Computing at Forest Fields

Intent:

At Forest Fields Primary School, we aim to prepare our learners for the future by:

• giving them a good understanding of how to use technology in a safe and effective manner and develop skills that will equip them for an everchanging digital world.
• We teach children how technology has changed over time, and our computing curriculum focuses on a progression of skills in:
  • word processing/typing
  • coding and programming
  • data handling
  • presenting information/creating media
  • digital literacy (e-safety). 
• These key areas are re-visited repeatedly, during the children’s time in school to ensure the learning is embedded and skills are successfully developed.

There are many cross-curricular learning opportunities which engage the children and enhance their experiences.  We use the Forest Fields 50 challenge to aid children’s learning through a range of experiences beyond the classroom.  We are looking to improve the uptake and use of the digital platform Google Classroom so pupils can share and evaluate work, so pupils can work effectively from home.

Aims of the curriculum

The school’s aims are to:

• provide a relevant, challenging and enjoyable curriculum for ICT and computing for all pupils;
• meet the requirements of the national curriculum programmes of study for ICT and computing;
• use ICT and computing as a tool to enhance learning throughout the curriculum;
• to respond to new developments in technology;
• to equip pupils with the confidence and capability to use ICT and computing throughout their later life;
• to develop the understanding of how to use ICT and computing safely and responsibly.

The national curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication;
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems;
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems;
• are responsible, competent, confident and creative users of information and communication technology;

EYFS

It is important in the foundation stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. ICT is not just about computers. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language.

By the end of key stage 1 pupils should be taught to:
that programs execute by following a sequence of instructions

• write and test simple programs;
• use logical reasoning to predict and computing the behaviour of simple programs organise, store, manipulate and retrieve data in a range of digital formats; and
• communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

By the end of key stage 2 pupils should be taught to:

• design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs;
• work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs and use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration; describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Implementation

We believe that Computing is a necessary subject which prepares children to live in a world where technology is moving at a rapid pace. So much so that children are being prepared to work with technology that doesn’t even exist yet. For this reason, it is important that children are able to participate in the creation of these new technologies – placing greater emphasis on children as coders. Computing, in the National Curriculum, is split into three strands (Computer Science, Digital Literacy and Information Technology). It is important that children recognise the difference between what makes each one relevant to their future, as well as during their time at Forest Fields Primary School.

This will require high quality teaching of Computing, from reception to year six, that utilises a combination of practical lessons (within the computer suite) and theory lessons (within the children’s classrooms). Theory lessons, which are designed to promote discussion and nurture understanding, are highly relevant to other areas of the primary curriculum such as RSE.

Thus, the Computer Science strand should prepare children to understand what Computer Science is, as well as, complex computing concepts such as Algorithms. At Key Stage Two, this knowledge should be taught at a deeper level encouraging child to learn about decomposition, debugging, variables and controlling physical systems.

 The Digital Literacy strand should prepare children to use the internet safely by giving them the knowledge to deal with inappropriate computing behaviours. This is echoed in the teaching and learning of appropriate computing behaviours. What is more, children will be taught how to take care of personal information, the differences between viruses and malware, and how to identify trustable sources.   This is going to be taught through the use of Project Evolve, a website which highlights elements of e-safety that pupils need to be aware of.

The Information Technology strand should prepare children to work with computers and other devices (such as tablets, mobiles). This should enable them to understand how technology is developing and how it has progressed. This will require children to be taught about the main part of a computer, how data is stored and how to complete the most basic of computer functions (such as saving work, presenting information and creating art).

As part of the computing curriculum at Forest Fields, we know it is necessary for pupils to not only be able to use the internet but to surf it safely and responsibly.  Within our computing curriculum, we have added the use of the Project Evolve Scheme to make sure children understand the 4 C’s of internet safety.  These are contact (who pupils have contact with), content (the content that they are looking at), conduct (how they behave online) and commerce (are pupils aware of in-app purchases/online shopping).

Impact