Computing – Intent, Implementation, and Impact

Intent

At Sunnyside Primary Academy we aim to instil a sense of enjoyment around using technology and to develop pupils’ appreciation of its capabilities and the opportunities technology offers to create, manage, organise, and collaborate. Experimenting with software and programmes forms part of the ethos of our work as we want to develop people's confidence when entering new technology which is a vital skill in the evolving and changing landscape of technology. We aim for our pupils to be digitally competent, have a range of transferable skills at a super suitable level for the future workplace and be responsible online citizens.

The scheme of work, underpinned by the Kapow framework, enables pupils to meet the end of Key Stage Attainment targets outlined in the national curriculum and the aims align with those in the national curriculum. When used in conjunction with our RSE and PSHE scheme are computing scheme of work also satisfies the objectives of the DfE’s Education for a Connected World framework. Education for a Connected World Framework. This guidance was created to help equip children for life in the digital world including developing their understanding of appropriate online behaviour, copyright issues, being discerning consumers of online information and healthy use of computer technology.  Our curriculum intent for computing iss is driven through our four curriculum pillars.

Striving for Excellence:

In our primary computing curriculum, we inspire our pupils to strive for excellence by fostering a deep curiosity about technology and a dedication to problem-solving. Excellence in computing isn't just about mastering software or hardware; it's about developing computational thinking skills, creativity, and digital literacy. Through hands-on learning, challenges, and exposure to emerging technologies, our pupils learn to approach complex problems analytically and creatively. We encourage them to set high standards for their digital proficiency and aim to become responsible, tech-savvy individuals. Striving for excellence in computing equips our pupils with the skills they need to not only navigate the digital age but also to innovate, create, and adapt to the ever-evolving world of technology.

Developing Vocabulary:

In our primary computing curriculum, we emphasize the development of a robust vocabulary as a cornerstone of effective technology learning. We understand that a strong command of computing terminology is essential for pupils to communicate effectively and engage deeply with the digital world. Through interactive lessons and hands-on experiences, our pupils build a comprehensive computing vocabulary. This linguistic proficiency not only enhances their ability to understand and discuss technology concepts but also empowers them to navigate the digital landscape with confidence. Our aim is to equip our pupils with the essential language skills needed to harness the power of technology and excel in an increasingly tech-driven society.

Building Community:

In our primary computing curriculum, we believe in building a sense of community among our pupils through their shared exploration of technology. Computing is not just about working with machines; it's about collaboration, problem-solving, and digital citizenship. Through group work and collaboration and discussions on digital ethics and responsibility, our pupils learn to work together, respect diverse viewpoints, and understand the social impact of technology. We aim to create a supportive environment where all student’s unique skills and ideas are celebrated, and where technology becomes a tool for connecting and innovating as a collective force. Building a computing community not only enhances their learning experience but also prepares them to be responsible, tech-savvy citizens of the digital age.

Expanding Cultural Experiences:

Teaching computing is a gateway to expanding cultural experiences and aligning with SMSC (Spiritual, Moral, Social, and Cultural) objectives in our curriculum. Technology connects pupils to a diverse global landscape, enabling them to explore different cultures, perspectives, and innovations through the digital realm. By incorporating multicultural perspectives into computing lessons and addressing the ethical and moral implications of technology, we promote cultural understanding and digital citizenship. Computing also fosters social and moral development by encouraging collaboration, empathy, and ethical decision-making in the digital sphere. Overall, teaching computing not only prepares pupils for the digital age but also equips them with essential life skills, nurturing well-rounded individuals who are culturally aware, socially responsible, and morally grounded in the digital world.

Implementation

Using the Kapow  primary scheme as our framework , our units are designed for three strands which run throughout.

• computer science
• information technology
• digital literacy

The national curriculum mapping document shows which of the units cover each of the national curriculum attainment targets as well as each of these three strands.

The skills document shows the skills that are taught within each year group and how these skills develop to ensure attainment targets are securely met by the end of each phase.

The scheme is organised into five key areas creating a cyclical route through which pupils can develop their computer knowledge and skills by revisiting and building on previous learning:

• computer systems and networks
• programming
• creating media
• data handling
• online safety

The implementation of our curriculum ensures broad and balanced coverage of the national curriculum requirements, and our skills showcase units provide pupils with the opportunity to learn and apply transferable skills. Where meaningful units have been created to link to other subjects such as science, art, and music to enable the development of further transferable skills and genuine cross curricular learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and in group work as well as unplugged and digital devices. This variety means that lessons are engaging and appeal to those with a variety of learning styles ensuring we are meeting the needs of all our learners. We also employ additional visitors such as advisors from the local authority to enrich our computing offer and ensure that children learn how to navigate the risks associated with the digital world.

Impact

Formative and summative assessment strategies are used to constantly monitor the effectiveness of the implementation of our computing curriculum. Pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and to be active participate participants in the ever-increasing digital world.  The expected impact is that children will:

• Be critical thinkers and able to understand how to make informed and appropriate digital choices in the future.
• Understand the importance that computing will have going forward in both their educational and working life and their social and personal futures.
• Understand how to balance time spent on technology and time spent away from it in a healthy and appropriate manner.
• Understand that technology helps to showcase their ideas and creativity. They will know that different types of software and hardware can help them achieve a broad variety of artistic and practical aims.
• Show a clear progression of technical skills across all the areas of the national curriculum -computer science, information technology and digital literacy.
• Be able to use technology both individually and as part of a collaborative team.
• Beware of online safety issues and protocols and be able to deal with any problems in a responsible and appropriate manner.
• Have an awareness of developments in technology and have an idea of how current technologies work and relate to each other.
• Meet the end of key stage expectations outlined in the national curriculum for computing.