COMPUTING | Westmoor Primary

Computing at Westmoor Primary

STATEMENT OF INTENT

CURRICULUM MAP

PROGRESSIVE CURRICULUM NURSERY - Y6

COMPUTING CURRICULUM POLICY

ONLINE SAFETY

Computing at Westmoor Primary Information

Computing Policies

PHOTOGRAPHY AND IMAGES POLICY

DATA PROTECTION POLICY

DATA AND CYBER-SECURITY BREACH PLAN

ONLINE SAFETY POLICY

ACCEPTABLE USE AGREEMENT FOR PUPILS

Challenge Lego League team 2023-24

As part of Lego League Challenge this year, our team had to create an innovation project around the word 'Masterpiece', where we were to make something to promote our passion to a wider audience.

As part of our school, technology is a huge part of education, so the team chose online safety as their subject to promote.

Below is the teams method of promoting online safety to friends and family:

All classrooms at Westmoor Primary have access to a variety of technological devices. This includes, but it not limited to iPads, Laptops, Chromebooks, Microbits, LEGO Wedo, LEGO Spike and Raspberry Pi.

The children use this variety of technology to reinforce knowledge and skills required for their future.

Children are taught from a scheme of work which reinforces the need for keeping safe online across the curriculum. Westmoor Primary seizes as many opportunities to engage parents with their children's online safety.

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with STEM, and provides insights into both plugged and un-plugged learning for computational thinking. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Early Years Foundation Stage

Within the Statutory Educational Programmes in the Framework for Early Years Foundation Stage, computing is used to support children’s understanding of the technologically diverse world they live in. Children have the opportunity to use appropriate ICT to support their growing knowledge, explore how things work, and understand how to stay safe when using ICT equipment.

Key Stage 1

Pupils should be taught to:

understand what algorithms (list of instructions) are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
create and debug (fix) simple programs
use logical reasoning to predict the behaviour of simple programs.
use technology purposefully to create, organise, store, manipulate and retrieve digital content
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies (Internet safety).

Key Stage 2

Pupils should be taught to:

design, write and debug(fix) programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms (list of instructions) work and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (Internet Safety).