At Gilberdyke Primary School our Computing curriculum is designed to prepare children for an ever-changing digital world.
We aim to foster a love of all areas of computing and equip students with the skills, confidence, and drive to succeed within the computing framework. Computational thinking is a key skill within computing, and this teaches our students the resilience and problem-solving skills to tackle difficult problems in all aspects of life.
Our aim is to provide a computing curriculum that is designed to balance the acquisition of a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Therefore, knowledge and skills are developed progressively and sequenced in a way that allows pupils to build on their understanding year on year. Children are taught key computing skills which are then applied through engaging and purposeful projects, allowing them to demonstrate their understanding and to see the importance of computing in the wider world.
Computing has links to a variety of other subjects such as mathematics, science and design and technology; we believe that, as an essential part of the curriculum, computing is a subject that not only stands alone but is woven and should be an integral part of all learning.
We are firm in our belief that delivering a high-quality E-Safety curriculum alongside the core values of computer science, information technology and digital literacy is a high priority in the current digital age. As technology develops, so does the need for a better understanding of how to use it in a responsible and safe manner. Whilst ensuring the children understand the advantages and disadvantages associated with online experiences, we want them to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.
A range of strategies are used within lessons to ensure that computing is accessible to all pupils. Computing education at Gilberdyke is adapted from STEM’s ‘Teach Computing’ curriculum and is aligned to the National Curriculum for key stages one and two.
The curriculum, which carefully considers each strand of computing in a progressive framework covers the following substantive concepts – Digital Literacy (including Online Safety), Information Technology and Computer Science in a broad and balanced way whilst challenging pupils in accordance with the National Curriculum. This ensures that children become confident and responsible users of technology, and they are able to safely express their ideas. Our pupils will be able to manipulate and create a range of digital content and know how digital systems work in order to program these themselves.
The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.
The national curriculum for computing aims to ensure all pupils:
• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)
• are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)
To enable effective implementation of the computing curriculum, we have a variety of hardware available to all pupils, including:
• 2 class sets of laptops
• 30 Tablets
• 25 Crumble Kits
• 25 Microbits
• 7 Beebots
E-Safety and Digital Citizenship
Online safety takes high priority at Gilberdyke. We aim to equip every child with 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 – Exploring 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 – Exploring 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 – Exploring 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 – Exploring 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 – Exploring 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 – Exploring 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 – Exploring 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 – Exploring 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.
Our Computing Curriculum is high quality, carefully sequenced and planned to embody appropriate progression, building on and embedding relevant skills year on year. The children become increasingly proficient on school equipment and have good, transferable knowledge to take into the wider world with them.
The Computing and E-Safety curriculum enables children at Gilberdyke Primary School to be digitally literate and equipped to use technology effectively and safely. Children will understand the consequences of using the internet and also be knowledgeable on how to keep themselves safe online. Confidence in this subject will enable our children to become independent and competent in key life skills such as problem-solving, logical thinking and evaluation. Key outcomes are:
• Children demonstrate good computing skills and apply their computing understanding to cross-curricular projects.
• Children develop skills that will enable them to use technology responsibly and effectively within society.
• Children are prepared for an ever-changing society and will develop problem-solving skills from computational thinking to allow them to approach difficult tasks with high-levels of resilience.