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Eastbury Community School

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.

 

Department of Education, 2013

Computing

Intent, Implement, Impact Statement

Intent

Computing at Eastbury Community School intends to develop ‘thinkers of the future’ through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.

Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.

Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.

Implementation

Our scheme of work for Computing is adapted from the ‘iLearn2’ Curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs.

The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.

 

The National Curriculum for computing aims to ensure all pupils:

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)

  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)

  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)

  • Are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)

 

We attempt to be as cross curricular as possible using the iPads to access online resources such as Accelerated Reader.  In addition to this, should your child be off for any reason, we still encourage the use of BBC Bitesize, Maths No Problem- parent guide, White Rose, Class Dojo and Tapestry. 

The use of Class Dojo and Tapestry has been a tremendous help ensuring that there is still an open line of communication between home and school as well as the school website and class pages.

Impact

At Eastbury, we encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the why behind their learning and not just the how. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is key to an effective education and a healthy lifestyle. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond.

We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally and observing learning regularly.

Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.

E-Safety and Digital Citizenship

A key part of implementing our computing curriculum was to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.

Children build online resilience through the use of the ‘PSHE Association' framework. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviours, and support educators in shaping the culture within their setting and beyond.

 

Within each year group topics include:

  • Self Image and Identity - This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.

  • Online Relationships - This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.

  • Online Reputation -  This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.

  • Online Bullying - This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.

  • Managing Online information - This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.

  • Health Well-being and Lifestyle - This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them.

  • Privacy and Security - This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise. 

  • Copyright and Ownership - This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.

Long Term Planning

 Computing Overview

Medium Term Planning

Computing MTP Spring 1

Computing MTP Spring 2

Knowledge Organisers 

Spring 1

Year 1 - Mouse and Keyboard Skills

Year 2 - Recognising the Uses of IT

Year 3 - Comic Creation

Year 4 - Animation

Year 5 - Programming in Scratch

Year 6 - Programming in Scratch

Spring 2 

Year 1 - Digital Art

Year 2 - Programming

Year 3 - Story Boards (Extension of Comic Creation unit)

Year 4 - Programming in Scratch

Year 5 - App Design

Year 6 - HTML

Computing Skills Progression

 

 Computing Policy

ECS Primary Home/School Agreement

ECS Primary Online Safety Tips!

 ECS Primary Online Safety Tips

Evidence of Good Practice

Safer Internet Day (Whole School)

Safer Internet Day

EYFS

 Year 1

Year 2

Year 3

Year 4

 

Year 5

Year 6

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Useful Links

Computing at Home

Barefoot (KS1 and KS2)

https://www.barefootcomputing.org/homelearning

Downloadable activities and games for children, links to live lessons and a guide for parents - includes cross-curricular lesson plans and resources that unpack computational thinking in a range of subjects.

 

Code Club (KS2)

https://projects.raspberrypi.org/en/codeclub

Projects and activities for home learning and a parent guide.

  

STEM Learning e-Library (KS1 and KS2)

https://www.stem.org.uk/primary-computing-resources

An online resource bank, which links to resources on external websites. The site features a live chat function offering support from subject experts. New home learning resources are being developed.

 

Raspberry Pi Foundation  Digital Making at Home (KS2)

https://www.raspberrypi.org/at-home/

Join the weekly code-along using open projects based on a weekly theme, with different levels available for all abilities, allowing you to be open-ended with opportunities for making and creativity.

 

Computing at School - Home Learning (KS1 and KS2)

https://www.computingatschool.org.uk/homelearning

Information and links to a range of at home computing activities

 

Thinkfun  All ages

http://info.thinkfun.com/stem-education/6-unplugged-coding-activities-for-hour-of-code

Unplugged activities for children to learn the basics about algorithms without a computer.

 

Things to do

Computing (coding) is important for children as it will help improve their mathematics and writing skills, it will give them valuable life skills, which will be used eventually in the workplace.  Develop your child’s skill by start learning the basics of coding; you do not even need a computer! Problem solving, thinking creatively, and it helps them to develop resilience.

Online Safety

Below are some links giving details of the benefits, risks and keeping safe using the internet and technology, which parents and children will find useful:

All parents and carers should be aware of internet safety and what you can do to help protect your child/children. Our School’s Online Safety Policy is available in the the policies section of this website. 

Also available are:

www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety

www.saferinternet.org.uk

www.thinkuknow.co.uk/parents/

www.pegi.info

www.childnet.com/parents-and-carers

https://www.saferinternet.org.uk/advice-centre/young-people/resources-3-11s

https://www.parentsprotect.co.uk/internet-safety-links.htm