Gledhow Primary School

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology and provides insights into both natural and artificial systems. 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.  Our curriculum is carefully scaffolded to ensure all children have refresher lessons on prior learning before systematically building upon this knowledge. 

Adventure in Computing

Adventure is at the forefront of Gledhow's Computing curriculum, we recongise it's importance in increasing engagement and creating an excitement for learning. Our high-quality resources allow pupils to develop their coding expertise, both cognitively and practically in order to prepare them for the advancing technological world. We intertwine computing into each of our half-termly topics, such as creating stop motion movies, utilising green screens and softwares to create a range of content, and IPads for research purposes. We use the Switched on Computing scheme by Rising Stars. This scheme provides a year group specific programmes of work as well as providing a solid platform which enables teachers to deliver a truely exciting and engaging curriculum. Pupils are given the opportunity to make creative and inspriring projects.

Aligning Gledhow's Values to Computing

Responsible:

• E- Safety presentations at the start of term.
• E-Safety resources for parents and children to explore .
• Children responsible for charging equipment.
• Camera, iPad and GoPro monitors.
• We promote Safer Internet Day! (7th February 2023)

Ambitious:

• Broadening our research of a topic through providing each Key Stage with their own iPads.
• Taking coding further than the computers with 'Bee-Bots', 'Code and Go Mice' and Sphero robots.
• A curriculum that builds upon prior knowledge. 
• Teaching children pivotal life skills such as using Microsoft, finding reliable sources, and creating websites.
• Our computing equipment creates fearless learners! We use GoPro's and DSLR cameras to record our school visits and inspire future written work.

Resilient

• Building coding skills to input instructions and create games.
• Developing technological skills to create websites.
• Becoming independent with logging on to websites and computers.
• Independently navigating around websites.

  National Curriculum Computing Aims	Gledhow Alignment and Examples.
  Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.	In KS1, Children create simple inputs and program movement on Discovery Coding. They learn that programs execute by following clear instructions. In KS2, Children create sequential simulations, number patterns and loops on Discovery coding.   Children build on prior knowledge when collecting data. In Key Stage 1, children collect data in the ‘We are Zoologists’ and ‘We are researchers’ modules from Rising Stars.   In Key Stage 2 children collect data using the Rising stars module ‘We are pollsters’. 'Directions and coordinates' module- Pupils learn how computers use numbers to represent things. E.g. Speed or location. (Year 5).
  Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.	Whole school- Children utilise the Discovery Coding scheme to write computer programs that apply actions. Children build upon prior knowledge to progressively develop their expertise. 'On the Move' module- children understand that programs respond to inputs in order to do different things. (Year 1) 'Simple Inputs' module-  combine and input events to create advanced apps using precise instructions. (Year 1) 'Different sorts of Inputs' module- Children learn and practise that programs respond differently to inputs. (Year 2) 'Sequence and Animation' module- Children create simulations that happen in a sequence. (Year 3). 'Conditional Events' module- Pupils learn to code with 'what if' statements which select different pieces of code to execute depending on what happens to other objects. (Year 3) 'Introduction to variables' module- Create simple games which use a score variable. (Year 4) 'Random numbers and simulations' module- Pupils learn how computers generate random numbers and how they can be used in simulations. (Year 5) Add 'complex variables' to a code. Children change speed and outcomes when an object is clicked. (Year 6) KS2 children use Sphero robots to code the balls to weave in and out of tangible objects.   KS1 use Bee Bots to apply programs that direct the mechanical objects in different directions.
  Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.	Children use Microsoft Word to purposefully create posters/brochures and write documents. Children to apply knowledge of Microsoft to create different end products. Children taught to apply and transfer  fundamental typing, dragging, mouse, logging on skills to unfamiliar applications or websites. Children are taught fundamentals of computing. These include closing applications, logging on. 'Buttons/ Instructions' module- Children learn that one object can be used to control another object. (Year 2) 'Repetition and loops' module- Learn how a computer uses loops to repeat programs. (Year 4)
  Are responsible, competent, confident and creative users of information and communicative technology.	Children are informed how to be responsible with information and communication technology through comprehensive E-Safety lessons, assemblies and online/offline activities. This includes building cumulative fluency by using CEOP to continually develop children’s understanding of how to be responsible with the software they use.   Children continually develop video skills, ranging from iPad pictures to stop motion animations and imovies.   Children use the internet to create websites and for research purposes when learning about a topic.   Children leave Gledhow recognising thatdifferent apps have different purposes.   Children leave Gledhow competent at using a range of technological devices including DSLR camera, GoPros, iPads and coding devices.