Intent

At Horsell C of E Junior School, all of our children are encouraged to be successful in an ever-changing world. Computing and technology are central to this. It is our intent that our school continues to evolve and keep up to date with changes in technology. Our computing curriculum is sequenced in a way that builds upon prior knowledge and acknowledges that children are exposed to modern computing every day in the home environment.

What do we want for our learners in Computing?

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

What is our vision?

The Horsell Big Picture: Pupils will become creators using technology rather than being consumers of technology. Children will be responsible and respectful digital citizens with an awareness of staying safe in a digital world.  Our curriculum values are: Articulate, Brave and Collaborate. 

Articulate-  Children can articulate their learning and understanding with their teacher and their peers. They can use subject specific vocabulary confidently.

Brave- Children demonstrate resilience. They problem-solve by analysing errors and have a positive approach to our challenging curriculum content.

Collaborate- Children are able to work with peers demonstrating active listening, they are able to provide peer feedback and are inclusive with their peer group's needs.  

What are the key skills we want to instil over the course of the curriculum?

• 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.

Implementation

How is our curriculum taught?

Computing takes place within our classroom using I-pads or Chromebooks. Sessions are taught weekly with additional Internet safety sessions taught in Computing lessons and also through PSHE and whole school assemblies.

How is our curriculum progressive?

In computing, we teach a progressive curriculum using a range of technology, apps and software. We also encourage discussion and activities that enable the children to think about how they use technology safely and respectfully in everyday life outside of the school environment. Furthermore, we encourage technology to be used as a tool across the curriculum enabling children to develop skills, knowledge and confidence ensuring that computing is a subject which is really cross-curricular.

Impact

How do we know that we have a successful curriculum?

The curriculum (Teach Computing) has been successfully rolled out across the school and teachers are confident delivering the new lessons. Through effective half-termly CPD and regular on-call curriculum support, the quality of provision is effective for transition from KS1 and on to KS3. The children are able to build on previous skills and knowledge and are engaged to achieve within lessons and beyond. Children enjoy Computing at Horsell Junior!

What do our learners tell us?

Pupil Voice shows that children enjoy their computing lessons. Children are engaged in computing learning and many applied to be school Digital Leaders to represent the subject. Children understand the need to be safe on the Internet and they know the filtering and monitoring at school keeps them safe.

What do our learners show us?

Children are able to demonstrate their confidence using technology. They have a keen interest in developing links across units such as programming and are particularly vocal in units such as online safety. Lessons demonstrate links outside of Computing curriculum such as when Y3 code in Scratch. They follow music prompts to create known tunes and also create chords with several notes played at the same time. Y5 demonstrate a high level of understanding and enthusiasm when using Microbits. Lessons creating digital pets were successful in challenging those who are confident coders. Pupils on the SEN register are supported through collaborative practice. Vocabulary support and teacher/peer modelling allows for all children to succeed.

How do pupils at Horsell CofE Junior School leave our school as a Computing learner?

By the end of Key Stage 2, children at Horsell will be to understand, select and apply relevant skills and processes to perform a range of creative and efficient computing tasks with competency. They are ready and prepared for continuing their studies at secondary school and are positive yet aware about the online world.