Computing

At Rockwell Green Primary School, we believe Computing is vital in preparing children for life in a digital world. Our Computing curriculum helps pupils develop logical thinking, creativity, and problem‑solving skills while learning how technology is used safely and responsibly.

We aim to ensure all children become confident, capable users of technology through hands‑on experiences that encourage exploration, resilience, and independence. Pupils learn to use digital tools purposefully and safely, gaining a clear understanding of how Computing supports learning and everyday life.

OUR AIMS - INTENT

We believe that an engaging and motivating Computing curriculum will enable our learners to:

• Exceed the minimum government recommended/statutory guidance for programmes of study for Computing and other related legislative guidance (online safety)
• Provide an exciting, rich, relevant and challenging Computing curriculum for all pupils.
• Develop computing skills, knowledge and understanding.
• Develop an understanding of the wider applications of computer systems and communication technology in society.
• Develop independent and logical thinking through reasoning, decision making and problem solving.
• Teach pupils to become responsible, respectful and competent users of data, information and communication technology.
• Equip pupils with skills, strategies and knowledge that will enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.

IMPLEMENTATION

As a school, we have chosen the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing. It provides immense flexibility, strong cross-curricular links and integrates perfectly with the 2Simple Computing Assessment Tool. Furthermore, it gives excellent supporting material for less confident teachers.

EARLY YEARS

We aim to provide our pupils with a broad, play-based experience of Computing in a range of contexts. We believe the following:

• Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in role-play.
• Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
• Recording devices can support children to develop their communication skills. This is especially useful for children who have English as an additional language.

Key Stage 1 outcomes

• Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
• Write and test simple programs
• Organise, store, manipulate and retrieve data in a range of digital formats.
• Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

Key Stage 2 outcomes

• Design and write 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; generate appropriate inputs and predicted outputs to test programs.
• Use logical reasoning to explain how a simple algorithm works 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 worldwide web; and the opportunities they offer for communication and collaboration.
• Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

ONLINE SAFETY (see also separate online safety policy):

Online safety has a high profile within the school and we ensure this profile is maintained and that pupil needs are met by the following:

• A relevant up-to-date online safety curriculum which is progressive from Early Years to the end of Year 6. This is threaded throughout other curriculum areas and embedded in the day-to-day lives of our pupils.
• Regular training for staff and governors which is relevant to their needs and ultimately positively impacts on the pupils.
• Scheduled pupil voice sessions inform future training needs.
• Through class dojo and the school newsletter, parents are kept up to date with relevant online safety matters, policies and agreements. They know who to contact at school if they have concerns.
• Pupils, staff and parents have Acceptable Use Policies which are signed and copies are freely available.
• Our online safety policy (part of our safeguarding policy) clearly states how monitoring of online safety is undertaken and any incidents/infringements to it are dealt with.
• Filtering and monitoring systems are in place for all our online access.
• Data policies stipulate how we keep confidential information secure.
• An explicit e-safety lesson and assembly is delivered each half term.
• Clear rules for online safety are agreed by each class at the beginning of every year. The class rules are established within the first 2 weeks of the academic year and shared with parents via Class Dojo.
• The school supports the international Safer Internet Day each February and provides opportunities for pupils to consider cyberbullying as part of Anti-Bullying week in the autumn term.

ASSESSMENT AND RECORD KEEPING

At Rockwell Green C of E Primary School assessment is an integral part of the teaching process. The assessment of children’s work is on-going and feedback is given to the children as soon as possible.

• Progress is assessed on an on-going basis using the ‘I can’ statements for each area of Computing. 
• Teacher’s judgments are supported through an electronic portfolio of evidence kept on the Purple Mash website which provides examples of age-expected attainment.
• Assessment is used by the class teacher and teaching assistant during whole class or group teaching to provide feedback and aid future planning.
• Formative assessment is undertaken each session/interaction in computing and pupils are very much encouraged to be involved in that process. Through using the progression of skills documents and displays from 2Simple, both teachers and pupils can evaluate progress. Features such as preview and correct in Purple Mash are used to further support feedback and assessment.
• Each class teacher maintains a record, indicating pupils that are working beyond or below age-expected attainment.  This is passed on to the next class teacher and reported to parents in their end of year report.
• Work from a range of classes and abilities is shared using the shared Noticeboard feature in Purple Mash.

Online Safety 

At Rockwell Green we follow the National Curriculum and guidance to ensure the teaching of Online Safety is a priority in our school. Children are taught to have a positive and safe relationship with technology as well as staying healthy and happy online. 

This is outlined in our Online Safety policy.