Intent
At Pearl Hyde, we believe that Computing is an essential part of the curriculum; a subject that not only stands alone but should be an integral part of all learning woven throughout the curriculum. As a school, we are ensuring our curriculum and its delivery are in keeping with the rapid flow of progression and development in the world of technology. As this continues to play a fundamental part in our pupils’ lives, it is important that we equip our pupils with the necessary skills and knowledge to help them navigate technology safely and adeptly in addition to utilizing it to provide them with the best opportunities in life.
At Pearl Hyde we want our children to interact safely and positively online, whilst safeguarding their own well-being and information. With our computing curriculum, we aim to support our pupils with their independent and responsible use of both on and offline platforms, as they use and create digital content to gain confidence, develop their communication skills and participate in enriched enjoyment opportunities.
A core aspect of our computing teaching is linked specifically with computer science in which children are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. We aim to make explicit links with as many aspects of the curriculum as possible especially to maths, science and design and technology.
With this in mind, we ensure our curriculum encompasses the relevant skills and knowledge required to understand the three core strands of computing;
By providing a broad and balanced approach to quality first teaching in the delivery of this subject, we will ensure that the technology is used to support learning both in computing discreetly and across the wider curriculum. These lessons will be delivered in a manner that supports the growth and development of creativity, resilience, problem-solving, communication, and critical thinking skills. Through this approach, our computing curriculum is knowledge-rich and provides opportunities for our pupils to apply this knowledge both independently and in a safe environment with support available when required. Therefore, our computing curriculum is both skills and knowledge-rich, comprehensive and secure. With these skills and knowledge, our pupils at Pearl Hyde will be provided with a secure base with which they can grow into proficient computer scientists with a vast range of opportunities available to them.
We wish to develop a love of computing and provide children with the ability to enhance their knowledge, skills and understanding through different types of media whilst keeping safety at the forefront of their minds. Children will be taught about their digital footprint and where to seek support and advice should they need it. We believe a strong understanding of these things will enable children to access modern technologies and communicate effectively whilst developing an ever-increasing understanding of how to keep themselves safe from evolving dangers in the digital world. AT Pearl Hyde School we believe that this will give our children the tools they need to succeed in a digital world.
Implementation
At Pearl Hyde School we have a strong focus on quality-first teaching and a comprehensive coverage of the necessary content and curriculum knowledge and skills which is encompassed within computing. These are the three strands of computing that are covered within our computing curriculum at Pearl Hyde.
| Information Technology | Computer Science | Digital Literacy |
| Word Processing/Typing | Computation Thinking | Self-Image and Identity |
| Data Handling | Programming | Online Relationships |
| Presentations and Web Design | Computer Networks | Online Reputation |
| Animation | Online Bullying | |
| Video Creation | Managing Online Information | |
| Photography and Digital Art | Health, Wellbeing and Lifestyle | |
| Augmented and Virtual Reality | Privacy and Security | |
| Sound | Copyright and Ownership |
In Reception, our children will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
In Key Stage 1, the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs complete by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keep personal information private, and identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
In Key Stage 2, the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; and solving problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the Internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be able to evaluate digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
With the use of Kapow learning, the delivery of our computing sessions will be tailored to the mixed-aged classes within Pearl Hyde, ensuring that all areas are covered in-depth across the year groups. This allows us to ensure the curriculum and lesson delivery in place is equipped to include all pupils within the same lesson, whilst considering their age, stage and abilities throughout a balanced and broad curriculum.
To document our pupil’s progress, Pearl Hyde classes will utilise the floor books within each phase to allow both pupils and staff to record their computing learning progression, in addition to providing them with the opportunity to showcase their learning for others to see. This will also provide a talking point for students to reflect upon their work and engagement with computing, and to see the progression in their skills and knowledge over time.
Impact
As a result of the engaging and enriched curriculum implemented within our school, our pupils’ skills and knowledge will have progressed to enable them not only to meet the requirements of the National Curriculum but to also enjoy using technology to develop their ideas and knowledge as an expression of their creative selves as responsible citizens. Pupils at Pearl Hyde will be digitally literate and will be able to join the world on its digital platform with competency and confidence. They will be equipped, not only with the skills, knowledge and understanding to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want for our children is that they understand the consequences of using the internet and that they are very aware of how to keep themselves safe online.
At Pearl Hyde School, our pupils will:
Formative assessments are carried out each lesson by teachers in order to identify and address any misconceptions that may occur. These may be gathered through; observations, questioning, or written work with purposeful feedback provided for the pupil at an age and skill-appropriate level. Alongside this, summative assessments are available for each unit of work to inform any necessary adaptations or re-teaching which may need to be re-visited.
