Intent -  Computing

At Holy Cross Catholic Primary School, we understand the immense value that technology plays not only in supporting the Computing and whole school curriculum but overall in the day-to-day life of our school. Our aims are to fulfil the requirements of the National Curriculum for Computing whilst also providing enhanced collaborative learning opportunities, engagement in rich content and supporting pupil’s conceptual understanding of new concepts which support the needs of all our pupils.

“A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world…core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.” National Curriculum

Our Computing curriculum aims to develop the heart and mind of every child. Computing teaching at has links with mathematics, science and design and technology and our aim is to provide a broad and balanced curriculum whilst ensuring that pupils become digitally literate and digitally resilient. Technology is ever evolving and we aim to develop pupils who can use and express themselves, develop their ideas through, information and communication technology at a suitable level for the future workplace and as active participants in a digital world.

Implementation - Computing

To ensure high standards of teaching and learning in computing, we implement a curriculum that is progressive throughout the whole school. Our implementation of the computing curriculum is in line with 2014 Primary National Curriculum requirements for KS1 and KS2 and the Foundation Stage Curriculum in England. This provides a broad framework and outlines the knowledge and skills taught in each key stage.

We use and follow the Kapow scheme of work from Year 1-6, ensuring consistency and progression throughout the school. We recognise that computing is a specialist subject and not all teachers are computing specialists. Computing lessons are taught by our teaching staff with additional support from our Computing Lead. The KAPOW scheme of work enables clear coverage of the computing curriculum whilst also providing support and CPD for less confident teachers to deliver lessons.

Lessons are broken down into weekly units, usually with two units taught per half-term. Units are practical and engaging and allow computing lessons to be hands on. Units cover a broad range of computing components such as coding, spreadsheets, Internet and Email, Databases, Communication networks, touch typing, animation and online safety.  Greater Depth is developed through the creation of projects.

Through our Kapow curriculum our teachers can deliver thematic, cross curricular lessons that also follow children’s interests and provide flexibility.  Our pupils are fully encouraged to engage with ICT and technology outside of school in a safe manner.

We provide a variety of opportunities for computing learning inside and outside the classroom. Computing and safeguarding go hand in hand and a we provide a huge focus on internet safety inside and outside of the classroom. Additional to all pupils studying an online safety unit through their computing lessons, every year we also take part in National Safer Internet Day in February. Internet Safety assemblies are also held as well as parent internet safety workshops and parent home activities. This is also covered as part of our PSHE curriculum.

We are beginning to put together a financial 3 year rolling technology upgrade programme, to ensure that lack of appropriate technology does not become a barrier to learning.

Impact -

Our Computing Curriculum is well thought out and is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different computational components and alike other subjects’ discreet vocabulary progression also form part of the units of work. If children are keeping up with the curriculum, they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:

• Pupil discussions and interviewing the pupils about their learning (pupil voice).
• Monitoring with our subject computing lead and governor visits.
• Opportunities for dialogue between teachers.
• Photo evidence and images of the pupils practical learning.

Spring 2023 data shows:

Year 1      63% ARE   18% GD

Year 2      43% ARE   20% GD

Year 3      90% ARE     3% GD

Year 3      79% ARE     7% GD

Year 5      70% ARE   13% GD

Year 6      80% ARE   10% GD