Computing intent

 In this ever-changing and increasingly-connected modern world, technology is everywhere. It will play a pivotal part in the future lives of our pupils, therefore we need a computing curriculum that not only excites and engages them,  but also teaches them how to stay safe online.  We want them to be creators and not consumers, and our broad curriculum, encompassing computer science, information technology and digital literacy, reflects this.

“Computing technology is so built into our lives that it's part of the surround of every artist” – Stephen Levy.

At Meadlands, we want to furnish pupils with the skills, knowledge and understanding that will make them responsible and digitally literate citizens, so that they can be the next generation of programmers, debuggers and website designers.

We recognise that the best route to preventing many of the issues we currently see within technology and social media is effective education. We want to educate our pupils on how to use technology positively, responsibly and safely, including through modelling positive use.

Implementation

At Meadlands, we don’t follow an externally created computing scheme, but instead have worked with local advisors and staff to create a curriculum that is progressive, develops real-life skills, and utilises our Chrome Books, Google Apps, LGFL and J2E resources.

Our discrete weekly computing lessons develop one of the 3 following computing strands:

1) Information Technology: Developing the skills to use computers for functional purposes, such as collecting and presenting information, or using search technology. At Meadlands, we learn how to use a variety of tools and programs to create, edit and publish our work. Pupils in Key Stage 1 learn the fundamental skills through the JiT platform, and then deepen and develop their understanding in Key Stage 2 through the use of Google Apps: Docs, Sheets, Slides and Forms.

2) Digital Literacy: Learning about the safe and responsible use of a range of software and internet-based programmes. This includes recognising its advantages for collaboration or communication, and enabling pupils to use them in a creative manner. Please see the Online Safety section below to find out more about this provision.

3) Computer Science: Developing understanding of how digital systems work (including computers and networks). At Meadlands, all of our pupils have the opportunity to learn about computer programming, including how to code and to debug programmes, how to use algorithms and how to work logically. Pupils in the EYFS are first introduced to coding through the use of Bee Bots, progressing to using the JiT Turtle programme in Key Stage 1, before honing and developing their skills throughout Key Stage 2, using Microbits.

The implementation of our computing curriculum ensures a balanced coverage of computer science, information technology and digital literacy.  However, it is important to note that as pupils progress through our school, the weighting and balance of the three Computing strands is adjusted. This ensures that fundamental skills in digital literacy are secured in earlier years. Once pupils are able to control and manipulate ICT, they are able to move onto more detailed and higher-order aspects of Computer Science in KS2. For example, pupils in Key Stage 1 learn what algorithms are and how to use these in their simplest form, which supports them in the design stage of programming in Key Stage 2. By the time they leave our school, they can design, write and debug programmes, explaining the rationale behind their algorithms.

Where possible, all year groups, across an academic year, will cover the same computing strands in the same term.

Online safety, then digital literacy/information technology, and then computer science. Topics are taught in half-termly blocks and where possible, are cross-curricular in nature.

Online Safety

At the start of the year all year groups complete Online Safety lessons. Key learning from this unit is then threaded throughout the year and revisited where there is real life application. For example, when creating a presentation in Year 4, learning would revisit trustworthiness and reliability of online information. online safety is also discreetly taught through PSHE.

 Our regular teaching of online safety is to ensure that our pupils feel confident when using electronic devices and the internet, and furthermore to know what to do if they come across something either inappropriate, uncomfortable or upsetting. Pupil voice is conducted throughout the year to assess what pupils have remembered about staying safe online.

At the start of each year, our Acceptable Use Policy is shared with all pupils and parents. It is phase specific and details how we expect the pupils to behave on devices and how to keep themselves safe online.

IMPACT

• Pupils will gain a love of and be inspired by all that the digital age has to offer.
• Pupils will confidently use the key skills of digital literacy, information technology and computer science
• Pupils will be confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school.
• Through our computing provision pupils will become independent problem-solvers, logical thinkers and self-evaluators – life-skills that they can continue to build upon as they move into the next stage of their education and into adulthood.
• Pupils will be equipped not only with the skills and knowledge that will enable them to use technology effectively for their own and others’ benefit, but also – crucially - with the understanding of how to do so safely. 
• Pupils will understand the amazing power and benefits of technology, but also consequences of negative use; we want to support them to develop a healthy and balanced relationship with technology but not a dependence.