Intent, Implementation and Impact Statement: Computing

Intent

When teaching computing at Northbury Primary School, we consider it as an imperative part of the curriculum. Computing is not only taught independently but is also interwoven into all other areas and should be seen as an essential part of all learning.  Computing, in general, is becoming an ever-growing significant part of our lives and children should have a firm understanding of the fundamentals of technology. Computing within Northbury therefore provides a wealth of learning opportunities and transferrable skills explicitly within computing sessions and across other curriculum subjects. Pupils will be able to develop a wide range of underlying skills, knowledge and understanding that will prepare them for the rest of their lives. We feel a progression of skills throughout the time they are at Northbury is of the highest importance and our children would face limitations if they are not exposed to a thorough and productive curriculum. We believe by doing so; it will enable students to be equipped to participate competently and cautiously in digital spaces. 

Implementation

We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. At Northbury, we follow the NCCE Teach Computing Curriculum, which gives teachers the starting point to plan their lessons. We also have a specialist Computing teacher, who teaches Computing during PPA, from Years 1 to 6. The aim is for pupils to be able to apply their skills across a range of mediums, safely, and not be restricted to one type of software or device. Computing is taught both in timetabled weekly lessons, as well as being embedded across the curriculum. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Key concepts are revisited at the beginning of each lesson, but also throughout the learning. A use of a variety of software ensures that children are not just learning how to work on one tool, but having to apply these skills and use computational thinking across the curriculum. In. EYFS, we aim to provide our pupils with a broad, play-based experience of computing in a range of contexts. We believe the following: Recording devices can support children to develop their communication skills. This is especially useful for children who are EAL. Early Years learning environments should feature computing scenarios based on experience in the real world, such as in role-play. Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys. Outdoor exploration is an important aspect, supported by computing toys.

Although Computing is taught as a discrete subject, teachers still aim to create meaningful links across other subjects. This allows children to have the opportunity to deepen their understanding of the subject and enrich their learning.

Impact 

To assess pupils’ knowledge and understanding teachers use formative assessment throughout each unit to track pupils against the key learning outcomes. Pupil engagement is not only fulfilled by a varied curriculum, but also access to numerous resources to teach Computing. The children are able to use Bee-Bots, iPads, laptops, data loggers etc in order to experience learning across a variety of platforms in a number of different subject areas. 

The implementation of this curriculum ensures that when children leave Northbury Primary School, they are competent and safe users of ICT with an understanding of how technology works. They will have developed skills to express themselves and be creative in using digital media and be equipped to apply their skills in Computing to different challenges going forward.