Computing Vision Statement

Intent

At St. Francis of Assisi Catholic Primary School, our overarching drivers are ‘Aspiration, Spirituality, Diversity and Innovation’, which form the springboard for our creative curriculum and form the bedrock of our unique school ethos.

Computing is one of the many inspiring, engaging and empowering subjects within our creative, pupil-focussed school curriculum.  We intend to enable pupils to live in an increasingly digitally international and diverse society, safely and responsibly, with full awareness of how their actions affect themselves and others, whether in the ‘virtual’ or ‘real’ world. 

Through systematic planning we have ensured that all the skills and knowledge that the children need to acquire in Computing are covered.  We want all our children to know more, remember more and understand more about Computing so that they leave primary school as computer-literate, confident, creative, collaborative and independent learners. We intend that as a result of their Computing experiences at St. Francis, all children will be able to evaluate and use a range of information technologies, including new or unfamiliar technologies, analytically to solve problems and to help make the world a better place for all people, thereby fulfilling the meaning of our school domain-driver values. 

Implementation

Computing is taught both in discrete lessons and across other curriculum subjects.  There are clear and effective schemes of work, which provide coverage and progression in line with the National Curriculum 2014, incorporating elements of Chris Quigley’s ‘Essentials Curriculum’ and using the ‘Rainbow Continuum’ and ‘The Computational Thinker’ vocabulary to develop meta-cognitive skills.  Tasks are adapted as necessary to meet the needs of all children and on an individual basis with 1:1 help if required. 

The units for the schemes of work can be found in school planning folders, online and accessible via on the school website, in conjunction with the Knowledge Organisers for each unit.  Where possible, the units of work have been linked to the topics being covered in that year group.  The organisation of work, which is revisited within the year and over the Milestone from different angles, allows children to discover, develop and deepen their knowledge to ensure that information and skills become embedded and secure across their time at St. Francis, in line with the best pedagogical approaches. 

Within lessons, there are opportunities for pupils to increase their skills and knowledge by solving progressively difficult problems and challenges within the strands of Computer Science, Information Technology and Digital Literacy.  We use strategies which include key elements of ‘Teaching Backwards’, targeted questioning, domain driver language, Knowledge Organisers, concepts and approaches from ‘The Computational Thinker’ and ‘I do, we do, you do’ among others to enable children to make the great progress of which they are capable.

Areas of Computing covered in Reception

• usually the first use of a Bee-bot programmable device,
• learning to take photos on an iPad
• using some age-appropriate Maths and English online games and activities
• talking about safety and technology in general and a little about staying safe online.

Areas of Computing covered in KS1

• programming Bee-bots to move around grids and maps to ‘visit’ places
• using an Art package to create Cave-Art pictures and other topic-related pictures
• using Espresso Coding to develop graphic-based programming skills
• finding pictures on the Internet and using basic features of a word-processing program
• finding some basic information on the Internet using guided resources
• learning about online safety in online games, privacy and cyberbullying – at an age-appropriate level

Areas of Computing covered in KS2

• using ‘Scratch’ and Espresso Coding to create projects involving character and background design, movement, sound, simple animation, sequence and repetition, and the use of variables to design straightforward games and quizzes.
• finding out how the Internet and WWW work and using their knowledge to search effectively for information
• creating posts for the school blog and receiving comments from across the world
• using the basic features of spreadsheets and databases to organise, manipulate, store and retrieve information
• learning about further online safety issues, such as online reputation, privacy and security and copyright
• creating films, soundtracks, animations, books and other digital media to show, support and enhance their learning and to have fun!

Children will have access to the hardware and software that they need to develop knowledge and skills of digital systems and their applications.

High importance is given to the issues of staying safe online and being safe and responsible users of the Internet. 

Parents are also offered advice and guidance about online safety issues for their home and personal use and access to planning and Knowledge Organisers which show what children will be learning.  Regular updates are sent home via email and in newsletters and links to helpful sites are on the school website. 

Impact

The main aim for this subject is that children will be able to leave our school having all the Computing skills they need to access the next stage of their learning and the foundations for their careers and life choices in due course. 

This aim will be assessed by:

• ongoing monitoring and evaluation of lessons and units of work
• end-of-unit assessments/final pieces of work, either saved digitally or printed, marked and assessed in line with school policies
• appropriate interventions as necessary, as shown by teacher knowledge and assessment data
• appropriate questioning, informal and formal feedback given to children and staff, in line with school policies
• pupil voice

We also believe that being caring, responsible citizens in an increasingly digital world, able to take the Gospel values and spiritual ethos from our school into the world, is essential and we encourage our children to also value these aspects as intrinsic elements of their personalities.