Miss Brookes is our Computing Lead.
At Southmead School, we understand that technology plays an integral part of all of our everyday lives. With this in mind, the planning and teaching of computing is an essential part of the curriculum; a subject that not only stands alone but is interweaved through many aspects of our teaching and learning.
Our children should be able to use and navigate different technologies to support them in school and at home. We therefore aim to provide our children opportunities to develop computing skills explicitly within computing lessons, as well as transferring and applying these skills across other curriculum subjects, enabling them to become confident, creative and independent learners.
Our curriculum will:
• Enable children to find, explore, analyse, exchange and present information.
• Develop the skills necessary for children to be able to use information in a variety of effective ways. Ensure that children know more, remember more and understand more in computing so that they leave primary school computer literate in programming, multimedia, technology in our lives and handling data.
• Develop pupil’s learning in the acquisition of knowledge of the world around them that ensures all pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
• Build a computing curriculum that prepares pupils to live safely and make healthy, positive choices in an increasingly digital British society where pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
The curriculum is led and overseen by the computing lead.
We aim to have:
• A clear and effective scheme of work delivered, through an amalgamation of TEACH computing, Barefoot programming, Project EVOLVE and CommonSense Education schemes of work that provides coverage in line with the National Curriculum.
• Teaching and learning that will facilitate the progression of the strands of digital literacy, information technology and computer science across all key stages.
• Increasing access to the hardware (computers, tablets, programmable equipment) and software to support both teachers and children in their journey to develop knowledge and skills of digital systems and their applications.
• Regular opportunities to explore and respond to key online safety issues such as digital communication, cyber-bullying, online safety, security, extremism, plagiarism and social media.
• Regular opportunities for cross curricular links in subjects such as History, Geography and Maths.
• Regular opportunities to inform and support parents in issues relating to online safety and provide further information/support if required.
• Children will become confident users of technology, allowing them to use it to accomplish a wide variety of goals, both at home and in school.
• Children will develop a wide awareness of the implications of technology and digital systems, and understand the importance of keeping themselves safe online (online safety).
• Children will develop skills in knowing how to use technology in effective and meaningful ways to and appropriately communicate messages.
• Children will be equipped to be able to make healthy, safe choices when online.
EYFS COMPUTING CURRICULUM
Technology in the Early Years is not a stand-alone subject. It is embedded across the curriculum as part of the new reforms with in-school and at home learning opportunities. We provided a range of day-to-day technology in our continuous provision including: keyboards for typing, telephones for role-play, ‘BeeBots’ to programme, light boxes, music players and sound buttons. The children have the chance to use ipads and laptops as tools to support all aspects of their learning.
It is important in the Early Years to give children a broad, play based experience of computing in a range of contexts, including outdoor play.
Children in Early Years settings experience a wide range of technology throughout their play including; iPads, laptops, CD players, talk tins, beebots and interactive whiteboards. They use these forms of technologies to access age appropriate software, to provide opportunities for mark making as well as supporting their imaginative play, often reenacting real life experiences both inside and outside of the classroom. Children thrive on the ability to incorporate technology into their learning and through careful planning of their continuous provision.
Early Years practitioners are able to provide a number of devices for children to use competently and independently, to support child-led learning. In addition to this, technology is a fantastic tool to enable children to build confidence, control and improve language development through specific online programs. Recording devices can support children to develop their communication and language skills further as well as building simple IT skills. This is particularly useful with children who have English as an additional language or children who have communication challenges.