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    • Computing

    Summary of Intent

    At Casterton Primary Academy, Computing reflects our commitment to promote and encourage a lifelong love of learning. We also aim to ensure that every child has access to a world class education including the Computing curriculum. At Casterton Primary Academy, we believe in ambition for all and for all children to achieve their best. The Computing curriculum is designed to allow the children to reason, problem solve and explore the world around them. We introduce children to Computing, using practical and engaging lessons linking to the world of work. We want students to emerge from school as curious, creative people with the ability to analyse the world around them and contribute to our society.

    What Computing looks like at Casterton Primary Academy

     The Computing curriculum runs parallel with the National Curriculum, and we teach weekly sessions based on the three stands of the Computing curriculum which are; Online Safety, Computer Science, and Information Technology. Computing Lessons are fun and engaging and provide the children the chance to show their originality, imagination, creativity, and innovation. In Computing children have the chance to problem solve, work constructively with others, and use a wide range of appropriate hardware and software. This provides the children with many key skills that they can apply across the curriculum and into the future. Focus is given to experiences and opportunities to try skills in practical applications. Both unplugged and hands on approaches are taken to allow children a chance to see computing and digital systems in different lights. We adopt a spiral curriculum model, our children build up on their previous skills and knowledge from prior year groups.  As the children move up through school. Computing skills develop and progress as the children move throughout school. These skills are revisited and built upon which allows the children’s understanding and skills to flourish.

    The skills we aim to develop in computing are;

    • To develop digital skills that can be used in future workplaces.
    • To gain an understanding of algorithms and computer aided design and how these can be used in the world today.
    • To foster a love of computing, in turn promoting STEM subjects.
    • To explore a wide range of software to achieve specific goals.

    How (subject) develops in EYFS and transitions into KS1

    In EYFS, the curriculum is designed to give the children a good grounding to continue their learning throughout KS1 and KS2. Whilst the technology strand is no longer a specific area in the EYFS framework (2021), the children in EYFS still have the opportunity to develop computing skills and knowledge at an early age. This fosters and interest and confidence in technology which they can develop in KS1. Computing in EYFS is designed to be play-based, hands on and purposeful for the children. Computing is used throughout continuous provision, the children use iPad, interactive whiteboards, and apps to enhance their learning. The children gain an understanding of how these devices are used and how they can be of benefit to us, as well as understanding the world around us. The children in EYFS have a chance to explore how these things work in a practical and purposeful way that are then used and built upon into KS1. The children also gain an awareness about being safe online, and how to use devices safely which is a key focus throughout all units in the curriculum.

    Planning Expectations

    Planning at Casterton is split into Year A and Year B, with learning grouped into Rec, Year 1 and 2, Year 3 and 4 and Year 5 and 6.

    Over the period of two years, pupils will cover the learning from the Key Stage but not necessarily the year group they are in. As the learning is grouped into the 2 years, the skills and knowledge will all be covered in the two years and the progression will still take place across the year.

    The Computing curriculum consists of 3-half terms of computer science, 2 half terms of information technology and 1-half term of Online safety in 1 year. Then in the next year they will do 2 half-terms of computer science, 3 half terms of information technology and 1 half term of Online safety.

    Planning should use the progression documents, which break down the skills into the termly sections. Medium term plans must be completed for each half term, the overview and key skills is imputed already by the subject leader and the teacher to input the lesson activities.

    Some units of work follow the scheme of work from Teach Computing: Teach Computing. Teachers will use this guidance and activities to plan a unit of work to reach a desired outcome.

    For online safety sessions, we follow the Project Evolve syllabus, which is produced in partnership with SWGfL.

    Non-negotiables
    • Children will be taught the equivalent of 1 hour of Computing per week.
    • Casterton Primary Academy E-safety rules must be displayed clearly in every classroom.
    • Evidence of the children’s learning and work must be uploaded to the one drive and a sample of the work completed in each lesson must go into the computing folder. This must have a learning objective and a brief overview of the outcome and what activities the children completed.
    • The first autumn term unit of work must be based on Online Safety.
    • Online Safety is also to be reinforced addressed throughout the year, when necessary and needed.
    • The Online Safety rules should be revised at the start of every Computing less and in any other lesson that requires the children to use digital devices with access to the internet.
    • The Computing curriculum must consist of at least – 5 half terms of Computer Science, 5 half term of Information Technology and 2 half term of Digital Literacy over the 2-year cycle.
    • The teacher must teach computing once a term.
    • Where ever possible the unit should like to other areas of the curriculum.

    Adapting the (subject) curriculum for children with SEND

    Children with SEND access the same areas of the history curriculum as their peers.

    • In some activities, pupils with SEND will be able to take part in the same way as their peers.
    • In others, some modifications or adjustments will need to be made to include everyone.

    For some activities, teachers may need to provide a parallel activity for pupils with SEND so that they can work towards the same lesson objectives as their peers but in a different way.

    For example, for children with specific difficulties with reading, writing and mathematical skills, resources are adapted to overcome possible barriers to learning. Peer working or support staff may be used to assist pupils with different ways of recording and presenting their ideas and understanding such as scribing, annotating photographs, or making short video or audio clips.

    Specific vocabulary may need to be taught prior to the lesson.

    For example, a child with visual impairment may use texts that have been enlarged or produced in braille and diagrams that have been embossed. Where possible, real things will be used rather than pictures.

    Some pupils with SEND will have to work on different activities or towards different objectives from their peers.

    Children Who Require Different Objectives

    Before teaching a new unit, teachers will always check that the children have the prior learning needed to undertake new learning.

    For pupils who are working significantly below year group expectations, teachers will identify the prior learning using the progression of knowledge in Computing. Class teachers select appropriate objectives and ways of working for individuals and design learning tasks to match these. Objectives selected will build on the prior learning of the child and will provide challenge to move the children’s learning forward.

    Assessment

    Children will be assessed at the end of every unit through teacher assessment. Work and evidence is to be uploaded to the OneDrive. Assessment is continuous and it is recorded against key statements for which pupils attain at, above or below the expectations for the year group. Teachers are to record the assessment on to Target Tracker at the end of every term. Teachers may, if they wish, update assessments for Computing at the end of a unit rather than wait until the end of term.

    Curriculum Enrichment
    • STEM and Computing Clubs.
    • Focused days and week (internet safety week).
    • Visitors to school and assemblies.

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