Charlton Kings Infants' School

Charlton Kings Infants' School Computing Policy Prepared by Neil Owens October 2013 Last reviewed February 2016 1 CONTENTS No Title Page 1 S...
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Charlton Kings Infants' School

Computing Policy

Prepared by Neil Owens October 2013

Last reviewed February 2016

1

CONTENTS No

Title

Page

1

Subject Definition

3

2

Statutory and non-statutory requirements

3

3

The school focus

4

Aims and objectives

4

5

Organisation at CKIS

4

6

Teaching and learning

5

7

Cross-curricular links

5

8

Assessment

5

9

SEND and able, gifted and talented provision

10

Resources

6

11

Staff roles, responsibilities and professional development

7

12

Cross phase links and links with outside agencies

7

13

Dissemination

7

3/4

5/6

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1. Subject Definition Computing in one of the subjects of the National Curriculum and is an integral part of the school curriculum. The NC gives the statutory requirement for computing in KS1. The PoS, attainment targets and level descriptions can be found in the NC handbook. Computing subject teaching can be split into three main themes: Communicating Information, Handling Information and Control and modelling. Computing is an important part of the curriculum and can provide a safe and nonthreatening environment for learning. It has the flexibility to meet the individual needs and abilities of each student and can promote access for pupils with learning difficulties. Computing can be used to give children access to a rich source of materials and present information in new ways, which can help pupils to understand, assimilate and use it more readily. Computing can motivate and enthuse pupils.

2. Statutory and non-statutory requirements The computing curriculum for 2014 outlines the program if study as: Pupils should be taught to:       

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions; create and debug simple programs; use logical reasoning to predict the behaviour of simple programs; use technology purposefully to create, organise, store, manipulate and retrieve digital content; recognise common uses of information technology beyond school; use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

3. The school focus The policy aims to define the nature of computing and its contribution to the school curriculum. The purpose of the policy is: 

To respond to new developments in technology and to implement the possibilities of educational technology across the curriculum. To outline the school approach to computing within the curriculum in conjunction with the scheme of work.

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 

To benefit staff, pupils, parents and governors by outlining current practice within the school. To assist teachers with their planning and to inform members of staff, students and visitors, alongside the computing scheme of work.

4. Aims and objectives    

To provide opportunities for all children to use computer software with confidence and to communicate ideas in a variety of forms. To provide opportunities to use software to organise and analyse information To make pupils aware of computing use in everyday life. To use computing to access information in order to enhance learning in other curriculum areas.

5. Organisation at CKIS Computing is taught as a discrete subject, for approximately an hour a week. During this time, pupils are taught new computing skills and new computing programs and they discuss the technological implications of computing. Computing is integrated into the curriculum and used, where appropriate, in all of the other NC subjects. Our school mobile suite and mini-suites in each classroom ensure we have the hardware to provide this. Tablet technology is available in all classes.

6. Teaching and learning Charlton Kings Infants’ School have based our computing scheme of work on the guidance available from ‘Switched on ICT’. We have adapted this scheme to suit the needs of our school. The computing scheme focuses on different computing skills while integrating their teaching into other curriculum areas. The main strands of our curriculum are listed below: Multimedia: Combine text , graphics and sound Digital Imagery: Art/paint packages, digital imagery , animation and video Sound and Music: Recording and creating music and sound Communicating Collaborating and Publishing: Web 2.0 Finding Things out: Research, using electronic texts and the Internet Finding Things out: Data handling, pictograms, databases and graphing packages Developing ideas and making things happen: Control Developing ideas and making things happen: Modelling and simulations

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7. Cross-curricular links Computing can help to support learning in other areas through use of resources available on access the internet, increasing home access to the curriculum and providing tools to approach tasks in a variety of ways. Technology is central to our curriculum and its appropriate use across all subjects in outlined in each scheme of work.

8. Assessment Assessing children’s achievement is planned into computing teaching and used in subsequent teaching. Examples of work are kept in the computing portfolio, which is supervised by the computing co-ordinator. Ongoing assessment is performed by the class teacher and entered into our whole school assessment package. Assessment data allows teachers to target children that need either reinforcement or extension in specific areas and allows for progress to be documented. Teachers will also undertake informal weekly assessments through observations, discussion, questioning and marking and will record any necessary notes on their weekly overview sheets and use this to inform future planning. Evidence of assessment will be seen and monitored from children’s work, evaluations and through interviews with children from each year group. Parents are verbally informed of the pupils’ progress during autumn and spring terms open evenings and by written report during the summer term. The computing School Action Plan in the SDP is reviewed every seasonal term and includes proposals for the future development, use of resources and staff training need.

9. SEND and able, gifted and talented provision AGT children are identified in lessons as well as extra-curricular clubs. These children are given the opportunity to take part in outside clubs and are encouraged to demonstrate and lead activities. We ensure that every child with a talent or specific need is catered for, whether it is a learning or physical need. The subject co-ordinator works collaboratively with the SENDCO and teachers. We:  ensure identification of a child’s learning needs and that these needs are catered for.  set appropriate challenges for children with SEN.  adopt a variety of teaching and learning methods. All pupils will have access to computing irrespective of gender, ethnicity, social circumstance, belief, age or disability. Visually impaired children will be given special consideration to ensure they are able to access all areas of the curriculum.

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10. Resources Each classroom has at least 3 PCs that are connected to a local network colour printer. In addition the studio area has four networked PCs and an IWB. All computers are connected to the internet. This allows pupils to have access to vast quantities of information and communicate with other schools, countries and sites of interest and for staff to use to assist planning. The school also has 30 laptops that are timetabled to be in KS1 classes for two sessions each week. This ensures children can use computers for both computing lessons and to support work in other subjects. Charlton Kings Infants’ School is fortunate to have Interactive Whiteboards and visualisers in each classroom. These are used for whole class computing teaching as well as incorporating computing into other subjects. Each class also has their own digital camera and digital video camera. A collection of DVDs and CD ROMS are kept in the computing cupboards for staff and children to use. The hall is equipped with a projector. The school network has a wide range of resources for pupils and teachers to access. These resources are available on every machine in the school. Every computer has an identical desktop layout to support children as they move through the school. The computing budget is discussed by governors initially at the Finance and Operations Committee meetings. New equipment is bought with consideration of the needs of individual class teachers and to provide extra support in areas of the curriculum that are not being covered as effectively as possible. A report is produced annually for the School Development Plan, which details when computers will need replacing. Priority is then given to replacing computers that are outdated or that fail to work. The school receives technical support from ‘Converge Networks’ in a joint contract with our partner junior school. The school web site is regularly updated by the webmaster and helps in marketing the school.

11. Staff roles, responsibility and professional development 

Pupil interviews are carried out annually and findings are fed back to staff.



Planning is reviewed annually and advice is given where necessary.



The coordinator attends relevant subject training and feeds back to colleagues.



The coordinator is a member of the professional association NAACE.

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12. Cross phase links and links with outside agencies The computing units are divided between the Early Years Foundation Stage and Years 1 and 2 in KS1. The scheme ensures progression through to the junior school and this is monitored through liaison every year. The scheme is reviewed by the co-ordinator regularly to ensure that it continues to meet the needs of the children in our school.

13. Dissemination and review Policy reviewed annually and a copy on our website.

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