We want our learners to have equal opportunities regarding the use of ICT to enhance learning and when accessing ICT resources. This is achieved via the training of staff and their access to software and hardware to support planning, resourcing and delivering the curriculum. This is also achieved by the fair timetabling of laptops and the ICT suite according to classes and year groups and equal access to IPads via a booking system. We also want all of our learners to be equally represented in the examples that we use of ICT based professions, examples used in lessons and visitors to the school. We want the children to be aware of the breadth of possibilities linked to ICT in the future.
We want our learners to be safe in their use of ICT. Misconceptions to do with safety, bias and trust online will be resolved and clear e-safety protocol will be embedded at the beginning of each year and repeated throughout. There is a clear link with PSHE and online safety, with particular focus on healthy relationships.
We believe that the ICT curriculum can be divided into ‘conceptual’ factual elements, including a sound understanding of subject vocabulary which is built upon each year, and ‘foundational’ skills based learning via practical use of hardware and software. This will be repeated and built on year-on-year.
We believe that all types of learners can benefit from the ICT curriculum: auditory, visual and kinaesthetic. Each style of learning can be supported via the use of visual aids, large interactive hardware elements such as SMART boards, bee bots and IPads and auditory aids such as headphones, microphones and speakers. Allowing children to see, create, record, interact and learn in a dynamic way.
We know that we have the facility to develop subject specific links in our local community and will use local examples of ICT in our local community and business. We will also strive to keep our learners up-to-date with any significant and documented ICT developments and progression in our local community and in the wider World.
We know that we are living in a rapidly changing climate which closely links to the subject of ICT. There are many current development in the use of robotics, drones and remote working which are enormously relevant to our group of varied learners. We also know that there will be many more to come and we will keep our finger on the diverse pulse that is ICT.
The long-term planning document provides the following support for teachers to plan their Computing curriculum:
Suggested vocabulary for the different aspects of Computing and ICT
- An objective map so that each of the technical skills is covered at least once in KS1 and at least twice in KS2, to ensure skills are revisited. Skills are built upon each year.
- Suggestions hardware and software
- Project suggestions
- Links to other useful websites to support planning
The long-term planning is designed to give teachers freedom when planning their Computing, whilst still ensuring curriculum coverage, rather than being prescriptive.
Each week there will be a discrete ICT lesson during which each class will deliver the input and children will work on their key skills including project work which covers one or more of the learning strands of ICT. This can also include a cross-curricular link. IPads are also available to book in addition to timetabled laptop time. This will ensure that children have extra opportunities to revisit and develop their technical skills using a range of hardware and software.
Teaching and learning in the classroom should show the following areas throughout all year groups:
- E-safety referred to in lessons frequently.
- Children are given the opportunity to explore different software and be curious.
- Children have the opportunity to be creative using ICT for a variety of purposes.
Assessment of children's learning in Computing is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.
Summative assessment: expectations of assessment and data collection need to be agreed upon with SLT.
Computing is also monitored by the subject leader throughout the year in the form of outcome monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place. An evidence drop area is available on the T: drive of the school network where all year groups can share evidence of their ICT coverage.
EYFS and Nursery pupils' progress and attainment is tracked using Tapestry, telling us whether each individual child is below expected, at expected or above expected attainment for their age.
*Please note that there may be some changes to the long term plan in the 2020-2021 academic year due to the disruption from the Covid-19 pandemic.*