Computing at St Joseph’s

At St Joseph’s Catholic Primary School, we believe that computing and digital literacy are essential parts of a modern education. We recognise our responsibility to equip every pupil with the knowledge, skills and understanding they need to use technology confidently, creatively, safely and responsibly, both now and in the future.

Technology is continually evolving and children are growing up in an increasingly digital world. Our Computing curriculum therefore enables pupils to understand how technology works, how it can be used to solve problems and communicate ideas, and how to make safe, responsible and informed choices when using digital technology.

Our curriculum is based on the National Curriculum for Computing and is organised around three interconnected areas: Computer Science, Information Technology and Digital Literacy. Through these strands, pupils develop computational thinking, programming and problem-solving skills alongside the ability to use technology purposefully, creatively and critically.

We use iPads across the school to support learning, alongside other appropriate digital and physical technologies. This provides pupils with opportunities to create, communicate, collaborate, research and demonstrate their learning across the curriculum.

Our Computing curriculum

We follow the Purple Mash Computing scheme of work as a key resource for the planning and delivery of our Computing curriculum. This provides a structured progression of knowledge and skills from the Early Years through to Year 6, supporting learning in areas including coding, programming, data, multimedia, digital creativity and online safety.

Our curriculum is designed to ensure that pupils revisit and build upon prior learning, developing increasing independence, confidence and understanding as they progress through the school.

We aim to develop pupils who are:

• Confident in using a range of digital technologies

• Creative in using technology to express ideas and produce digital content

• Computational thinkers who can break down problems, identify patterns, develop algorithms and debug solutions

• Critical users who can search for, evaluate and question digital information

• Responsible digital citizens who understand how their actions can affect themselves and others

• Safe and secure users who understand how to protect personal information, accounts and digital identities

• Adaptable learners who are prepared to respond positively to new and emerging technologies

Computer Science

Computer Science develops pupils' understanding of how digital systems work and how computational thinking can be used to solve problems.

Across the school, pupils develop their understanding of:

• Algorithms and instructions

• Logical reasoning and problem-solving

• Sequencing, selection and repetition

• Programming and coding

• Decomposition and abstraction

• Variables, inputs and outputs

• Debugging and evaluating programs

• Data representation

• Computer networks and how the internet works

• The role of computers and digital systems in the world around us

Pupils have repeated opportunities to design, create, test, debug and improve programs, developing resilience and logical thinking alongside their technical knowledge.

Information Technology

Information Technology focuses on how technology can be used purposefully to create, organise, store, manipulate and communicate information.

Pupils learn to select and use appropriate digital tools for a range of purposes, including:

• Creating and editing text and documents

• Producing digital artwork and multimedia

• Creating presentations and animations

• Collecting, organising and presenting data

• Using digital photography, audio and video

• Creating and evaluating digital content

• Using search technologies effectively

• Selecting appropriate software and digital tools to meet a purpose

• Applying digital skills across different curriculum subjects

Our use of iPads provides regular opportunities for pupils to apply these skills creatively and collaboratively across the curriculum.

Digital Literacy and Online Safety

Digital literacy is embedded throughout our Computing curriculum and the wider curriculum. We want pupils to understand not only how to use technology, but also how to use it wisely, safely, respectfully and responsibly.

Online safety is taught explicitly and revisited regularly, as well as being reinforced through PSHE, Relationships Education, safeguarding work and other curriculum areas.

Age-appropriate teaching addresses issues including:

• Keeping personal information private

• Passwords and account security

• Digital identities and digital footprints

• Safe and respectful online communication

• Online relationships and appropriate behaviour

• Cyberbullying and online abuse

• Recognising and reporting inappropriate content or contact

• Misinformation, disinformation and unreliable information

• Evaluating websites, search results and digital content

• Online advertising, scams and phishing

• Privacy and data protection

• The responsible use of images and other people's work

• Copyright and intellectual property

• Healthy and balanced use of technology

• The potential impact of online activity on wellbeing and relationships

Pupils are taught that if something online makes them feel worried, uncomfortable or unsafe, they should stop, close the content where appropriate, and tell a trusted adult.

Online safety is part of our wider safeguarding approach. We maintain appropriate filtering and monitoring arrangements to help provide a safe digital environment, alongside clear procedures for responding to safeguarding concerns.

Artificial Intelligence and emerging technologies

As technology continues to develop, pupils are introduced to the opportunities and potential risks associated with emerging technologies, including Artificial Intelligence (AI), in an age-appropriate way.

Where appropriate, pupils learn to think critically about technology-generated content and understand that digital information is not always accurate, reliable or created by a human. They are encouraged to question, check and evaluate information rather than accepting digital content uncritically.

Any use of AI within school is carefully considered in relation to safeguarding, privacy, data protection, intellectual property, accuracy and the developmental needs of pupils.

Inclusion and accessibility

We believe every pupil should have the opportunity to succeed in Computing.

Our curriculum is designed to be accessible and inclusive, with appropriate adaptations, scaffolding and support for pupils with SEND, EAL and those who may face additional barriers to learning. At the same time, pupils who demonstrate strong understanding are provided with opportunities to deepen their knowledge, apply their skills independently and tackle increasingly complex problems.

Technology is also used to support accessibility and independence, helping pupils to communicate, create and demonstrate their learning in different ways.

Computing across the curriculum

Computing is not limited to discrete Computing lessons. Pupils are encouraged to transfer and apply their digital skills across the wider curriculum.

Our iPads provide opportunities for pupils to:

• Research and evaluate information

• Record and present learning

• Create digital content

• Collaborate with others

• Take photographs and videos

• Record audio

• Produce presentations and animations

• Use educational apps and online resources

• Develop independence in selecting appropriate digital tools

We aim to ensure that technology enhances learning rather than becoming an end in itself. Pupils are encouraged to consider which tool is most appropriate for a particular purpose and why.

Computing in the Early Years

In the Early Years, children develop the foundations for Computing through play, exploration and practical experiences.

They begin to develop computational thinking by exploring sequences, instructions, patterns, problem-solving and cause and effect. Children have opportunities to use age-appropriate digital technologies alongside physical resources such as programmable toys and other hands-on activities.

These experiences provide a foundation for the more formal Computer Science, Information Technology and Digital Literacy curriculum developed throughout Key Stages 1 and 2.

Our iPad approach

iPads are used across the school to support teaching and learning. They enable pupils to access information, create content, collaborate and demonstrate their understanding in a variety of ways.

The use of iPads is supported by appropriate school systems, filtering, monitoring, security arrangements and clear expectations for responsible use.

Pupils are taught to use devices respectfully and responsibly, including caring for equipment, protecting personal information, following school rules and reporting anything that causes concern.

Assessment

Assessment in Computing is ongoing and is used to identify pupils' knowledge, skills and understanding and to inform future teaching.

Teachers assess pupils against the key knowledge and skills within the Computing curriculum, including their ability to apply computational thinking, use technology purposefully and demonstrate safe and responsible digital behaviours.

Evidence of learning may be captured through:

• Purple Mash: Digital work and activities provide evidence of pupils' developing Computing knowledge and skills.

• Seesaw: Used to capture a wider range of Computing learning, including unplugged activities, cross-curricular applications, discussions, presentations, digital creations and online safety work.

• Teacher assessment: Teachers use observation, questioning, discussion, practical activities and pupils' completed work to assess understanding and identify next steps.

Assessment information is used to support progression and ensure that pupils build securely upon their previous learning.

Leadership and monitoring

The Computing Subject Leader monitors the quality and consistency of Computing across the school through:

• Monitoring planning and curriculum coverage

• Reviewing teaching and learning

• Monitoring pupils' work and digital evidence

• Reviewing assessment information and pupil progress

• Gathering pupil and staff voice

• Monitoring the development of Computing vocabulary and knowledge

• Identifying professional development and training needs

• Reviewing the impact of technology on teaching and learning

• Keeping the Computing curriculum responsive to developments in technology, safeguarding and national guidance

Our Computing vision

At St Joseph's, we want our pupils to be confident, creative, critical and responsible users of technology.

We want children to understand not only what technology can do, but also how it works, how it can be used to solve problems and how their choices can affect themselves and others.

By the time pupils leave St Joseph's, we aim for them to have developed a strong foundation in Computer Science, Information Technology and Digital Literacy, alongside the knowledge and confidence to navigate an increasingly digital world safely, responsibly and thoughtfully.