Computing Intent, Implementation and Impact
‘Growing Global Citizens’

Advances in technology change the way people communicate, interact and work. Becoming digitally literate mean students develop technological skills and understand how to access online information and learn social responsibility when interacting on social networks and evaluating sources of information.
At Broseley C of E School, we understand that our children need these different types of skills and technological knowledge to engage with the global community.
We believe computing allows children of all abilities to become digitally literate problem solvers. Children will investigate and discover how to be efficient users of technology.
Our Computing curriculum will provide everyone with the opportunity to learn programming, word processing, data handling as well understanding how to be safe while using technology.
Implementation: How is Computing taught at Broseley C of E? 

The curriculum is carefully sequenced to ensure that pupils build on the knowledge that they have previously been taught. Throughout the curriculum, the 3 strands of the computing curriculum are covered: digital literacy, information technology and computing science. These areas are labelled throughout the long-term plan, with functional IT, computing science and creative IT. Digital literacy will be taught consistently throughout the curriculum, when necessary. For example, when children are logging on to laptops, password protection and internet safety should be discussed.
The Primary National Curriculum for computing curriculum is broken down into three strands: Digital literacy, Information Technology, Computing science.
Digital literacy – Pupils learn to be safe and confident when using technology. Children are supported to feel confident to use technology independently but also understand the risks and dangers of the internet. We want children to be aware of how to combat these concerns safely, to allow us to view technology in a positive light.
Information technology – Pupils experience a wide range of software and hardware to learn and practise transferable skills, which can be used in a range of different programmes. Within this strand, children are able to be flexible and creative in their thinking and experiment with different ideas.
Computing science - Pupils learn how to be computational thinkers. There are four corner stones of this thinking: decomposition, pattern recognition, abstraction, algorithms. This supports children to become resilient problem solvers, developing their ability to break down complex problems, notice similarities and differences, focusing on the important information and developing a logical step by step solution to the problem at hand.
There is flexibility in the content children use when they are developing their computing skills, meaning this is a great subject to integrate more than once subject in a cross-curricular project. For example, in Year 2 they learn how to create eBooks, this can link to creating a ‘Flight’ book linking to the history topic.
Computing Long-term Plan


Computing in EYFS

In EYFS, computing is now not explicatory mentioned within the EYFS statutory framework. Despite this, there is still a lot of computing that goes on in the EYFS classroom. Within the classroom, children will use iPads regularly to enhance to environment. This discovery of using technology to be efficient in their learning will develop throughout the year. In our setting, children are also exposed to different toys and role-play opportunities that allows children to develop their literacy skills through computing. Children can use technology to play maths games as well as applying their directional language while coding Beebots etc. Within the environment, children use technology to create artwork and music as an enhancement or an alternative medium to physical objects. This alternative method to accessing the expressive arts and design through a graphic medium allows children to experiment with drawing and pattern digitally, or to produce a physical product from a graphic design.

Prior to the start of each Computing unit
Each learning sequence will start with a discussion about computing and the purpose of studying it. Children are shown the different range of employment opportunities and how to reach these via apprenticeship, university etc. as well and a discussion of significant people and their achievements within the field.

Key skills and vocabulary from prior year groups will be revisited in preparation for the introduction of new vocabulary, knowledge and skills. For example, in Year 1, children learn how to add text and images which will need to be reactivated with a short activity before moving on to eBook creation in Year 2.

Lesson Overview
Children will engage in a range of units and lessons, which will involve the children researching, coding, problem solving, typing, and designing. These lessons will occur using a variety of different forms of technology such as, iPads, laptops, desktops, green screens, Microbits etc. throughout the computing curriculum there will be opportunities to complete unplugged activities before the transfer the skills to technology.
Vocabulary focus
Lessons always start with the vocabulary needed during the unit/lesson, ensuring children have a clear understanding of the meaning of each work and can use them confidently.
During these sessions, children will follow a highly modelled structure. All children will produce similar pieces of work. This allows children to practise these new skills and extend previously learned skills.
Once children are introduced to these new concepts, it is important that children get more creative freedom to try to apply what they have learned. This is where children will debug, problem solve and develop their computational thinking. Children may experiment with using these skills in different ways, altering the skills taught. These mini projects may not be completed, but instead are used as a form a experimentation.
Children draw on the skills they have acquired during the unit to produce a piece of work based on a theme given. For example, in year 3, they look at infographics. Children could be free to produce their own infographic based on ‘Animals Including Humans’ science unit. This allows children some freedom in content but also allowing opportunities for cross-curricular learning.
Children will not only evaluate the effectiveness and appropriateness of their final project but also test it out where appropriate. For example, in Year 3, where children are creating a digital game in Kodu, the target audience can experience the game and provide feedback. There will be a range of teacher, self and peer assessment to evaluate the success of the project, and how this project could be improved further.
How children work
Children will work in groups, pairs and independently during the units. Children will start working in groups or pairs to promote discussion to support vocabulary use and problem solving. As children become more confident, they work independently for their innovation piece if appropriate. These innovation pieces sometimes require group work such as the VR unit in year 6 where there are multiple jobs involved to produce the final project.

Support for pupils with SEND
At the beginning of each unit of work, key pieces of knowledge for the unit are selected and work takes place to ensure that pupils with SEND are retaining and building on this. In addition, scaffolding ensures that pupils can meet the same learning objective as their peers.
Cross-curricular opportunities
Where possible, we provide opportunities within other curriculum areas to apply the skills learned in computing lessons. This provides further practise of these skills as well as an opportunity to further innovate taught skills to become confident, efficient digital citizens. 

We believe engagement with computing builds resilience, confidence, and creativity to allow children to be effective, safe computational thinkers. It promotes building on mistakes, computational thinking as well as providing alternative ways to present/find knowledge in all areas of learning. We want the children at Broseley C of E to be very enthusiastic and proud of their computing development and be always keen to share their learning.

The intended impact of the Computing Curriculum is that children are excited, confident, and motivated to reflect and debug their mistakes resulting in them becoming more effective problem solvers. They are critical of their creations to strive to improve what they have created as well as notice the brilliant work they have already done.

Computing Long Term Plan


Computing Progression of Knowledge and Skills