In Jerusalem he made engines, invented by skillful men.
At St Michaels’ we understand technology is everywhere and plays a pivotal part in all of our lives. With this in mind, we want our students to be MASTERS of technology. We want to model and educate our pupils on the advantages and disadvantages of using technology but also how to use it positively, responsibly and safely, aware of measures that they can take to keep themselves and others safe.
Computing at St Michael’s intends to develop ‘thinkers of the future’ through a curriculum/scheme that is modern, ambitious and relevant. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. We believe the ‘Teach Computing’ curriculum, encompassing computer science, information technology and digital literacy, reflects this and will help children understand how to use technology and tools for learning and as a means to drive their generation forward into the future.
We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. So our aim is to provide a computing curriculum that is designed to balance acquiring broad and deep knowledge alongside opportunities to apply skills in various digital contexts, helping our students become skillful computer scientists.
As well as teaching computing discreetly, we encourage staff to try to embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, the children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers. 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 wellbeing.
Our Scheme of work for computing is taken from the ‘Teach Computing’ Curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content has been organised into interconnect networks called learning graphs.
The ‘Teach Computing’ scheme builds on previous learning and provides both support and challenge for learners. It ensures progression of skills and covers all aspects of the computing curriculum.
The curriculum can be broken down into three strands: computer science, information technology and digital literacy.
The national curriculum for computing aims to ensure all pupils:
can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)
are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)
All classes have a scheduled computing lesson each week. There should also be opportunities for computing to be weaved throughout topics and other curriculum subjects.
At St Michael’s we believe a key part of implementing our computing curriculum is to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give our children the necessary skills to keep themselves safe online. We understand that children have the right to enjoy childhood online and benefit from all the opportunities that a connected world can bring them. We aim to educate children on the importance of accessing safe online spaces and using technology that is appropriate for their age and stage.
We implement this with the Project Evolve Framework. Project Evolve resources each of the 330 statements from UK Council for Internet Safety’s (UKCIS) framework “Education for a connected World” with perspectives; research; activities; outcomes; supporting resources and professional development materials. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviors, and support educators in shaping the culture within their setting and beyond.
The activities and discussions weaved throughout this project empower learners to think critically, behave safely and participate responsibly in our digital world – 21st-century skills, which are essential for children and young people to harness the full potential of technology for learning.
The way pupils display, share, celebrate and publish their work will best show the impact of our curriculum. Our children will enjoy and value Computing and know why they are doing things, not just how. Children will understand and appreciate the value of Computing in the context of their personal wellbeing and the technological, creative and cultural industries and their many career opportunities. We also look for evidence through reviewing pupils’ knowledge and skills digitally through tools like Google Classroom and Google Drive and observing learning regularly.
This will then inform future adaptations of the schemes of work and help to ensure that progression is evident throughout the school.
In order to demonstrate that we have accomplished our aims, the children of St Michael’s should:
Be enthusiastic and confident in their approach towards computing.
Present as competent and adaptable ‘Computational thinkers’ who are able to use identified concepts and approaches in all of their learning.
Be able to identify the source of problems and work with perseverance to ‘debug’ them.
Create and evaluate their own project work.
Have a secure understanding of the positive applications and specific risks associated with a broad range of digital technology.
Transition to secondary school with a keen interest in the continued learning of this subject.