At Coltishall Primary School, we intend to develop children’s skill and ability in using a variety of technology as well as enabling an understanding of the wider digital world. We ensure that children are not only safe but discerning users of technology to give them the skills to navigate the wider digital world. We use computer science concepts and coding to develop a deeper understanding of computational thinking and allow children to develop their skills in using a variety of technology in a meaningful way across the curriculum. 

Aims

The aims outlined in this policy reflect the changing digital environment children are exposed to. As such we have ordered them to prioritise children’s safety, wellbeing and their ability to discern false information. We also understand the increasing importance of preparing children for a world where children will need a solid foundation in understanding computer science and computational thinking. 

• That the children at Coltishall Primary develop the skills to be safe users of technology. 

• To develop an understanding of their own wellbeing, and that of others in the digital sphere.

• To develop the skills and understanding necessary for children to become discerning users and consumers of digital content.

• To give children a broad and secure base in computational thinking and computer science concepts.

• To use technology as a tool to enrich, enhance and enable children’s learning and understanding across the curriculum. 

• To introduce children to a wide variety of uses for technology, allowing pupils to be confident in using a wide range of programs, systems and content to accomplish given goals. 

Coverage

Computing in Coltishall Primary is taught as both a discrete subject as well as an embedded part of the wider curriculum. Our principle aims are to both develop children’s understanding of computing as a subject and to enable and enrich learning across the curriculum. Children are given a wide range of tasks and goals to complete including open ended tasks, creative opportunities and specific goal-orientated work. Children are given the opportunity to work independently or collaboratively and engage with a wide range of tasks and resources. 
 

• We achieve this through a range of strategies:

• Collaborative tasks using file sharing and cloud resources

• Open-ended multimedia tasks which creatively encourage children to think about how information is presented

• Modelling and introducing high quality resources and examples for analysis

• Goal and sequence orientated coding tasks to introduce concepts and functions

• Open, creative opportunities to embed and develop skills and knowledge 

• A mixture of technology-based and “unplugged tasks” 
   

The Computing curriculum is based on enquiry based learning questions that run through the different themes of ICT and computing knowledge, computer science, digital literacy and multimedia skills. The questions and activities in each strand are designed to extend both the challenge and understanding as the children progress through the school. 

EYFS

Whilst the EYFS framework no longer identifies specific targets or goals with regards to the use of technology, we at Coltishall ensure children have the understanding and knowledge of computing to begin in KS1. This includes; being exposed to a range of different technology, discussion around and explicitly identifying different types and uses of technology, discrete lessons and discussions around use of technology in the home and appropriate E-safety sessions. 

SEND

Computing should be accessible for all learners at Coltishall Primary, and all children are entitled to be able to navigate the digital world as well as develop their understanding of computational concepts and skills. Computing can often pose a variety of challenges for learners that may need to be considered. E-saftey and an ability to become a discerning user of information must be taught, however this must be done appropriately and in an accessible way. Computational concepts can be taught in a variety of ways, either scaffolded with visual prompts or with parallel tasks that share the learning objective. The technology used must be considered during a computing lesson or sequence and the software, technology or task may be altered to reflect the needs of the learner.