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Home » Our Learning » Core Subjects » Computing

Computing Curriculum Policy


At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and believe Computing is a subject which offers the very best opportunities to achieve this. We adapt the SPARK approach to learning to foster and maintain children's curiosity in the world around them.

Why do we teach computing?

Computing is a new subject which has been added to the National Curriculum, replacing Information Communication Technologies (I.C.T). We teach computing because we want our children to use 'Computational thinking' which will prepare them for the future.

'Why is computational thinking so important? It allows us to solve problems, design systems, and understand the power and limits of human and machine intelligence. It is a skill that empowers, and one that all pupils should be aware of and develop competence in. Pupils who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for today's world and the future.' Computing at School, A Guide For Primary Teachers, Naace 2013

The aims of Computing in our School are:


  • to 'light the spark for a love of learning and of life'
  • Develop their understanding of the fundamental principles and concepts of computer science.
  • Develop their skills in using hardware and software to manipulate information in their process of problem solving, recording and expressing work;
  • Develop a high quality computing education which equips them to understand and change the world through logical thinking and creativity.
  • Develop their understanding of how digital systems work and to become digitally literate individuals.
  • Explore their attitudes towards IT: its value for themselves; others and society and their awareness of its advantages and limitations

    Computer Skills:
    Our children should acquire and develop the skills associated with Computer Science in order to:

  • Design, write and debug 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.
  • Use logical reasoning to explain how some algorithms work and detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet

    Information Technology:
    Our children should acquire and develop skills associated with Information Technology in order to:

  • Use search technologies effectively.
  • Select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Acquire and refine the techniques eg saving, copying and checking the accuracy of input and output needed to use IT.
  • Practise mathematical skills when gathering and presenting data.
  • Develop the skills of collecting first hand data, analysing and evaluating it, making inferences or predictions and testing them, drawing and presenting conclusions, and use all these in their work with ICT.

    Digital Literacy
    Our children should acquire and develop their skills in Digital Literacy in order to:

  • Understand the opportunities networks offer for communication and collaboration.
  • Be discerning in evaluating and presenting data and information.
  • Be able to use technology safely, respectfully and responsibly
  • Recognise acceptable/unacceptable behaviour.
  • Identify a range of ways to report concerns about content and contact.

    Curriculum & School Organisation including Time Allocation

    The areas teachers will now have to teach cover a wide range of subjects. This includes: how computers and computer systems work; giving children the tools and skills they need to design and build programs; teaching children how to develop their ideas using technology and create a range of content using digital technology. This can be split into three main areas: computer science, digital literacy and information technology.

  • Computer Science (CS): Children should understand how digital systems work and should be able to apply their knowledge through programming (Coding).
  • Information Technology (IT): Use knowledge to create digital programs/systems and be able to combine information from different digital areas and present it to others (this includes analysing and evaluating information).
  • Digital Literacy (DL): Able to use digital technology to develop and share their own ideas by using information and communication technologies (e.g blogging and emails). This also includes teaching children how to use digital technologies safely.

    EYFS Area: Understanding of the World
    By the end of Reception children should:
    Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

    National Curriculum states:
    Key stage 1 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.

    Key stage 2 Pupils should be taught to:

  • design, write and debug 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
  • use logical reasoning to explain how some simple algorithms work 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 world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

    Coverage of Computing in each year group is integrated where possible into annual study work plans.
    In 2015, the Computing Subject Leaders are creating a scheme of work which will be ready to be officially implemented across 2015-16. The scheme of work being created will include an outline of what needs to be covered each half term. This outline will include lesson breakdowns as well as lesson outcomes and assessment possibilities. These plans will then be incorporated into termly holistic plans by class teachers. Work may be evidenced through staff Planning Journals, smart board files, children's books, photographs and saved documents as appropriate.
    Coverage and progression is monitored by the Subject Leader. The Computing Subject Leader ensures policy is in practice and is implemented across the school.
    We aim to teach the equivalent of one hour of Computing per week in each key stage (or the equivalent cumulatively during a half term). In addition to this, we seek every opportunity to develop Computing with cross curricular links.
    Observational Computing display can be found within each classroom to further children's opportunity to engage with Computing throughout the term/year.

    Teaching and Learning Style
    The teaching of Computing at Wybunbury Delves focuses on maintaining curiosity and logical reasoning. We do this by giving children every opportunity to work practically whilst exploring specific disciplines of Computer Science, Information Technology and Digital Literacy. In every series of lessons, we aim to give children the opportunity to develop high quality computational knowledge which will equip them to understand and change the world through logical thinking and creativity. It is also our responsibility to allow our children to explore their attitudes towards IT: its value for themselves; others and society and their awareness of its advantages and limitations. This aspect of Computing links to elements of PSHE.
    At Wybunbury Delves', we want to create a spark for learning and a love of learning. As part of this ethos, subjects can be combined to provide the best learning opportunity possible for our students. As Computing is a subject that can be used to enhance or present information from all areas of the curriculum, teachers' are encouraged to use Computing skills across lessons where appropriate.
    Computing will be linked to study work topics where possible. However, where links might be considered tenuous, it will be taught as a discrete subject.

    The learning environment
    The learning environment is of great importance at Wybunbury Delves. Computing displays in classrooms should:

  • Promote and maintain curiosity
  • Provide a stimulus for the Computing focus being taught and learned;
  • Guide and remind children how to use technological devices safely, including using the internet safely.
  • Celebrate pupils' learning and achievements and showcase the Computing taking place in school.

    Curriculum enhancement opportunities
    School visits with links to computing, links with Shavington High School and computing experiences during study work theme days all provide further opportunities to participate in Computing.

    Assessment, Recording and Reporting
    We currently assess children's learning at the end of a series of lessons through class teacher's judgments, AfL and an assessment task (outcomes stored in Subject Leader folders). The children are assessed as 'above expectation', 'online' or 'below expectation' and this information feeds into a termly cohort percentage grid of achievement. This information is collated annually by class teachers.
    The Computing Subject Leaders monitors coverage, standards and progression through, cohort assessment folders and cohort percentage grids, lesson observations and pupil voice. The Computing Subject Leaders produce a curriculum review at year end and this feeds into action plans and an annual report to governors.

    Monitoring, review and evaluation
    Monitoring the standard of children's work and the quality of teaching in Computing is the responsibility of the Computing Subject Leaders. The Computing Subject Leaders are also responsible for supporting colleagues in the teaching of Computing, informing staff of developments in the subject and for providing a strategic lead and direction for the subject in the school.
    The one of the Computing Subject Leaders has had specially-allocated time in which to fulfil this role during spring 2015 (2):

  • Lesson observations
  • Review of policy
  • Collate an overview of curriculum coverage
  • Report to governors
  • Complete Pupil Voice
  • Impact on lesson planning and working scientifically and practically
  • Maintenance of all resources

    The Computing Subject Leaders provides an annual curriculum review and feedback form which will be shared with Governors at the annual Curriculum meeting. The professional development needs of staff are assessed through monitoring and where necessary and possible further training is provided. This may be INSET provided internally or external courses as appropriate.
    Our Critical Friend will also be invited into school to monitor Computing. This may be to talk to children, observe Computing taking place and meet with the Computing subject-leaders to discuss the standing of Computing in the school. Each year the Critical Friend will complete feedback which will inform future monitoring.

    The Computing subject leader attends regular courses for latest developments in Computing and this is shared with staff formally (staff meetings) and informally (ongoing professional dialogue). Where staff request further CPD, the subject Leader will arrange in liaison with the head.

    Curriculum Risk Assessment
    Staff are asked to use professional judgment with regard to pupil safety in individual lessons. Where it is deemed necessary, individual lesson risk assessments will be completed. The pro forma for this is in the Subject Leader folder on the t:drive.
    The school recognises the need for proper risk assessment to be carried out with regard to the incorporation of Computing across the broader curriculum. It is essential that pupils and staff use Computing safely and responsibly at all times. Health and Safety issues in Computing include: taking care with setting up and moving equipment; establishing appropriate working conditions and general electrical safety. All equipment installation and subsequent use will comply with current local and national Health and Safety guidelines and the school's Health and Safety policies.
    To ensure health and safety of pupils and staff the following guidelines must be adhered to:
    General usage

  • Staff should be mindful of potential hazards and health concerns when using Computing and safety rules should be discussed with children when using Computing. There should be sufficient space around workstations for peripherals, papers, books and other materials to be used comfortably. Desk and floor space around workstations should be free of bags and coats, and gangways and exits must be kept clear at all times. Windows should be fitted with blinds to avoid glare for screen users and there should be adequate room ventilation.
  • When operating a workstation, seating and display height should be correct for the height of pupil. Pupils should look down at the screen, with the top of the screen roughly at eye level.
  • Portable laptops should be used on tables or a desktop and not on laps.
  • The mouse should be held lightly in the widest part of the hand with pupils' fingers resting lightly on the mouse buttons so that only very small movement is needed to click a button. The arm or wrist should be supported on the table. In order to avoid eyestrain, pupils should take a break from the computer at least once every 20 minutes and should not constantly lean their head forward. Pupils sharing a computer should be encouraged to make sure that everyone in the group can see without straining.
  • It is recommended that all users of Display Screen Equipment (computers) take their eyes off the screen and undertake other work for at least 2 minutes every 20 minutes.

    Multimedia projectors
    Pupils should be supervised at all times during the operation of multimedia projectors. Users should never stare directly into the beam of the projector and, when entering the beam, should not look towards the audience, or class, for more than a few seconds. If possible, users should keep their backs to the beam at all times. (Posters are displayed next to whiteboards or projectors)

    Use of electrical appliances
    It is imperative that all electrical equipment is kept in good working order. To ensure health and safety of pupils and staff the following guidelines must be adhered to:

  • Pupils should always be supervised when using electrical equipment and accessing the internet.
  • Pupils should not be allowed to switch on the power at the mains.
  • Equipment should be situated away from water.
  • Pupils should always be supervised when using electrical equipment.
  • All plugs, leads and equipment should be checked regularly and tested for electrical safety annually.
  • Pupils should not be allowed to carry equipment.
  • Computer systems will not be placed near magnets, radiators or have trailing wires, which can be tripped over.
  • Any problems must report to the Computing Subject Leaders or the office staff.

    Hardware is stored in three different places. Every classroom has access to desktop computers (3 — 4). There are currently 8 iPads (2012), 4 iPad minis (2015) and 10 new (2017) 9.7" iPads which are stored in the iPad trolley. The iPad trolley provides easy access to the resources for all members of staff. Teachers are responsible for collecting and returning the iPads at the end of their Computing lessons. When returning the iPads, teachers are responsible for checking that they are correctly stored and placed on charge if needed. Other Computing equipment is stored in the store cupboard located in the Year 5 classroom. Please note that the Computing resource are currently under review to match the new scheme of work that is being written by the Subject Leaders.
    iPad software (apps) are carefully monitored by the Subject Leaders; including prices. An overview of the apps on the iPads can be found either on the Mac laptop or the individual iPads. We also make use of the apps that come prior installed on the iPads such as 'camera'. Software installed on the server is kept either in the server room or the Year 4 store cupboard. Websites and Espresso can be used through the IWB in each classroom as well as each tablet and desktop.
    Wybunbury Delves provides children with the opportunity to maintain curiosity beyond the classroom through educational visits, learning log homework tasks and, wherever possible, through visitors to school

    Interactive Whiteboards and LCD Displays
    Each classroom is equipped with an interactive whiteboard and multimedia projector or interactive LCD display. Staff need to ensure that each computer and peripherals are kept in sound working order, that all wires are safely tucked away and that a safe and tidy environment exists on and around the computers. Faulty equipment should be recorded in the Amita Job Log book. If Amita are unable to solve the problem, the issue is to be reported to the Computing Co-ordinators who will co-ordinate their referral to the manufacturer if within warranty.

    Staff laptop computers
    Some members of staff have a staff laptop. For those that do, the computers are registered for a particular teacher's own use but remain the property of the school. All software loaded onto the laptop is licensed to the school, not to the individual user. Copying of any software from the system is illegal and could lead to prosecution; likewise software should not be added to a laptop without it being covered by the appropriate licence. The above guidelines are in place to protect the hardware and the user, any problems within an application should be referred to the Computing Co-coordinator.

    Anti-virus policy
    All networked computers are protected by Kaspersky anti-virus protection. Regular updates and scans are automatically carried out to ensure the network remains virus-free, however, data can be irretrievably lost through the actions of some viruses and staff will be updated periodically by the Computing Co-ordinators of any virus that is known to be a particular hazard to the school network. In order to reduce the risk of a virus infiltrating a school computer the following protocols should be observed by all staff.
    Staff transferring files into school systems via remote storage devices such as memory sticks or discs from home computers should always run the anti-virus software prior to opening files onto the school systems. If in doubt the Computing Co-ordinator should be consulted prior to opening files. Children should not introduce files from home into school systems without specific permission from a staff member who has adopted the responsibility for running anti-virus checks on such files prior to their use.
    Email attachments present a particular danger of virus infection and should not be opened when the identity of the sender is unknown. Any email that is received without the identity of the sender being known should be deleted immediately. If in doubt the Computing Co-ordinator should be consulted prior to opening files.

    Links with other subjects
    We seek every opportunity to develop Computing with cross curricular links.

    Safety and Security
    Wybunbury Delves is aware of its responsibilities in ensuring that policies are in place and Computing use by all networks users is responsible, safe and secure. The school is equipped with a firewall and internet filtering device. Internet access is protected and filtered, limiting the contact to unsuitable content. Staff, parents and pupils are asked to sign and return a Responsible Use of Computing Policy and Internet Consent Form. School will work in partnership with the LA, Amita and the internet Service Provider to ensure Computing systems to protect users are reviewed and improved regularly.

    Staff should be mindful of appropriate legislation relating to IT with respect to copyright and data protection issues. Transfer and storage of information on the network is governed by the school's data protection and E-Safety policies.
    Wybunbury Delves aims to ensure the safety and security of any material of a personal or sensitive nature, so that staff and pupils are protected both within and outside the school. Users have various levels of access, according to their role within the school and do not have access to data, which is not relevant to their role. Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998. The school will ensure that the use of materials by staff and pupils complies with copyright law.

    Child protection and Internet access
    Computer networks, including those that may be accessed via the internet, are an important aspect of information technology education. However, they present risks to the spiritual, moral and social development of pupils, particularly in terms of the nature of some material which may be obtained via the internet. The school's E-Safety procedures will be reviewed annually in order to stay abreast of technological developments. It is essential therefore that all staff are familiar with the procedures and that all pupils use of the network and in particular the internet is governed by the Rules for Responsible Use of Computing Policy and E-Safety Policy.
    Pupil use of email in school is administered through class email and monitored by the teacher.
    Staff are provided with school email and will be subject to the Staff Information Systems Code of Conduct.

    Computer networks and new technologies, including those which provide access to the internet, are an important aspect of information technology education and can enrich and extend learning activities. However, they present possible risks to the spiritual, moral and social development of the pupils, particularly in terms of the nature of some of the material which may be obtained via the internet.
    The school has acknowledged the need to ensure that all users are responsible and safe users of the Internet and other communication technologies. All staff have a responsibility for ensuring that pupils are not able to access unsuitable material, and that pupils are supervised when using the internet.
    Access to the Internet from any work station within the school is through a firewall and filtered. Pupils are encouraged to login into the school website where pre-selected websites and child friendly search engines are available.
    School has developed an E-Safety policy, building on the Cheshire E Safety policy and government guidance. The policy will operate in conjunction with other policies including those for Student Behaviour, Bullying, Curriculum, Data Protection and Security. Rules for responsible Computing use will be displayed in rooms with computer with internet access. E-safety complaints will be dealt with as outlined in the schools e-safety policy.

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