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Computing Intent, Implementation and Impact Statement

 

Intent

 

Computing at Newsome Junior School intends to develop ‘thinkers of the future’ through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.

 Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.

Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.

 

Implementation

Our scheme of work for Computing is adapted from the ‘Teach Computing’ Curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs.

 

The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.

 

The national curriculum for computing aims to ensure all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)

  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)

  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)

  • are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)

 

In addition to the scheme, Newsome Juniors subscribe to Discovery Education, providing all children with access to Block Coding, Python and HTML resources via their Google accounts. Block coding lessons provide a graphical approach to coding where pupils drag and drop events, objects and actions to make things happen in a program, progressing to building their own games

 

 

E-Safety and Digital Citizenship

 

A key part of implementing our computing curriculum was to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.

 Children build online resilience through the use of the ‘Project Evolve – Education for a Connected World’ framework. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviours, and support educators in shaping the culture within their setting and beyond.

 

 

 

Within each year group topics include:

 

  • Self Image and Identity - This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.

  • Online Relationships - This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.

  • Online Reputation -  This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.

  • Online Bullying - This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.

  • Managing Online information - This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.

  • Health Well-being and Lifestyle - This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them.

  • Privacy and Security - This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise. 

  • Copyright and Ownership - This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.

 

 

This Framework is supplemented by the use of the Common Sense Education Scheme, providing further resources and links to digital literacy.

The activities empower learners to think critically, behave safely, and participate responsibly in our digital world - 21st-century skills which are essential for children and young people to harness the full potential of technology for learning.

 

These schemes of learning:

 

  • offer a comprehensive yet balanced approach in addressing safety and security concerns, including ethics and behaviour issues, as well as digital literacy skills

  • provide child-centred, media-rich lesson materials that emphasize skill building, critical thinking, ethical discussion, media creation, and decision making

  • address the whole community by providing materials to educate parents and families about digital citizenship

  • provide additional resources and links and suggestions for curriculum opportunities

 

To help with our implementation of the computing curriculum we have a variety of hardware available to all teachers, including:

 

  • A class set of laptops

  • 20 Ipads

  • 20 sets of Crumble

  • 4 sets of Data Harvest Sensing Equipment

 

Each classroom is provided with:

  • A visualiser

  • 2 desktop PCs (in additional to teacher’s laptop)

  • Interactive Whiteboard

 

All children are provided with Google Education Suite accounts and work can be accessed in school and remotely.

 

Both technical and curriculum support is provided by our experts at Foresight.

 

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