Computing

At Dee Point Primary School, we follow the NCCE Teach Computing Scheme.  The progression map for this can be found in the file links at the bottom of this page. This is guided by the National Curriculum for Computing (2014). The National Curriculum for computing aims to ensure that 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
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and communication technology.

Our intent is that our teaching of computing will help pupils thrive in an increasingly complex, digital   environment.  Through these skills, we hope to equip children with the ability to change the world around them.  Computing is a subject that not only requires proficiency in specifics such as algorithms and coding but also in a wide range of other supporting subjects.  Children must use maths, science, and design technology skills to understand computing systems.  To be active participants in the digital world, children must be literate across a wide range of systems and develop robust digital literacy concerning these.  This digital literacy will enable children to evolve their understanding of computing systems at a pace concurrent with that of the modern world.  Developing online safety is a key aspect of our curriculum.  Our lessons are focused on teaching these skills through real life scenarios alongside being woven through our wider curriculum.

• Medium Term Plans clearly state intended outcomes, skills to be taught and a range of varied activities to provide learning opportunities.
• The NCCE Teach Computing scheme will be used across the school following the progression of learning within.
• Our computing progression model is broken down into 3 main strands:
  • Information technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling.
  • Digital literacy underlines the knowledge and skills relating to online safety and technology uses all of which are covered weather combined or discreetly.
  • Computer science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking.
• Teach Computing provides lessons broken down into weekly units, which cover a broad range of computing components such as coding, spreadsheets, Internet and Email, Databases, Communication networks, touch typing, animation and online safety.
• At Dee Point we ensure that computing is also taught through our other subjects where relevant.
• Pupils are set work at a relevant level to them using the tasks set out through Teach Computing. These are delivered through a range of equipment including laptops and iPads. 
• Computing and safeguarding go hand in hand and pupils understand the importance of this.
• Additional online safety units are delivered through Project Evolve on a termly basis.

ONLINE SAFETY

A key part of implementing our computing curriculum was to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage.

Children build online resilience through the use of the ‘Project Evolve – Education for a Connected World’ framework. The framework aims to support and broaden the provision of online safety education, so that it is empowering, builds resilience and effects positive culture change. The objectives promote the development of safe and appropriate long-term behaviours, and support educators in shaping the culture within their setting and beyond.

Within each year group topics include:

• Self Image and Identity - This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.

• Online Relationships - This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.

• Online Reputation -  This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.

• Online Bullying - This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.

• Managing Online information - This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.

• Health Well-being and Lifestyle - This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them.

• Privacy and Security - This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise. 

• Copyright and Ownership - This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.

Files to Download