Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Pupils will also understand how to live and use technology safely in an increasingly digital society.
Teachers will help pupils with SEND to overcome any barriers to participating and learning and make any ‘reasonable adjustments’ needed to include pupils. To make lessons inclusive, teachers will anticipate what barriers to taking part and learning may pose for pupils with SEND. Some modifications or adjustments will be made or smaller steps to achieve the learning goal. Occasionally, pupils with SEND will have to work on different activities, or towards different learning intentions, from their peers.
In EYFS, all areas of learning and development are important and inter-connected. These are stipulated in the ‘Statutory framework for the early years foundation stage’. The most relevant statements for computing are taken from the following areas of learning:
- Personal, Social and Emotional Development
- Physical Development
- Understanding the World
- Expressive Arts and Design
It is the responsibility of the class teacher to assess all pupils in their class. This is mainly achieved through mini-plenaries, questioning, observation, end of unit tasks, marking, feedback from support staff and pupil self-assessment.
Teachers use the result of sessions tasks as well as end of unit tasks to monitor attainment and progress, as well as analysing for gaps to plan follow up learning.
End of year assessment is reported on Itrack and features on the annual report to parents.
In EYFS, the level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs). These are not used as a curriculum or in any way to limit the wide variety of rich experiences that are crucial to child development. Instead, the ELGs support teachers to make a holistic, best-fit judgement about a child’s development, and their readiness for year 1.
When assessing pupils with SEND, there will be carefully planned opportunities in order for them to demonstrate what they know and are able to do, using alternative means where necessary. Where a pupil is unable to use particular types of equipment, assessment of attainment will be based on understanding of the processes used as demonstrated through oral and written responses or, where possible, through the use of alternative equipment. The attainment of pupils who require adapted equipment, such as particular switches or voice-activated software, will be assessed using these specialist items.
The monitoring of the standards of children’s learning and the quality of learning and teaching in computing is the shared responsibility of the Senior Leadership Team and the subject leader. The work of the subject leader also involves supporting colleagues in the teaching of computing, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. A named member of the school governing body is briefed to overview the teaching of the curriculum in the school and the safeguarding governor will also have an overview in relation to online safety.
Culture
As Computing underpins today’s modern lifestyle, we believe it is essential that all pupils gain the confidence and ability, that they need in this subject, to prepare them for the challenge of a rapidly developing and changing technological world. It is our intention that the study of Computing will enhance and extend children’s learning across the whole curriculum whilst developing digital literacy, computer science and the ability to create computer programs. Pupils will also understand how to live and use technology safely in an increasingly digital society.
The online safety aspect of computing has strong links with our PSHE teaching based on the SCARF Programme. As well as teaching regular sessions, we also celebrate the annual ‘online safety week’ as well as ‘anti-bullying week’. There are also occasions where additional sessions will be taught if needed due to latest developments/class needs.
It is imperative that parents and carers are kept up to date with the latest online safety guidance is regularly shared with parents via ClassDojo, via our website and webinars termly.
See https://windmill-hill.eschools.co.uk/web/safeguarding/419772.
Teachers will help pupils with SEND to overcome any barriers to participating and learning and make any ‘reasonable adjustments’ needed to include pupils. To make lessons inclusive, teachers will anticipate what barriers to taking part and learning may pose for pupils with SEND. Some modifications or adjustments will be made or smaller steps to achieve the learning goal. Occasionally, pupils with SEND will have to work on different activities, or towards different learning intentions, from their peers. For some activities, there may need to be a ‘parallel’ activity for pupils with SEND, so that they can work towards the same learning intentions as their peers, but in a different way. The use of technology to assist learning can removes barrier e.g. Widget, switches, text readers and speech and communicator devices. Using keyboard shortcuts instead of a mouse, enables all pupils to be involved. Generic software, such as Microsoft Office, contains accessibility facilities for SEND pupils. Screen filters may help with glare or using coloured backgrounds e.g. yellow background with blue script for dyslexic learners. Because the range of hardware and software is wide and continually expanding, teachers will always seek to collaborate with the SENDCo or colleagues e.g. previous teacher, on removing barriers to learning and participation for particular pupils with SEND. Pupils will also be able to advise on the technologies that suit them best.
Systems
In EYFS, the most relevant statements for computing are taken from the following areas of learning:
- Personal, Social and Emotional Development
- Physical Development
- Understanding the World
- Expressive Arts and Design
Reception
Personal, Social and Emotional Development
Show resilience and perseverance in the face of a challenge.
- Know and talk about the different factors that support their overall health and wellbeing: - sensible amounts of ‘screen time’ Physical Development
- Develop their small motor skills so that they can use a range of tools competently, safely, and confidently. Expressive Arts and Design
- Explore, use and refine a variety of artistic effects to express their ideas and feelings.
ELG
Personal, Social and Emotional Development Managing Self
- Be confident to try new activities and show independence, resilience, and perseverance in the face of challenge.
- Explain the reasons for rules, know right from wrong and try to behave accordingly.
Expressive Arts and Design
Creating with Materials
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
The national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problem
- 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.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. See the knowledge and skills organiser for computing which demonstrates the progression through the year groups.
At Windmill Hill Academy, we use the NCCE Teach Computing Programme to teach Computing in Years 1-6. This also supports the teaching of Online Safety which is supplemented by the PSHE teaching and units from Project Evolve, which have been checked against the Education for a Connected World document to ensure coverage. Pupils in Reception begin their Computing Learning by accessing Barefoot Computing to prepare them for Year One.
We have quality assured filtering and monitoring systems in place (set up by ICT4) in school which are regularly monitored by the Head of School via the Senso software and regular meetings with the ICT4 team.
Policies/key documents
- Whole School Long term horizontal curriculum map
- NCCE Teach Computing overview
- Curriculum Journey Poster
- Computing Knowledge and Skills organiser: KS1 and KS2
- EYFS Long term overview
- Vocabulary progression for Years 1-6
- Education for a Connected World document
- PSHE Knowledge and Skills organiser
- Acceptable Use Policy
- Anti-bullying Policy
- Online Safety Policy
- SEND Policy
All of these can be found on under the curriculum/policies tab.