Chesham Bois CE School

ICT

ICT Intent

The use of information and communication technology (computing) is an integral part of the national curriculum. Computing has become part of the way we all work and entertain ourselves. Almost everything we do at school now involves the use of computing; online lessons & remote learning, research, presentation, recording, video and imagery, teaching plans and resource materials; lesson delivery via either interactive whiteboard or visualiser; communication by e-mail and fax; document distribution and storage; assessment information analysis; production and editing of reports.

We aim for our children to be digitally literate. Through teaching computing we facilitate children’s participation in a world of rapidly-changing technology. We enable them to find, explore, analyse, exchange and present information. It is our intention that our children become responsible users of technology and can use the internet respectfully and safely; developing the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners.

Computing encompasses three key areas:

1. computer science (programming and understanding how digital systems work);
2. information technology (using computer systems to store, retrieve and send information); and
3. digital literacy (evaluating digital content and using technology safely and respectfully).

EYFS

In the Foundation Stage, our young digital citizens develop a greater understanding of the world by recognising a range of technology that is used in their homes and school. Through experimenting with a range of different equipment such as iPads, PCs, cameras, microphones and mechanical toys, the children will begin to speculate on why things happen or how things work and interact with age appropriate computer software.

Understanding the World (UW) is one of the four specific areas of learning in the EYFS framework. It involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology, and the environment.

Children’s basic needs for information and the development of communication skills are key to their success in life. Engagement with computing achieves the best outcomes when children’s encounters with computing are enhanced by adults. When used across all areas of the Early Years Foundation Stage, it will offer opportunities for children to:

• Work as part of a group, taking turns and co-operating;
• Increase their vocabulary through conversations and discussions;
• Develop their creativity and imaginative play;
• Increase their knowledge and understanding of the world;
• Include activities that involve investigation, exploring and solving problems.

Key Stage 1 and Key Stage 2

In KS1 and KS2, computing is taught through all three strands in each year group, but the subject knowledge becomes increasingly specific and in-depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

Computational knowledge and understanding is presented in a variety of ways using skills taught in English, mathematics, science, design & technology and art to develop more meaningful learning experiences. We believe children should be taught computing content through a variety of hands-on learning experiences to develop them as technologists. The teaching of computational vocabulary is key for our children.

We will provide a range of technological devices that will allow children to access and engage fully in learning experiences in a meaningful and enjoyable way.

ICT Implementation

Computing is taught using a blocked curriculum approach. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use the Teach Computing  scheme as a starting point for the planning of their computing lessons, which are often richly linked to engaging contexts in other subjects and topics.

Knowledge and skills are mapped across each topic and year group to ensure systematic progression. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.

The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

The children have access to a dedicated ICT suite which incorporates 32 modern PCs as well as two sets of 16 I-Pads that can be used by different classes on rotation.

IMPACT

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

By the end of Reception most children will attain the Development Matters outcomes for 5 yr olds

• Technology:  children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
• Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

and will be able to:

• Show an interest in ICT
• Know how to operate simple equipment
• Complete a simple program on the computer and / or perform simple functions on ICT equipment
• Find out about and identify the uses of everyday technology and use information and communication toys to support their learning.

By the end of Year 2, most pupils will attain the national curriculum outcomes for 7 yr olds and will be able to:

• understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions;
• create and debug simple programs;
• use logical reasoning to predict the behaviour of simple programs;
• use technology purposefully to create, organise, store, manipulate and retrieve digital content;
• recognise common uses of information technology beyond school;
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

By the end of year 6, most children will attain the age related expectations for 11 year olds and will be able to:

• design, write and debug 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;
• use logical reasoning to explain how some simple algorithms work 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;
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content;
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information;
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.