Leigh Sacred Heart Catholic Primary School

Computing Policy

Introduction

The use of information and communication technology is an integral part of the National Curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. We recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. Our curriculum enables our children to understand that there is always a choice with using technology. At Sacred Heart Leigh, by the end of KS2, our pupils are masters of technology and computational thinkers by knowing how technology can work for them through a progressive, cross-curricular scheme of work.

Aims

• Provide a relevant, challenging and enjoyable curriculum for computing for all pupils.
• Meet the requirements of the national curriculum programmes of study for computing.
• Use computing as a tool to enhance learning throughout the curriculum.
• To respond to new developments in technology.
• To equip pupils with the confidence and capability to use computing throughout their later life.
• To enhance learning in other areas of the curriculum using computing.
• To develop the understanding of how to use computing safely and responsibly.
• To educate all pupils that computing is a right and a responsibility that they should uphold.

The National Curriculum for computing aims to ensure that all pupils:

• Can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication
• 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.

Objectives

Early years

It is important in the foundation stage to give children a broad, play-based experience of computing in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to explore using non-computer based resources such as metal detectors, controllable traffic lights and walkie-talkie sets. Recording devices can support children to develop their communication skills. This is particularly useful with children who have English as an additional language.

By the end of 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.

By the end of 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.

Resources and access

Sacred Heart Leigh understands the need to continually maintain, update and develop resources and to make progress towards a consistent, compatible system by investing in resources that will effectively deliver the strands of the National Curriculum and support the use of computing across the whole school.  Resources, if not classroom based, are located in the ‘Computer Room’ or stored away by the technician.

Planning

The Computing Curriculum is planned collaboratively by Miss Lawton and Mrs William following the aims of the National Curriculum.  Pupil’s progress towards objectives will be recorded on the computers in class folders. Children are split into groups within class groups depending on their abilities for example; those who are ‘Working beyond’, children with SEND or children who have EAL.  Planning and delivery of the curriculum take this into account to provide the necessary support for pupils which allows all pupils to participate effectively in the curriculum.

Assessment and record keeping

Teachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the National Curriculum to assess key computing skills at the end of each term. Assessing computing work is an integral part of teaching and learning and central to good practice. As assessment is part of the learning process it is essential that pupils are closely involved. Assessment can be broken down into;

• Formative assessments which are carried out during and following short focused tasks and activities. They provide pupils and teaching staff the opportunity to reflect on their learning in the context of the agreed success criteria. This feeds into planning for the next lesson or activity.
• Every lesson includes formative assessment opportunities for teachers to use. These are included to ensure that misconceptions are recognised and addressed if they occur. These assessments are vital to ensure that teachers are adapting their teaching to suit the needs of the pupils that they are working with and encouraged to change parts of the lesson, such as how much time spent on a specific activity, in response to these assessments. At the end of every lesson, pupils are invited to assess how well they feel they have met the learning objective, this gives pupils a chance to reflect on what they have learned throughout the lesson. It is also a chance for teachers to see how confident the class is feeling so that they can make changes to subsequent lessons accordingly.
• Summative assessment should review pupils' capability. Use of independent open ended tasks, provide opportunities for pupils to demonstrate capability in relation to the term’s work. There should be an opportunity for pupil review and identification of next steps. Summative assessment should be recorded for all pupils – showing whether the pupils are below, within or secure in the learning objectives. We record the results in assessment files and we use these to plan future work and to provide the basis for assessing the progress of children. Computing work is saved on the school network.
• Pedagogically, when we assess, we want to ensure that we are assessing a pupil’s understanding of computing concepts and skills, as opposed to their reading and writing skills. Therefore, we encourage observational assessment while pupils are still developing their literacy skills. We believe that this is the most reliable way to capture an accurate picture of learning. Additionally, we use proof of progress as part of our summative assessment. The pupils get to showcase what they have learnt in a practical way using devices or in a recoded written way explaining what they have learnt.

Monitoring and evaluation

The subject leader is responsible for monitoring the standard of the children’s work and the quality of teaching. The subject leader is also responsible for supporting colleagues in the teaching of computing, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school. The governors will ensure this policy is reviewed.

Equal opportunities

At Sacred Heart Leigh, we ensure that all children are provided with the same learning opportunities whatever their social class, gender, culture, race, disability or learning difficulties. As a result we hope to enable all children to develop positive attitudes towards others. All pupils have equal access to computing and all staff members follow the equal opportunities policy. Resources for SEN children and those children ‘Working Beyond’ will be made available to support and challenge appropriately.

Health and safety (see also health and safety policy)

The school is aware of the health and safety issues involved in children’s use of computing.

• All fixed electrical appliances in school are tested by a contractor every five years and all portable electrical equipment in school is tested by an external contractor every twelve months. Staff should not bring their own electrical equipment in to school but if this is necessary, then the equipment must be PAT tested before being used in school.
• Damaged equipment should be reported to the technician or business manager who will arrange for repair or disposal.
• Trailing leads should be made safe behind the equipment.
• Liquids must not be taken near the computers.
• E-safety forms an integral part of the curriculum and the school will deliver further education through assemblies termly and parent presentations biennially.

Security

• The computing technician will be responsible for regularly updating anti-virus software.
• Use of computing will be in line with the school’s ‘acceptable use policy’. All staff, volunteers and children must sign a copy of the schools AUP.
• Parents will be made aware of the ‘acceptable use policy’ at school entry.
• All pupils will be aware of the school rules for responsible use on login to the network and will understand the consequence of any misuse.
• The agreed rules for safe and responsible use of computing and the internet will be displayed in all computing areas.

Updated April 2022

Leigh Sacred Heart Catholic Primary School

Computing Policy

Introduction

The use of information and communication technology is an integral part of the National Curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. We recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. Our curriculum enables our children to understand that there is always a choice with using technology. At Sacred Heart Leigh, by the end of KS2, our pupils are masters of technology and computational thinkers by knowing how technology can work for them through a progressive, cross-curricular scheme of work.

Aims

• Provide a relevant, challenging and enjoyable curriculum for computing for all pupils.
• Meet the requirements of the national curriculum programmes of study for computing.
• Use computing as a tool to enhance learning throughout the curriculum.
• To respond to new developments in technology.
• To equip pupils with the confidence and capability to use computing throughout their later life.
• To enhance learning in other areas of the curriculum using computing.
• To develop the understanding of how to use computing safely and responsibly.
• To educate all pupils that computing is a right and a responsibility that they should uphold.

The National Curriculum for computing aims to ensure that all pupils:

• Can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication
• 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.

Objectives

Early years

It is important in the foundation stage to give children a broad, play-based experience of computing in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to explore using non-computer based resources such as metal detectors, controllable traffic lights and walkie-talkie sets. Recording devices can support children to develop their communication skills. This is particularly useful with children who have English as an additional language.

By the end of 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.

By the end of 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.

Resources and access

Sacred Heart Leigh understands the need to continually maintain, update and develop resources and to make progress towards a consistent, compatible system by investing in resources that will effectively deliver the strands of the National Curriculum and support the use of computing across the whole school.  Resources, if not classroom based, are located in the ‘Computer Room’ or stored away by the technician.

Planning

The Computing Curriculum is planned collaboratively by Miss Lawton and Mrs William following the aims of the National Curriculum.  Pupil’s progress towards objectives will be recorded on the computers in class folders. Children are split into groups within class groups depending on their abilities for example; those who are ‘Working beyond’, children with SEND or children who have EAL.  Planning and delivery of the curriculum take this into account to provide the necessary support for pupils which allows all pupils to participate effectively in the curriculum.

Assessment and record keeping

Teachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the National Curriculum to assess key computing skills at the end of each term. Assessing computing work is an integral part of teaching and learning and central to good practice. As assessment is part of the learning process it is essential that pupils are closely involved. Assessment can be broken down into;

• Formative assessments which are carried out during and following short focused tasks and activities. They provide pupils and teaching staff the opportunity to reflect on their learning in the context of the agreed success criteria. This feeds into planning for the next lesson or activity.
• Every lesson includes formative assessment opportunities for teachers to use. These are included to ensure that misconceptions are recognised and addressed if they occur. These assessments are vital to ensure that teachers are adapting their teaching to suit the needs of the pupils that they are working with and encouraged to change parts of the lesson, such as how much time spent on a specific activity, in response to these assessments. At the end of every lesson, pupils are invited to assess how well they feel they have met the learning objective, this gives pupils a chance to reflect on what they have learned throughout the lesson. It is also a chance for teachers to see how confident the class is feeling so that they can make changes to subsequent lessons accordingly.
• Summative assessment should review pupils' capability. Use of independent open ended tasks, provide opportunities for pupils to demonstrate capability in relation to the term’s work. There should be an opportunity for pupil review and identification of next steps. Summative assessment should be recorded for all pupils – showing whether the pupils are below, within or secure in the learning objectives. We record the results in assessment files and we use these to plan future work and to provide the basis for assessing the progress of children. Computing work is saved on the school network.
• Pedagogically, when we assess, we want to ensure that we are assessing a pupil’s understanding of computing concepts and skills, as opposed to their reading and writing skills. Therefore, we encourage observational assessment while pupils are still developing their literacy skills. We believe that this is the most reliable way to capture an accurate picture of learning. Additionally, we use proof of progress as part of our summative assessment. The pupils get to showcase what they have learnt in a practical way using devices or in a recoded written way explaining what they have learnt.

Monitoring and evaluation

The subject leader is responsible for monitoring the standard of the children’s work and the quality of teaching. The subject leader is also responsible for supporting colleagues in the teaching of computing, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school. The governors will ensure this policy is reviewed.

Equal opportunities

At Sacred Heart Leigh, we ensure that all children are provided with the same learning opportunities whatever their social class, gender, culture, race, disability or learning difficulties. As a result we hope to enable all children to develop positive attitudes towards others. All pupils have equal access to computing and all staff members follow the equal opportunities policy. Resources for SEN children and those children ‘Working Beyond’ will be made available to support and challenge appropriately.

Health and safety (see also health and safety policy)

The school is aware of the health and safety issues involved in children’s use of computing.

• All fixed electrical appliances in school are tested by a contractor every five years and all portable electrical equipment in school is tested by an external contractor every twelve months. Staff should not bring their own electrical equipment in to school but if this is necessary, then the equipment must be PAT tested before being used in school.
• Damaged equipment should be reported to the technician or business manager who will arrange for repair or disposal.
• Trailing leads should be made safe behind the equipment.
• Liquids must not be taken near the computers.
• E-safety forms an integral part of the curriculum and the school will deliver further education through assemblies termly and parent presentations biennially.

Security

• The computing technician will be responsible for regularly updating anti-virus software.
• Use of computing will be in line with the school’s ‘acceptable use policy’. All staff, volunteers and children must sign a copy of the schools AUP.
• Parents will be made aware of the ‘acceptable use policy’ at school entry.
• All pupils will be aware of the school rules for responsible use on login to the network and will understand the consequence of any misuse.
• The agreed rules for safe and responsible use of computing and the internet will be displayed in all computing areas.

Updated April 2022