The Russell School

Computing 

Our Curriculum - Intent

We understand the immense value that technology plays, not only in supporting the Computing and wider 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 pupils' understanding of new concepts to support their learning.

 

Our Computing curriculum is broad and balanced, with deep links to Mathematics, Science and Design Technology and is designed to ensure that pupils become digitally literate and digitally resilient. Our curriculum is designed to empower children to become active participants in the digital world and develop the skills needed to:

  • Be responsible, competent, confident and creative users of information and communication technology.
  • Know how to keep themselves safe whilst using technology and on the internet and be able to minimise risk to themselves and others.
  • Become responsible, respectful and competent users of data, information and communication technology.
  • Evaluate and apply information technology analytically (including new or unfamiliar technologies) in order to solve problems.
  • Analyse problems in computational terms, and have repeated practical experience writing computer programs in order to solve such problems.
  • Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • Become digitally literate and an active participant in a digital world.
  • Understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.
  • Have a ‘can do’ attitude when engaging with technology and its associated resources.
  • Utilise computational thinking beyond the Computing curriculum.
  • Understand and follow the SMART E-Safety rules.
  • Understand that E-Safety messages can keep them safe online.
  • Know who to contact if they have concerns.
  • Apply their learning in a range of contexts, including at school and at home.
  • Know where to locate the Child Exploitation and Online Protection (CEOP) button and how to use it. 

Our Curriculum - Implementation

The Computing curriculum is structured to be progressive in knowledge and skills across all phases and is closely aligned to the National Curriculum Programmes of Study. Knowledge, skills and vocabulary are sequenced to build on prior learning and the subject is taught through half-termly units. Computing knowledge and skills are taught creatively, and children work towards clearly defined end points, creating opportunities to make connections within and across their learning.

 

Our Computing progression model is broken down into three strands that make up the curriculum:  Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation/handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses.

 

The curriculum is delivered through the Purple Mash progression model which highlights the knowledge, skills and vocabulary for each year group. This provides clear coverage of the curriculum, including support and training for staff to ensure they have secure subject knowledge to deliver each lesson. Computing lessons are broken down into weekly units, usually with two units taught per half-term. Repetition of a unit enables pupils to build on established skills whilst embedding previous concepts.

 

Units are practical and engaging and cover a broad range of computing components including: coding; spreadsheets; internet and email; databases; communication networks; touch typing; animation and online safety. When delivering the curriculum, teachers follow the children’s interests to ensure that learning is engaging, broad and balanced and Computing skills are linked across core and foundation subjects. An example of this is making music using the 2Sequence program; designing and making using the 2Animate software and making links with maths through spreadsheets using 2Calculate. We have a wide range of resources to support teaching and learning, including Chromebooks, tablets, laptops, bee-bots, pro-bots, webcams, floor roamers, video recorders, cameras and log boxes. Pupils may use laptops or tablets independently, in pairs, or in an adult-led group.

 

Online safety is taught explicitly throughout all areas of the Computing curriculum and children study discrete online safety units through their computing lessons. We take part in National Internet Safety Day each year and the Computing leader and class teachers plan additional internet safety lessons and activities linked to a specific yearly theme. Online Safety assemblies and workshops are held for children and parents and other enrichment opportunities, such as coding workshops take place.

Children are encouraged to engage with Computing and technology outside of school. All children have their own login details for Purple Mash and can access and complete tasks at home that link with their current class learning. We actively encourage parent partnership within the computing curriculum and outside of school. Parents are made aware of e-safety issues through the school website, letters, information newsletters, parent presentations, shared activities and updated guidance.

Our Curriculum - Impact

The impact of our curriculum is the measure of how well our intent has been realised. It is demonstrated through the success of our learners and their confidence to demonstrate the knowledge they have retained over time and the strong outcomes for all groups or pupils across the school.

 

Children’s achievements in Computing are assessed through a variety of ways.  Ongoing feedback provides assessment information and children are assessed formally at the end of each term and phase. Formal teacher-assessment judgements are based on the extent to which children can demonstrate secure knowledge, understanding and skills.