Our Computing Subject Leader is Mrs Atcha AtchaZ@gilnow.bolton.sch.uk. She is a member of the Safeguarding Team and is supported in leading Online Safety by Miss Hesketh, the Headteacher and DSL.
Curriculum Intent
At Gilnow, we understand the importance of providing our children with an excellent Computing education that enables them to access the rapidly developing technological world in which they are growing up.
Our curriculum aims to provide children with the skills that they need to become ‘digitally literate’ – to be able to code, to understand networks and to have key skills which will enable them to interact more meaningfully and securely with a range of technological devices.
We also recognise our safeguarding duty and how this links to the online safety aspect of our Computing curriculum. means that it is crucially important that we teach our pupils to understand the risks and potential of the internet and how to stay safe within that environment, so the teaching of online safety is a key part of our Computing curriculum content. We build into our curriculum opportunities for children to learn and revisit the strategies that they need to stay safe within the online environment. We also have a ‘worry box’ system on our school website, which allows children to report concerns when they are outside of school and enables school to ensure that appropriate support is put in place within school.
The four strands of Computing:
What is Digital Citizenship?
Children need to examine the consequences of their online activity–both good and bad. When teaching Digital Citizenship, it is vital that we thoroughly embed the principles of staying safe online and then move onto web content and how they interact with it. It is important to use real world examples with our children to ensure that their learning is relevant to their life experiences.
Bolton SICT have adopted and incorporated the Education for a Connected World framework into the teaching of Digital Citizenship and PHSE, staff welcomed the clear progression and learning objectives across all the primary Key Stages.
What is Digital Literacy?
Digital Literacy, as defined by Bolton Schools ICT, is essentially how to use a whole host of different software. Having high levels of Digital Literacy enables us to decide which software we need to complete any given task, how to transfer skills and ultimately, be confident when using software.
The essential component of digital literacy when it comes to the field of pedagogy is deep learning; of which there are six core skills:
- Collaboration The ability to work collaboratively with others, with strong interpersonal and team-related skills.
- Creativity Being able to weigh up opportunities in an entrepreneurial manner and ask the right questions to generate new ideas.
- Critical thinking Being able to evaluate information and arguments, identify patterns and connections, construct meaningful knowledge and apply it in the real world.
- Citizenship The ability to consider issues and solve complex problems based on a deep understanding of diverse values and a worldview.
- Character Traits such as grit, tenacity, perseverance, and resilience; alongside a desire to make learning an integral part of living.
- Communication. Being able to communicate effectively through a variety of methods and tools to a range of different audiences.
What is Computer Science?
- Computer science has been deemed as important to the school curriculum because of its potential to teach children Computational Thinking or how to think. Computational Thinking can teach students how to be successful with design, logical reasoning, problem solving and resilience – all valuable well beyond the computer science classroom. The ability to create and adapt new technologies distinguishes computer science from computer literacy.
What is Information Technology?
- This is how we interface with technology using existing hardware. We need to teach children how to navigate around a variety of devices, type, save work, find and move files. In addition, they need to understand the internet and the web, use search engines, understand networks and generally be efficient and independent users of a range of technologies.
- Despite computing not being explicitly mentioned in the Early Years Foundation Stage (EYFS) framework, there are many opportunities for young children to use technology to solve problems and produce creative outcomes. Through providing children the opportunity to engage in activities that are based around computer science, information technology, online safety and digital literacy, we are preparing them for the digital world in which they live and ensuring that they are fully prepared to transition into key stage 1.
Curriculum Implementation
At Gilnow, computing is taught using a blocked curriculum approach, digital citizenship, digital literacy and online safety, computer science and information technology all designed by Bolton SICT. Our content is subject specific, although we seek to me make intra-curricular links to strengthen reading, writing, speaking and listening skills in computing. We teach computing every week so that the children can fully immerse themselves and have opportunities to reflect and build on prior learning.
Skills and Techniques
- Programming and debugging
- Keyboard and mouse skills
- Creating databases
- Keyword searching
- Staying safe online.
- Using a range of software to showcase work.
- Navigate and save work in a file
These techniques are repeated over the years so that the children can build upon and refine their skills in each area.
The Early Year Foundation Stage children have daily access to the Interactive White Board where they can explore a variety of activities to develop an awareness of technology and programming.
Throughout KS1 and KS2 children will have the opportunity to make links with other topics like using algorithms within design and technology projects and science. In some studies, children will be asked to research using technology.
Curriculum Impact
The intended impact of our curriculum is that children build semantic and procedural knowledge based on key facts. Children will have a sound understanding of how technology works in the world around them. They will be given the skills to investigate questions, answering then in an accurate and systematic way.
Pre-learning and End of term unit assessment is completed to develop an understanding of how children view the subject and to ensure that the ‘learning’ that has taken place builds on prior knowledge, and,
is suitable to the ‘Milestone’ that they are working towards. In order to identify whether we are providing the best education we conduct book scrutinies to check whether learning is being recorded in appropriate ways to assist the change from working memory to long term memory.
