At Leamington Community Primary, we want our children to develop a passion for computing. We want them to have no limits to what their ambitions are. We want them to grow up with the desire to be software engineers, video game designers, web developers or IT consultants. We want them to embody our core values. Our computing curriculum has been carefully crafted so that our children develop their digital capital. We want our children to remember their computing lessons in our school, to cherish these memories and embrace the opportunities they are presented with! Recently, KS2 became internet legends with Parents Zone and Google. Our school was awarded a ‘Legendary’ certificate for our participation in the initiative.
At Leamington, we firmly believe that to make the most of the internet, children need to make smart decisions when online. Recently, our school acquired the 360 Safe Award which helped empower our children to use the internet safely and wisely and to be confident explorers of the online world. A fantastic time was had by all and this was just another example of how we embed important safeguarding messages into our curriculum.
At Leamington Community Primary School, we believe that Computing lessons play a vital role in children’s education. Use of computers and different devices enables children to solve problems, increases their confidence and helps them to become more aware of the ever-changing world we live in. We believe our curriculum ignites curiosity and inspires our children to look forward into the future. The development of Computing is changing at home and in the community, its impact on the lives of individuals continues to grow and it is essential that our pupils can take advantage of its opportunities and understand its effects. Therefore, it is important that pupils in our school gain the appropriate skills, knowledge and understanding to have the confidence and capability to use computing throughout their lives.
At Leamington, computing is taught in line with our immersive curriculum. We believe it to not only be creative and inclusive but to also provide opportunities that are challenging and ignite curiosity through our immersive and interactive learning. We encourage staff to embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.
We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being. Learning in computing will be enjoyed across the school. Teachers will have high expectations and quality evidence will be presented in a variety of forms. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.
We use both formative and summative assessment information in every computing lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the more able and children with SEND. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in computing are progressive and build year on year.
Our staff use computing formative assessment grids to systematically assess what the children know as the topic progresses and inform their future planning. These formative assessment grids then inform summative assessment judgements for each topic.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.
Subject Leader: Ashley Fergusson
Take a look at our Esafety page
Knowledge, Understanding and Skills
The National Curriculum for Computing – Primary National Curriculum – Computing
Computing in different year groups
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Children seek to acquire basic skills in turning on and operating some ICT equipment. They understand how to operate simple equipment e.g. turns on CD player and uses remote control. Further to this, children show an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones. Also they will shows skills in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images
Children are able to give and carry out instructions (algorithm) with a friend using On/Off switches and control buttons. Children are able to predict and test simple instructions. Further to this, children are able to find their way around a computer game. They are able to choose and use appropriate tools for their pictures of Elliot’s attic. Children also create an E-book about the Great Fire of London where they write the different parts of the story and import/export pictures.
In Year 2 the children create their own 3 little pig’s game linked to our narrative using Scratch. During this the children draw their own characters and add text, to complete their game the children use algorithms to give each character a set of instructions. The children create and publish E-books, a non-chronological report about sea creatures and their own Paddington adventure. The children insert their own images, record audio clips and insert text to complete these E-books. As well as this, the children use digimaps to locate Liverpool landmarks and the local area linking to our Geography topic.
Children in Year 3 plan simple short scripts for narration relating to their narrative topic. Once their script is comeplted, they place images on to a timeline and record simple audio on a movie timeline. Once this is complete, children can add transitions, titles and credits to their short movie and then they export as a video file for computer. As well as this, children use aspects of online safety in all lessons. They ensure that they understand how to report unpleasant content and how to connect with others safely online.
In year 4 the children started the year working with our specialist computing teacher Mr Keegan. Mr Keegan taught our pupils how to use coding to design and create an escape game inspired by our narrative text ‘Escape from Pompeii’. We also completed our ‘Digital communications and the web’ topic by creating and publishing our own blog about the Romans. In the spring term the children learnt how to produce, edit and publish media and created a PowerPoint about Crime and Punishments throughout the ages and explored computer networks such as the internet.
In year 5 for Autumn 1, children look at ‘problem-solving and real world tech’. Children use LeoCad software, which is Lego based software that allows the children to design and build their own Egyptian pyramid. For Autumn 2, for ‘coding, robotics and gaming’ children build a space buggy and look and program using BeeBots and other programs, how we could move the buggy. For Spring 1, during ‘produce, edit and publish media’ topic, children film their own rainforest documentary using Green screen app and effects. Once completed, children edit films to improve them. During Spring 2, for ‘digital communications and the web’, children design their own website for the Anglo-Saxon burial site of Sutton Hoo.
In Year six, Children use a wide variety of software to develop their understanding of programming, recording and interpreting information digitally and online. They explore the safety of recording online including appropriate usernames; keeping passwords safe and reporting online in blogs.
Children get the chance to create webpages linked to their geography; research and report on The Mayans as well as creating podcasts and analysing data linked to The Vikings and school attendance.