After visiting this page you may want to visit our e-Safety page to read our e-Safety Policy and find out more about staying safe on-line in this digital age we live in.
At St. Stephen’s we believe that a high-quality computing education will facilitate our pupils gaining both the skills and knowledge to become computer literate. We give the opportunity for our pupils to develop their computing skills and knowledge through discrete computing lessons and also by experiencing technology when used to enhance learning across the wider curriculum.
With the aim of preparing our pupils to succeed in a future world that is currently unclear, we strive for a forward thinking, outward facing curriculum that will evolve as the demands of our technological society change. To appreciate where we are going, we acknowledge our past and consider how technology has changed over time. We encourage our pupils to become responsible users of technology and conscientious members of the global online community, and educate them on how to stay safe in this environment. We expose our pupils to a range of technological devices, allowing them to explore different user-interfaces and become increasingly comfortable at trying different vehicles to complete a task. Pupils have the opportunity to program and code, using different mediums to achieve this whether that be Lego WeDo or Studio Code. Pupils use technology productively to create content and will not be reliant on a single provider to achieve this, as we teach them to consider the advantages and disadvantages of the different software available to consumers. We encourage critical thinkers that consider the source of their information and why they have been able to access it. Through our computing curriculum we aim to, through a history of enjoyment when engaging with technology, have our children leave St Stephen’s confident to become early adopters who are able to apply the skills they have cultured in our care.
The curriculum strands for computing at St Stephen’s have been developed to facilitate a comprehensive coverage of the National Curriculum attainment targets for Key Stage 2 computing. Each year group will learn coding and programming skills, for example debugging, and have an opportunity to apply them in progressive tasks – with each year group using different, high quality mediums to achieve this without pupils becoming reliant on one particular format. Each year group will explore different e-safety issues appropriate for their age, and consider how to stay safe online and be responsible members of the online community.
Every year group will have an opportunity to use and learn about the internet, and networks within a context that allows them to access websites for a purpose. We considered as a school the key computing skills that are both necessary to meet the National Curriculum objectives and to become computer literate members of society, for example touch typing, and ensured that the curriculum would provide an opportunity for pupils to learn these. All pupils will have an opportunity to create content through a project that facilitates pupils learning how to use different types of software whilst simultaneously applying the key computing skills that they have learnt.
For example: progression when learning about networks & the internet:
As well as formative assessment conducted by the teacher as regular classroom practice, using methods such as observations and questioning to gauge whether pupils have met the curriculum objectives of a given lesson, teachers will complete a tracking sheet to record the progress of pupils throughout the year. The tracking sheet will highlight to what extent pupils have met the curriculum objectives within each unit, informing future planning and allowing the individual curriculum needs of pupils to be met. Each pupil will complete a computing project, which will allow pupils to apply their learning from different units. These projects can be assessed against the given criteria to monitor which attainment targets have been met, and to what extent they have been met. This information can be passed onto teachers for the following academic year to inform future planning and to act as a gap analysis.