At St Michaels, we believe a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing is a significant part of everyone’s daily life and we believe that children should be at the forefront of new technology.
Computing has links to a variety of other subjects such as mathematics, science and design and technology; we believe that, as an essential part of the curriculum, computing is a subject that not only stands alone but also is woven and should be an integral part of all learning.
At St Michaels, we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. We also recognise the importance of responding to new developments in technology, and aim to equip pupils with the confidence and capability to use ICT and computing throughout their lives.
We strive to provide a relevant, challenging and enjoyable curriculum for all pupils, as well as using it as a tool to enhance learning throughout the wider curriculum.
Computing as a standalone subject has a number of key components, each of which we aim to teach and fully instil the value of amongst our pupils. These can be categorised as:
Pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
Pupils are equipped to create programs, systems and a range of content in order to develop products and solutions.
Pupils are taught to use, access and express oneself through digital technology, including a critical understanding of technology’s impact on the individual and society, at a level suitable for the future workplace and as active participants in a digital world.
In addition, we firmly believe in the importance of delivering a high quality E-Safety curriculum alongside the core values of computer science, information technology and digital literacy. As technology develops, so does the need for a better understanding of how to use it in a responsible manner. The education of pupils in E-Safety is therefore essential to ensure children are equipped with the skills to recognise risks online, to be critically aware of the materials and content they access online, along with guidance on how to accurately validate information accessed via the internet.
Pupils participate in regular Computing lessons in order to achieve the intent of the Computing and E-Safety curriculum at St Michaels. In addition to stand-alone lessons, these elements are regularly incorporated into other subjects, given the cross-curricular nature of computing and the opportunities to expand and develop lessons that its inclusion provides.
The delivery of Computing and E-Safety at St Michaels is planned in line with the national curriculum and allows for clear progression, with lessons designed to enable pupils to achieve the subject objectives. The computing national curriculum has further been broken down in to progressive skills for each year group to follow.
When teaching Computing and E-Safety as discreet lessons, staff are able to use resources and schemes of work designed to achieve the stated objectives within the Computing and E-Safety Curriculum. Staff have access to the NCEE scheme and we use KAPOW for our E-Safety as it is incorporated into our PSHE scheme. To supplement this, staff also have access to Project Evolve as we recognise how crucial E-Safety is in the current cultural climate.
St Michaels recognises the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of Computing across the school. This includes:
Interactive whiteboards with sound in every classroom.
80 Chromebooks, 60 Y5 laptops, 5 iPads and Galaxy tabs for staff members.
Two sets of Beebot devices for programming activities.
Lessons are planned to provide for and include all children, including those with SEND, higher achieving / gifted and talented pupils, pupils with EAL needs and pupils from all social and cultural backgrounds.
In Key Stage 1, the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs.
They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school.
They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
In Key Stage 2, the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs.
Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals.
They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
The impact of Computing and E-Safety at St Michaels can be determined using teacher assessment-led data. Teachers will make use of both summative and formative assessment during and at the end of units. Teachers will take photographs and document the journey through the Computing curriculum. This is collated on a Google classroom page for all our evidence. Regular staff and pupil audits will take place to ensure the confidence towards and application of Computing stays consistent.
After the implementation of the Computing and E-Safety curriculum, children at St Michaels will be digitally literate and equipped to use technology effectively and safely. Children will understand the consequences of using the internet and be knowledgeable on how to keep themselves safe online. Children will have more opportunities in their futures and may consider broader job specifications.
Confidence in this subject will enable our children to become independent and competent in key life skills such as problem-solving, logical thinking and evaluation.