churchwood primary academy policy on:...

At Churchwood Everyone Can

Churchwood Primary Academy Policy on: Computing.

Written by: C Wright Signed by Principal: Date: Signed by Chair of Governors: Date: Date to be reviewed: However this policy is a living document and will be updated as new legislation and

guidance is produced or in response to research or other events which have not

previously been covered in depth.

Computing Policy – 2015-18

At Churchwood Everyone Can

Computing Policy 2015-2018

1 Computing Curriculum Vision At Churchwood Primary Academy we value the contribution that technology can make for the benefit of all pupils, staff, parents, governors and our wider community. We strive to provide safe opportunities in all subjects to motivate and inspire pupils and raise standards across the curriculum. Everyone in our school community will become lifelong learners equipped to meet developing technology with confidence, enthusiasm and the skills that will prepare them for a future in an ever-changing world.

2 Our Computing vision encompasses the following aims: To enable our staff and pupils to become competent, confident and independent users of

technology – to further enhance their reading, writing and mathematical skills.

To provide pupils with the computational skills necessary to become independent learners.

To develop a creative and cross-curricular approach to the teaching and learning of Computing.

To promote safe and sensible use of technology through a dedicated e-safety curriculum.

To use new technologies to enable good quality teaching and learning to take place.

To ensure appropriate and equal access to technology for all children regardless of age, gender,

ethnicity or ability.

To commit to the Continuous Professional Development of Computing.

To ensure our pupils take advantage of the ever quickening pace of technological change.

To provide pupils with an understanding of the role technology plays in everyday life at present

and it’s importance in the future.

To give children opportunities to access the Computing Curriculum through home-school links.

Through these aims children at Churchwood will be able to meet and, in many cases, exceed the

main aims in the National Computing Programme of Study (see appendix A, along with examples).

3 Inclusion Pupils with special educational needs should be able to use the technology to encourage their

independence and develop their interests and abilities.

All pupils are to have access to the use of technology regardless of gender, race, cultural background or any physical or sensory disability. Pupils with learning difficulties can be given greater access to the whole curriculum through the use of technology.


The youngest pupils in the Nursery and Reception classes begin to use and learn about Computing as soon as it is practicable after entering school, so that they gain confidence in using computers as soon as possible. For this purpose a bank if iPads is based in the Reception classroom for ‘anytime’ access.

At Churchwood we also use Digital leaders to help support both pupils and teachers within the

teaching of Computing. This is done both through cross-curricular lessons as well as specific Computing structured lessons. Alongside this the Digital Leaders help to develop new curriculum ideas and run sessions to offer children additional access to technology within lunchtimes.

4 Implementing the Policy In Computing lessons: Pupils in Years 2-6 are timetabled for at least 1 slot per week to use the touchscreen laptops,

for a Computing lesson, which covers the skills and experience required to develop Computing Capability through the school’s Scheme of Work – with an additional emphasis on e-safety (delivered in part through the use of our Learning Platform) and Coding/Programming. However on the whole the teaching of the remainder of the Computing PoS (Digital Literacy, Information Technology etc.) is done through cross-curricular subject links.

In addition all children from Year 2 Summer Term onwards participate in regular touch typing instruction. The aim is for all Churchwood children to be confident touch typists by the time they reach Year 6.

Teachers and pupils benefit from the use of the Espresso coding programme, which gives access to a wide range of resources for the teaching of coding. In addition children have access to a wide range of other coding programmes including: Kodu, Scratch, Bee bots, Lego Wedo and code.org.

Teachers ensure the teaching of Computing is evident within all areas of the curriculum

following a topic-based approach and creating cross-curricular links.

Children in Nursery, Reception and Year 1 have access to a bank of iPads. Touchscreen laptops can also be used as required.

In learning and teaching across the curriculum There are Interactive Whiteboards (IWBs) and Digital Visualisers in every classroom, used

throughout the day for whole class teaching in all subjects. Whiteboards are also used within group activities by teachers or TAs or for collaborative activities by pupils. Whiteboards are also regularly used by pupils themselves to participate in the class or group lesson, or demonstrate what they have learned or to display work they have done.

The IWB is connected to a main classroom computer which is on the school network with its shared work area and access to the wider internet.


Classes may book the touchscreen laptops for additional sessions during the week to carry out Computing-based work in other subject areas.

Staff and pupils regularly and confidently access links to online resources.

Teaching and support staff are confident selecting programs and make extensive use of resources for pupil to use from the school network and online.

The intention to use such resources appears in teachers’ planning and is marked clearly. In particular the school makes extensive use, for both classroom and homework activities, of the Abacus Scheme of Work for Maths.

Churchwood uses ‘DB Primary’ as a learning platform. All children have access through individual logins.

Classes maintain an electronic portfolio of good examples of their schoolwork.

The School subscribes to a range of websites for use in development children’s skills across the curriculum. These are used in day to day classwork and as a form of homework and intervention. Websites currently subscribed to include: Abacus, Reading Eggs, Sumdog, Espresso & Espresso coding

5 Developing and monitoring the Computing curriculum The Principal and Computing Subject Leader are responsible for ensuring there is a Computing policy and that it is implemented. The Computing Subject Leader is responsible for mapping the Scheme of Work. The Computing Subject Leader will also be involved in monitoring class teachers’ curriculum planning and teaching through the subject leader management trail. The Computing Subject Leader is also responsible for providing CPD to staff where the need arises.

6 Assessment The school uses Target Tracker as the basis for its assessment system. This divides the programme of study aims into age appropriate bands. Staff assess children’s ability against these aims on a regular basis, indicating whether a child is ‘working towards’ or ‘achieved’. This will then give a ‘step’ indicator at the end of the year which can be used to assess which children are at, below or exceeding age related expectations. Within the EYFS, the children are to be assessed against a set of Key Skills, developed through consultation with the teaching staff, which they have the chance to develop over the course of their time spent at school (in the foundation stage). These Key Skills give the children opportunities to develop a range of techniques within the ‘Computing Umbrella’, thus providing them with an excellent grounding to further progress the knowledge of technology in the wider world.


7 Home Links The children have access to a wide variety of resources that enable them to continue their learning of Computing and technology at home. Currently the children have access to: Espresso, Reading Eggs, Sumdog and Abacus. We also have a School Twitter account, and teacher Twitter accounts. These are used for sharing important messages and celebrating pupil achievement.

9 This Policy The Computing subject Leader and the Principal will be responsible for ensuring the effective monitoring, evaluation and review of this policy.


Appendix A – Computing Programme of Study with examples

Middle Academy

By the end of the Middle Academy children should 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

o Think of a cup tea, what steps need to be taken to make it? What decisions have to be

made? Do you want milk? Do you want sugar?

o Program a Bee-Bot through a maze, right down the instructions first, plan the

instructions..

Create and debug simple programs

o Why does my cup of tea not taste right? Is it too sweet, too milky?

o Bee-Bot: where has it gone wrong, where does it need to change?

o Espresso Coding provides specific debugging activities linked to the units covered.

Use logical reasoning to predict the behaviour of simple programs

o If I put in two spoons of sugar will I like my cup of tea?

o If I put in these instructions where will the Bee-Bot end up?

o Espresso coding modules.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content

o Create a folder and save work

o Open, change and save work such as simple word processing & image manipulation.

Use technology safely and respectfully, keeping personal information private; know where to

go for help and support when they have concerns about material on the internet

o Hector the Protector E-Safety resources

o Zip It, Block It, Flag it.

Recognise common uses of information technology beyond school

o Learning Platform and relate to social networking

o Search, information and age appropriate games.


Upper Academy

By the end of the Upper Academy children should 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

o What steps are required to make a cup of tea?

o Lego Wedo

o Espresso Coding provides specific debugging activities linked to the units covered.

o Code.org modules.

Use sequence, selection and repetition in programs; work with variables and various forms of

input and output

o Lego Wedo – physical sensors

o Espresso Coding

o Code.org modules

o Kodu – creating games.

Use logical reasoning to explain how some simple algorithms work and to detect and correct

errors in algorithms and programs

o As above.

Understand computer networks including the internet; how they provide multiple services,

such as the world-wide web; and the opportunities they offer for communication and

collaboration

o Use the learning platform to save work to, retrieving it and editing it in a variety of

locations e.g. home and school.

o With appropriate safety controls in place, publish work to a wider audience through

blogs etc.

o Use Skype or similar to communicate with experts, shared classes etc.

Use search technologies effectively, appreciate how results are selected and ranked, and be

discerning in evaluating digital content

o Using advanced searches

o Google is not the internet it is simply a search engine and there are others (Bing has a

simple list of short cuts for advanced searches)

Use technology safely, respectfully and responsibly; know a range of ways to report concerns

and inappropriate behaviour

o CEOP & Zip It, Block it, Flag it.

o E-Safety modules on the Learning Platform.

Select, use and combine a variety of software (including internet services) on a range of

digital devices to accomplish given goals, including collecting, analysing, evaluating and

presenting data and information

o Create a multimedia presentation that combines text, images and video.

o Internet to retrieve images

o Cameras to create a digital image.

o Use video editing (e.g. moviemaker).


Appendix B – Glossary of Terms


Appendix B continued.


Appendix C – Curriculum overview Nursery & Reception E-Safety – Lee and Kim. Remainder taught through EYFS curriculum. Note – this is an overview and not designed to necessarily be followed rigidly. It focuses mainly on the coding and e-safety components of the curriculum. Touch typing to be taught weekly from Summer term Year 2 through to Year 6. Multimedia units involving image manipulation, office packages, use of the internet and movie editing to be taught throughout the year, adapting to cross curricular work wherever possible.

1 2 3 4 5 6

1` E-Safety – Hectors World

Espresso coding unit 1a

Bee Bots + Safer internet day E-Safety week.

Creating & manipulating images.

Using search Espresso coding unit 1b

2 E-Safety – Hectors World

Espresso coding Year 2 starter unit

Bee Bots + Safer internet day E-Safety week.

Espresso coding 2a

Multimedia unit

Espresso coding 2b

3 E-Safety – Espresso materials


Lego Wedo + Safer internet day E-Safety week.

Espresso coding 3a

Multimedia unit

Espresso coding 3b

4 E-Safety – Espresso materials


Espresso coding Year 4a + Safer internet day E-Safety week.

Lego Wedo Multimedia unit

Espresso coding Year 4b

5 E-Safety – SAFE course

Espresso coding Year 5 starter unit & The history of the WWW


Code.org – course 2.

Kodu & Scratch – games making.


6 E –Safety Think u know materials

Espresso coding Year 6 starter unit & advanced search


Code.org – course 2 continued. Moving to course 3.

SATs revision focus.



Appendix D - Evidence of work We need to provide evidence of the work that our children have been producing in Computing/ICT. To this end, the chart below sets out the expectation in terms of where that work will be stored. The Computing subject lead will regularly ask for the names of 3 children from each class, HA, MA & LA to check that work is being completed to an age related standard and stored appropriately.

1 2 3 4 5 6

1` E-Safety – Hectors World. E-Safety Poster, paper based in folders

Espresso coding unit 1a Web link to their own app added to the LP.

Bee Bots + Safer internet day E-Safety week. Picture and reflection on theme of Safer Internet Day.

Creating & manipulating images. Image uploaded to the LP.

Using search – combine with research topic.

Espresso coding unit 1b Web link to their own app added to the LP.

2 E-Safety – Hectors World E-Safety Poster – created using paint programme or similar and upload to the LP.


Bee Bots + Safer internet day E-Safety week. Picture and reflection on theme of Safer Internet Day.

Espresso coding 2a Web link to their own app added to the LP.

Multimedia unit PPT or similar uploaded to LP.

Espresso coding 2b Web link to their own app added to the LP.

3 E-Safety – Espresso materials Hard copies of sheets in files.


Lego Wedo + Safer internet day E-Safety week. Picture and reflection of WeDo work. Picture and reflection on theme of Safer Internet Day.

Espresso coding 3a Web link to their own app added to the LP.

Multimedia unit PPT or similar uploaded to LP.

Espresso coding 3b Web link to their own app added to the LP.

4 E-Safety – Espresso materials Hard copies


Espresso coding Year 4a + Safer internet day E-Safety

Lego Wedo Picture and reflection of WeDo work.

Multimedia unit PPT or similar uploaded to

Espresso coding Year 4b Web link to


of sheets in files.

week. Picture and reflection on theme of Safer Internet Day. Web link to their own app added to the LP.

LP. their own app added to the LP.

5 E-Safety – SAFE course SAFE certificate in file and uploaded to LP

Espresso coding Year 5 starter unit & The history of the WWW

Espresso coding Year 5a + Safer internet day E-Safety week. Picture and reflection on theme of Safer Internet Day. Web link to their own app added to the LP.

Code.org – course 2. Course certificate uploaded to LP

Kodu & Scratch – games making. Final game uploaded to LP

Espresso coding Year 5b Web link to their own app added to the LP.

6 E –Safety Think u know materials Design a poster competition – all digital. Best displayed around school and featured on LP/School Webpage.

Espresso coding Year 6 starter unit & advanced search

Espresso coding Year 6a + Safer internet day E-Safety week. Picture and reflection on theme of Safer Internet Day. Web link to their own app added to the LP.

Code.org – course 2 continued. Moving to course 3.

SATs revision focus.

Espresso coding Year 6b Web link to their own app added to the LP.


Appendix E – End of year expectations from Target Tracker.


Appendix E – End of year expectations from Target Tracker, page 2 – coding.

churchwood primary academy policy on:...

Documents