Computing at St John XXIII Catholic Primary School
We are dedicated to providing a robust computing education that equips our students with the necessary skills for the digital age. Our curriculum is enhanced by the innovative use of the ILearn2 program, which offers interactive and engaging learning experiences tailored to primary-aged children. We believe in nurturing not only the academic skills of our students but also their creativity and problem-solving abilities through technology. Stay informed about how your child is embracing the digital world and preparing for the future here at St John XXIII.
Intent
At St John XXIII, computing equips pupils with the skills, knowledge and confidence to use technology safely and creatively in an ever-changing world. Inspired by Pope Leo’s Maps of Hope, we guide every child on a purposeful journey to become responsible digital citizens, ready to contribute positively to society.
Our computing curriculum is carefully sequenced so that children build knowledge and skills progressively from Early Years to Year 6. Through clear progression in computer science, information technology and digital literacy, pupils learn to problem-solve, think logically and apply their learning in meaningful contexts. Key concepts and vocabulary are revisited and reinforced over time to ensure strong retention and understanding.
We place strong emphasis on digital safety and wellbeing. Children are taught to use technology responsibly, recognise online risks, and make safe choices. Computing is taught through hands-on, practical learning where pupils can experiment, create and collaborate, developing confidence in using a range of tools and software.
We hold high expectations for all learners. Through inclusive teaching and appropriate challenge, every child is supported to succeed and to develop a love of computing. Our aim is for pupils to leave St John XXIII as confident, capable and responsible users of technology, prepared for the next stage of education and beyond.
Through Computing, our pupils will:
- Communicate with confidence and clarity, using precise technical vocabulary to explain their ideas and digital work.
- Journey as resilient learners, problem-solving and debugging with perseverance and hope.
- Recognise their God-given dignity and potential, understanding that computing is for everyone and all can succeed.
- Step forward with ambition and purpose, using technology safely and creatively to support learning and life in the wider world.
Implementation
At St John XXIII we use the Ilearn2 scheme of work that builds on previous learning, provides both support and challenge for learners and supports teachers with their planning and delivery of the computing curriculum. Our computing curriculum has been specifically tailored to meet the unique context of our school. It is designed to be broad and balanced, providing all pupils with the opportunity to master their learning and deepen their knowledge, making sense and giving purpose as to why we learn about computing. The scheme provides coverage in line with the National curriculum and teaching and learning facilitates progression across all key stages within the strands of digital literacy, information technology and computer science. Pupils use iPads, computers and other hardware such as micro: bits to access the computing curriculum. Lessons build on what the pupils already know and the subject knowledge that is imparted becomes increasingly specific and in depth, with more complex skills being taught. Some aspects of digital literacy, with a focus on e-safety, are covered in PSHE lessons as well as whole school assemblies. As well as stand-alone computing lessons, children are constantly accessing computing equipment during the day, including reading books online, completing cross-curricular tasks and presenting their work in a digital form.
The Computing Subject Leader keeps teachers up to date on the latest uses of Computing as a teaching tool. Teachers are expected to follow the outline generated by the Computing Subject Leader; however they are encouraged to further adapt them to other subjects as well as to the needs of the class. Within the academic year, all children have a scheduled computing lesson each week, as outlined in the overall curriculum framework overview. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy.
Our children begin their journey with technology in Early Years, with access to iPads and BeeBots. Teachers facilitate children’s curiosity with challenge and modelling how to use the equipment carefully and safely. Children are given the opportunities to explore computers, early programming, digital photos, videos, music, art and design. In KS1 children continue their journey with the BeeBots, using them more precisely. They learn how to programme a BeeBot to reach a destination and begin to be able to debug when something does not work out the way they imagined. In the ICT suite they improve their mouse control and learn how to log on and off a computer using their own username and password. They learn about online safety and what to do if they encounter something which makes them feel uncomfortable as well as what personal information is and why it is important we don’t share it with someone on the internet. Coding then progresses from BeeBots onto a computer based programme where children learn how to programme a variety of sprites. In KS2, children continue this coding journey, not only making the sprites move, but interact with each other. As children progress up KS2 the coding becomes more complex and they are able to create basic games with code and identify errors and fix them. They start to use different platforms for programming such as Scratch, Sphero, Binary code, Python and text based. Alongside this they look at computer networks, operating systems, app design, EBooks, music, virtual reality, web design and computers from the past, present and future. Their digital literacy skills are combined with English, Science, History and Geography and work is word processed and presentations are created using PowerPoint. Children learn how to use the hardware we have in school including webcams, where they are taught how to take and manipulate pictures, showing them that what they view in the media is not always accurate. The children are also taught internet safety throughout each year of KS2. They know how to keep themselves safe online and what to do if they come across something that makes them uncomfortable. Upper KS2 understand the importance of media balance and appreciate that as they get older, they are more responsible for their online presence and how often they access a variety of forms of media.
We have a computing suite, Chromebooks that can be used for remote learning, shared class sets of iPads to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons.
Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught. Interactive workshops themed around key areas of the computing curriculum such as online safety and coding are planned for throughout the year to develop skills and inspire children to have a life-long love of learning in computer science.
Impact
We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through tools like Shared Drive and observing learning regularly. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.
We measure the impact of computing curriculum in the following ways:
In-class feedback
We understand that feedback is linked to progress and has to be timely to make an impact. In class feedback is used to support teachers ‘ workload. Verbal feedback/ questioning/ modelling/ demonstrations at the time of the activity or during small focus groups are the main form of feedback used.
Corrective Teaching / Summative Assessment
When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers would adapt their planning for the next lesson to ensure there is time to address these misconceptions. These misconceptions might also be addressed through in class marking, verbal feedback or with use of mini plenaries.
Assessment for learning is continuous throughout the planning, teaching and learning cycle. It is supported by use of the following strategies:
- Verbal feedback/questioning/modelling/demonstrations at the time of the activity or during small focus groups are the main form of feedback used.
- Effective questioning is provided on each lesson plan.
- Plans outline clear assessment opportunities to help teachers make accurate, formative assessment throughout the lesson.
- Plans provide teachers with ‘next step’ activities to help challenge children further.
- At the end of the academic year, the class teacher will identify those children who are working towards, at and above expectations. This will be passed onto the next teacher.
- Children are to complete unit quizzes at the start and end of a unit to help teachers and children track progress.
- Teachers incorporate clear success criteria as part of their plenaries to allow for children to reflect on their learning at the end of each lesson.
Pre Teaching / Pre Assessment
Teachers must be aware of the pupil’s prior attainment and prior learning to establish starting points for learning. This night be through revisiting vocabulary or basic skills needed to access the age related objectives in computing.
Teaching Assistants and Interventions
When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.
Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.
Partnerships
Teachers engage parents through September welcome meetings. Parent Consultation Days ensure an effective partnership to ensure children meet their age-related expectations. Online safety workshops for parents are delivered and children are encouraged to showcase their computing skills at home.
Formal Assessment Cycle
Computing is assessed in groups of children meeting the expected standard, working below/ above the expected standard. This will be based on the evidence gathered in student folders which are saved on the computers, computing scrapbook, the use of the Knowledge Organisers and the progression of skills document. Termly book looks and learning walks will provide an insight into the assessment and progress.
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