge themselves. The success of the curriculum itself will be assessed via the analysis of yearly progress data, lesson observations and skills audits. This will then inform future adaptions of the scheme of work and help to ensure that progression is evident throughout school.
In order to demonstrate that we have accomplished our aims, pupils should:
- Be enthusiastic and confident in their approach towards Computing.
- Present as competent and adaptable ‘Computational Thinkers’ who are able to use identified concepts and approaches in all of their learning.
- Be able to identify the source of problems and work with perseverance to ‘debug’ them.
- Create and evaluate their own project work.
- Have a secure understanding of the positive applications and specific risks associated with a broad range of digital technology.
- Transition to secondary school with a keen interest in the continued learning of this subject.