Intention

We use Kapow for our Computing scheme which aims to instill a sense of enjoyment around using technology and to develop pupils’ appreciation of its capabilities and the opportunities to create, manage, organise and collaborate. Tinkering’ with software and programs forms part of the ethos of the scheme as we want to develop pupils’ confidence when encountering new technology, which is a vital skill in the ever evolving and changing landscape of technology. Through our curriculum, we intend for pupils not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace, but also to be responsible online citizens.

The scheme of work enables pupils to meet end of Key Stage Attainment targets outlined in the National Curriculum and the aims align with those in the National Curriculum.

Online Safety and Digital Citizenship 

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 using 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.

https://projectevolve.co.uk/toolkit/resources/curriculum/computing/

Implementation

The National curriculum purpose of study states:

‘The core of 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, system, 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’.

Therefore, the Kapow Primary scheme of work is designed with three strands which run throughout:

• Computer Science
• Information Technology
• Digital Literacy

Our Curriculum Overview shows which of our units cover each of the National curriculum attainment targets as well as each of these three strands.

Our progression of skills shows the skills that are taught within each year group and how these skills develop year on year to ensure attainment targets are securely met by the end of each key stage.

SEND

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as unplugged and digital activities. Differentiated guidance is available for every lesson to ensure lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge Organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary

Learning Connections

Our Computing scheme ensures a broad and balanced coverage of the National Curriculum requirements, and the ‘showcase’ units provide pupils with the opportunity to learn and apply transferable skills. Meaningful links have been created to other subjects such as science, art, music and maths to enable the development of further transferable skills and genuine cross-curricular learning.

Computing and E-safety are taught in 4 x 1 week blocks. This allows the children to be immersed in their learning and equipment to be available.

To help with our implementation of the computing curriculum we have a variety of hardware available to all teachers, including:

• A full class set of laptops
• 24 Ipads
• Bee Bots
• 8 x VR Headsets

As we have mixed aged groups in some classes, we have included this year's Curriculum Overview and the Full Overview.

Impact

We monitor and assess the impact of our Computing scheme through both formative and summative assessments. Each lesson provides the teacher with the opportunity to assess the children against the learning objectives and each unit has a unit quiz and knowledge catcher to be used at the start and end of the unit. We have also designed specific assessments for each unit, that will provide distance from learning e.g 3 weeks after the initial learning.

The expected impact of our Computing scheme of work is that the children will:

• Be critical thinkers and able to understand how to make informed and appropriate digital choices in the future.
• Understand the importance that computing will have going forward in both their educational and working life and in their social and personal futures.
• Understand how to balance time spent on technology and time spent away from it in a healthy and appropriate manner.
• Understand that technology helps to showcase their ideas and creativity.
• Show a clear progression of technical skills across all areas of the National curriculum – computer science, information technology and digital literacy.
• Be able to use technology both individually and as part of a collaborative team.
• Be aware of online safety issues and protocols and be able to deal with any in a responsible and appropriate manner.
• Have an awareness of developments in technology and have an idea of how current technologies work and relate to one another.
• Meet the end of key stage expectations outlined in the National curriculum for Computing.