Junction Farm Primary School

Computing

Our Vision for Computing

At Junction Farm we believe that the following elements create an effective learning environment.

All of us Learning – All of the Time

Making learning fun

Challenging and Achieving

Our belief is that Information and Communication Technology (ICT) has fast become one of the essentials for learning and life, and has the potential to transform the lives of all those involved in its many uses.

National Curriculum Aims

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 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.

School Aims

  • To use emerging and current Information Communication Technology (ICT) to enrich and extend learning throughout the curriculum, by supporting different learning styles and providing opportunities to work both independently or collaboratively within the school and beyond. For example, using the Learning Platform (SharePoint).
  • To use ICT to develop creativity, thinking and problem solving skills, preparing our children for the future and for the here and now.
  • To help pupils acquire confidence, proficiency, purpose and pleasure in using ICT, becoming competent and skilled with current and emerging technologies.
  • To provide a means of motivating and engaging all children in the learning process and to support a more personalised learning approach.
  • To give staff the opportunities to develop their own skills, knowledge, confidence and expertise. Also to keep staff involved in a variety and quality range of Continuing Professional Development (CPD).
  • To be constantly involved in renewing, investing and engaging with new and emerging technologies.
  • Regarding the vitally important issue of E-Safety, we are committed to educating and training our children in how to behave responsibly online, providing children with continuous support in new and emerging technologies.For more information on E-Safety please visit the E-SAFETY PAGE.
  • Also, to use ICT to engage with other ‘stakeholders’ to improve learning, from governors and teachers, staff and parents or other community partners using the Learning Platform.

 

Implementation

All children will be taught the statutory requirements of the Early Years Foundation Stage (EY) and National Curriculum programmes of study for Key Stages 1 and 2 as outlined below:

Early Years (EY)

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

 

Birth to 11 months

8 to 20 months

• The beginnings of understanding technology lie in babies exploring and making sense of objects and how they behave.

16 to 26 months

• Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times.

• Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them.

22 to 36 months

• Seeks to acquire basic skills in turning on and operating equipment.

• Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car.

30 to 50 months

• Knows how to operate simple equipment.

• Shows an interest in technological toys with knobs or pulleys, or real objects.

• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

• Knows that information can be retrieved from computers.

40 to 60+ months

• Completes a simple program on a computer.

• Interacts with age-appropriate computer software.

 

Key stage 1

Pupils should be taught 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.

Key stage 2

Pupils should be taught 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.

All pupils are taught discreet ICT lessons from Early Years Foundation Stage (EY) TO Year 6 following the Rising Stars ‘Switched On’ Scheme of work. This scheme has been adapted to reflect the school context. This scheme ensures progression in the development of computing techniques and capability (capability is defined by ourselves as knowledge and understanding).

Pupils are then given the chance to apply these techniques and skills in relation to other subject areas, stimulating creativity. These further opportunities to use purposeful ICT capability across the curriculum are vital, creating the skilled learners of the future as outlined in the vision.

To help improve problem solving and creative thinking, where appropriate, teachers should move from being teachers to facilitators. For example giving children a task to solve and letting them choose the most appropriate ‘solution’.

Children will also be given the opportunity to extend learning (including communication and collaboration) in and beyond the school gates. This will be facilitated with the ongoing and developing use of the Learning Platform.

In lessons, ICT is used proficiently by staff to enhance the delivery of the National Curriculum and to motivate and engage pupils in lively interactive lessons catering for all needs and learning preferences.

To implement the vision of staff CPD, regular meetings will take place to share best practise, to facilitate peer tutoring and to reflect on emerging technologies, as well as analysing and reflecting on current methods.

By showing our commitment to investment in ICT (ensuring technologies are up-to-date and a hardware/software renewal strategy in place), we can build improved capacity that will ensure we can deliver a curriculum that will fulfil our broad visions for the future.

For the full Computing Policy please CLICK HERE.