Hawkesley Church Primary Academy

Intent, Implementation, and Impact Statement for Computing.

Intent:

At Hawkesley, we want all of our children to “let your light shine” (Matthew 5:16). In order for them to achieve this, we provide and deliver a knowledge-rich curriculum, aimed at equipping children to experience “life in all its fullness” (John 10:10). To this end, our computing curriculum is designed to enable children to not only acquire ‘head knowledge’ (teacher-imparted, theoretical knowledge), but also ‘hand knowledge’ as they seek to put into practice what they have been taught. In an ever-changing, technological world, it is imperative that our pupils have the skills, knowledge and confidence to be competent, creative and responsible digital citizens. We recognise our responsibility in preparing them not only for their future education, but also for a world, filled with rapidly changing technologies; a world that is becoming increasingly reliant on technology.

To this end, our intent is to:

• Create computer literate children: We strive to develop confident and competent individuals who posses a strong foundation in computer science, information technology and digital literacy. Our curriculum is designed to expose and familiarise children with a range of software and skills, so that they become capable, responsible technology-users.
• Foster enjoyment for computing: We endeavour to enthuse children through an engaging and inclusive learning environment where every child is encouraged to explore the world of computing. Our curriculum celebrates diversity and is tailored to the specific needs of our community (through our e-safety reteach lessons). All children, from Nursery to Year 6, engage with computing.
• Prepare pupils who are future-ready: We recognise the importance of preparing our children for the demands of the future workforce. Moreover, we seek to isntil an understanding of ethical computing practices and the social implications of technology, creating responsible digital citizens who understand online safety and digital wellbeing. Our curriculum is also constantly being developed to ensure that it is contemporary and up to date with new computing developments.

Implementation:

To achieve our intent, computing is explicitly taught throughout the school, from Years 1 to 6, in accordance with the National Curriculum. It is also implicitly explored in Early Years, as we know that children will be exposed to technology from a young age of school, so we must ensure that, even in EYFS, children have an age-appropriate understanding and awareness of safe practices.

Our implementation of computing also includes:

• A structured curriculum scheme: We follow the iCompute scheme as a well-structured, progressive curriculum that aligns with the National Curriculum requirements for computing. This not only ensures appropriate coverage of the three strands of computing (computer science, information technology and digital literacy), but it also ensures that children are well-prepared for secondary education as progression is clearly mapped to build on previously taught skills.
• One-to-one devices in Years 5 and 6: In Years 5 and 6, every child receives their own device. This enhances digital literacy and expands access to a variety of software and resources, such as coding platforms like ‘Just 2 Easy’. It also moves computing beyond the discrete lesson into other areas of the curriculum, with children using their devices to support and extend their own learning (for example, accessing a longer text during Whole Class Reading sessions or extending their learning in maths).
• Interactive learning opportunities: We use a variety of teaching methodologies including practical activities, collaborative projects and the integration of technology in everyday learning. For example, learners engage in coding from KS1 through platforms such as Scratch, which encourages computational thinking in a fun and relatable manner. Children are also encouraged to complete research on the iPads in other subjects, such as history and geography.
• Assessment for learning: Formative assessments are regularly completed to monitor pupil progress and identify areas for targeted teaching. These assessments include self-assessments, peer evaluations and teacher observations. They are used to inform and adapt teaching and learning activities appropriately.
• E-safety reteach: The first computing lesson of each half-term covers an age-appropriate statement from the UK Council for Internet Safety’s report, which aims to equip children for a digital life. These statements cover the 8 identified themes – self-image & identity, online relationships, online reputation, online bullying, managing online information, privacy & security, copyright & ownership, and health, wellbeing & lifestyle. Through constantly revisiting these topics, children aim to become responsible and safe users of technology.
• Ongoing professional development for staff: We recognise that technology is constantly evolving so prioritise professional development through 1:1 coaching sessions, peer observations, team teaching, workshops and collaborative working. Staff are also encouraged to share best practices in teaching computing.

Impact:

The impact of our computing curriculum is evidenced through:

• Pupil progress and attainment: We consistently see high levels of engagement and achievement in computing. This is evidenced by our robust assessment data, which shows that most pupils meet or exceed age-related expectations. Through speaking with pupils, it is also clear that they have a strong understanding of computing with many demonstrating a clear progression from basic digital skills to more complex computational problem-solving.
• Tolerant and respectful individuals: Within computing, we promote, expect and see tolerant and respectful children who are aware of how their online behaviour can impact themselves and those around them. Children in UKS2 are also aware of the age of criminal responsibility and the legal expectations around online conduct. Children demonstrate a good understanding of online safety and how to behaviour well when using technology. Feedback from children also suggests that they feel safe and knowledgeable when using technology, indicating that they are prepared to behave responsibly in a digital world.
• Development of critical skills: As problem-solving and resilience are fundamental to our computing curriculum, children exhibit increased confidence in using technology. They can independently navigate digital tools for research, presentation, communication and coding.
• Feedback: Staff voice reflects a strong confidence in teaching computing as well as an appreciation for its relevance in everyday life.
• Lifelong learning attitude: Through our computing curriculum, we create a culture of curiosity and a love for learning in computing, as well as for using computing to support other subjects. Children constantly express an interest in exploring computing and engaging with technology outside school, reinforcing a lifelong engagement with the subject.

In conclusion, our computing curriculum is meticulously designed and implemented to ensure outstanding outcomes that not only meet but exceed these expectations set out by Ofsted and the National Curriculum. It is also tailored to our community and the children in our school to ensure that pertinent issues and skills are addressed. Our Hawkesley values underpin computing:

Love: through working in teams, evaluating and peer-assessing each other’s work, and exploring online conduct in e-safety work, love is promoted in every Computing lesson.

Integrity: children are taught that integrity means making the right choices, even when no one is watching. This is explicitly reiterated through e-safety lessons, ensuring that children are making the right choices online and know what to do if/when they feel uncomfortable.

Greatness: pupils are held to high standards in Computing lessons, ensuring that their conduct and work is produced to an age- and pupil-appropriate high standard.

Honesty: supported through the teaching of fundamental British values – such as tolerance and mutual respect – pupils are encouraged and given the freedom to speak honestly and to share their creativity through their computing creations.

Trust: it is of paramount importance that teachers trust the pupils to enable them to use technology responsibly. To this end, all pupils, staff and long-serving visitors sign a user-agreement regarding computing conduct.

In summary, we pride ourselves on nurturing and creating children who are not only skilled in computing, but who are well-prepared to contribute positively to an increasingly digital world.