admin@sheriffhutton.n-yorks.sch.uk | tel. 01347 878441
admin@sheriffhutton.n-yorks.sch.uk | tel. 01347 878441

Computing

Our Vision for Computing

At Sheriff Hutton Primary School, we believe that Computing is an essential part of preparing children for life in an increasingly digital world.

Technology has transformed the way we communicate, work, learn and understand the world around us. Our Computing curriculum aims to ensure that children are not simply confident users of technology, but become creative, curious, critical and responsible digital citizens who understand how technology works and how it can be used positively.

We want our children to develop the knowledge and skills to use technology safely and effectively, while also understanding its limitations, risks and wider impact on individuals and society.

Our curriculum develops three key areas of Computing:

  • Computer Science – understanding how computers and digital systems work, including programming, algorithms and computational thinking;
  • Information Technology – understanding how technology can be used to create, store, retrieve, organise and communicate information;
  • Digital Literacy – developing the knowledge and understanding needed to use technology safely, responsibly, respectfully and critically.

We also recognise that children are growing up alongside rapidly developing technologies, including artificial intelligence (AI). We therefore aim to give children an age-appropriate understanding of emerging technologies and the opportunities and risks they present.

Intent – What do we want our children to learn?

Our Computing curriculum aims to develop children who:

  • understand the fundamental principles of computer science and computational thinking;
  • can design, write and debug simple programs;
  • understand how digital systems work and how devices communicate with each other;
  • can use a range of digital tools confidently and purposefully;
  • can create, edit and communicate digital content;
  • can use technology to research, organise and present information;
  • understand how to evaluate digital information and recognise that not everything online is accurate or trustworthy;
  • develop safe, respectful and responsible online behaviours;
  • understand how to protect their personal information, identity and digital reputation;
  • know how to recognise and respond to online risks and know where to seek help;
  • understand that technology can have positive and negative effects on individuals, communities and the environment;
  • develop an age-appropriate understanding of artificial intelligence and how AI-generated content can be created;
  • understand that AI systems can make mistakes, produce biased or inaccurate information and should not automatically be trusted;
  • develop the confidence to question, evaluate and think critically about technology.

We want children to see technology as a tool for creativity, communication, problem-solving and learning, rather than simply as a source of entertainment.

Implementation – How do we teach Computing?

We use the Kapow Primary Computing scheme of learning to support the planning and delivery of our Computing curriculum. Kapow provides a clear progression of knowledge and skills and supports teachers in ensuring that children revisit and deepen their understanding as they move through the school.

The scheme provides the structure for our curriculum, while teachers adapt units where appropriate to reflect our mixed-age classes, the needs of our children and developments in technology.

Computing is taught in blocks throughout the year, allowing children to develop knowledge and skills in depth. Our two-year rolling programme ensures that children regularly revisit key areas of Computing with increasing complexity.

A Cyclical Approach to Learning

Our Computing curriculum is designed around three principles:

Cyclical learning – children revisit the key areas of Computing throughout Key Stages 1 and 2.

Increasing depth – each time a concept or skill is revisited, children build on previous learning and work with increasing complexity and independence.

Prior knowledge – teachers deliberately draw on what children have previously learned so that new knowledge builds securely on existing foundations.

Existing knowledge is checked at the beginning of units and retrieval opportunities are incorporated into lessons. This helps children to remember more and make meaningful connections between different areas of Computing.

Computer Science

Children develop an understanding of how computers work and how instructions can be used to make them perform tasks.

They develop skills in:

  • algorithms and sequencing;
  • programming;
  • debugging;
  • logical reasoning;
  • computational thinking;
  • recognising patterns;
  • problem-solving;
  • understanding how digital systems work.

Children have opportunities to write, test and improve programs, learning that debugging and making mistakes are an important part of the problem-solving process.

Information Technology

Children develop confidence in using technology to create, organise, store and communicate information.

They use a range of digital tools and devices to:

  • create and edit text;
  • produce presentations and multimedia content;
  • manipulate images and graphics;
  • collect and present data;
  • create digital artwork;
  • record and edit audio and video;
  • communicate information for different audiences.

We want children to make purposeful choices about which technology is most appropriate for a particular task.

Digital Literacy and Online Safety

Online safety is an integral part of our Computing curriculum and is reinforced throughout the year, rather than being treated as a single annual topic.

Children learn how to:

  • keep personal information private;
  • create and protect secure passwords;
  • recognise inappropriate or harmful content;
  • understand the importance of respectful online communication;
  • recognise online bullying and know how to respond;
  • understand that online activity can create a lasting digital footprint;
  • recognise that images, information and videos online may not be accurate;
  • understand how to report concerns and seek help;
  • make responsible choices about screen use and digital wellbeing.

Online safety is explicitly revisited in the autumn term and is reinforced through Safer Internet Day, PSHE and Relationships and Health Education, as well as through everyday opportunities to discuss children’s experiences of technology.

Our approach reflects current national guidance, which emphasises that online safety should be embedded within a school’s wider safeguarding and curriculum provision.

Artificial Intelligence

Artificial Intelligence is becoming an increasingly important part of children’s lives. We believe that children need to develop an age-appropriate understanding of AI, rather than simply being told that it is something they should avoid.

As children progress through the school, they are encouraged to understand that AI can be used to generate or manipulate text, images, audio and other digital content. They learn that AI can be useful, but that its outputs are not necessarily accurate, unbiased or appropriate.

Children are encouraged to:

  • question information produced by AI;
  • understand that AI-generated content can contain errors or bias;
  • recognise that people are responsible for the way AI is used;
  • consider the ethical and social implications of AI;
  • understand the importance of protecting personal information;
  • recognise that not every AI tool is suitable for children;
  • understand that age restrictions and school rules apply to digital and AI tools;
  • use technology to support their own thinking rather than allowing it to replace creativity, reasoning and learning.

Any use of AI within school is carefully considered in relation to safeguarding, age appropriateness, data protection, privacy, security and educational purpose. We follow current Department for Education guidance and our own school policies when considering AI-enabled technologies.

Children are not expected to enter personal or sensitive information into AI tools. Where AI is used for learning, teachers ensure that the technology is appropriate, safe and used under suitable adult supervision.

Technology, Safeguarding and Data Protection

Keeping children safe is central to our use of technology.

We use appropriate filtering and monitoring systems alongside teaching children how to make safe choices themselves. Children are taught that technology should be used in a way that protects themselves and others.

We also teach children about privacy and personal data, including why information such as names, photographs, passwords, addresses and other personal details need to be protected.

As technology develops, we regularly review our approach to ensure that the Computing curriculum and the technologies children use reflect current safeguarding and data protection expectations. Current DfE guidance highlights the importance of secure technology, appropriate filtering and monitoring, data protection and careful consideration of AI tools used in schools.

Children are taught that if something happens online that makes them feel uncomfortable, worried or unsafe, they should stop, save the evidence where appropriate, tell a trusted adult and seek help.

Technology Across the Curriculum

Computing is not restricted to Computing lessons. Children use technology purposefully across the curriculum to support learning in English, Mathematics, Science, Geography, History, Art and Design, Music and other subjects.

We make effective use of a range of technology, including:

  • iPads;
  • Chromebooks;
  • laptops;
  • interactive whiteboards and panels;
  • cameras and recording equipment;
  • programmable devices;
  • digital creative tools;
  • other age-appropriate technological equipment.

Children are encouraged to explore technology, make decisions about how it can support their learning and reflect on the effectiveness of the tools they use.

Educational visits also provide opportunities for children to see technology being used in real-world contexts and to consider how digital technology has changed the way people live and work.

Impact – What will our children achieve?

By the time children leave Sheriff Hutton Primary School, we want them to be confident, capable and responsible users and creators of technology.

Our children will:

  • have developed secure knowledge and skills across Computer Science, Information Technology and Digital Literacy;
  • understand fundamental principles of programming and computational thinking;
  • be able to use technology creatively and purposefully;
  • be able to select appropriate digital tools for different tasks;
  • understand how digital systems work and communicate;
  • be able to create, evaluate and improve digital content;
  • understand how to find, evaluate and use information responsibly;
  • understand how to protect their privacy and personal information;
  • know how to behave safely and respectfully online;
  • know how to recognise and respond to online risks;
  • understand the importance of their digital footprint;
  • have an age-appropriate understanding of AI and its opportunities and limitations;
  • understand that technology and AI-generated information should be questioned and evaluated;
  • be able to use technology to solve problems, communicate ideas and support their learning;
  • have the confidence and resilience to explore new technologies as they develop.

Most importantly, we want our children to leave us understanding that technology is powerful, but people are responsible for how it is used.

SEND, Inclusion and Equality

We believe that every child can be a successful digital learner. Our Computing curriculum is designed to be accessible and ambitious for all children, including those with SEND and other additional needs.

Teachers adapt tasks, resources, devices and teaching approaches where necessary. Visual instructions, modelling, step-by-step guidance, alternative input methods, additional adult support and appropriate scaffolding are used to enable children to access learning while developing increasing independence.

Technology can also provide valuable tools for children who experience barriers to learning. Where appropriate, digital tools may support communication, recording, accessibility, organisation and independence.

We also promote equality and diversity within Computing. Children are introduced to a diverse range of people who have contributed to computing and technology and are encouraged to challenge stereotypes about who can be a programmer, scientist, engineer or technology professional.

We want every child to recognise that technology is for everyone and that they have the potential to contribute to the digital world.

Assessment

Assessment is an integral part of our Computing teaching. Teachers assess children’s knowledge and understanding through questioning, discussion, observation, practical activities, programming tasks and digital outcomes.

Existing knowledge is checked at the beginning of units and key concepts and vocabulary are revisited through retrieval activities. Teachers use assessment to adapt teaching, provide appropriate challenge and identify areas where children require further support or consolidation.

Children’s progress is assessed against the knowledge and skills identified within our Computing curriculum, ensuring that they progressively develop the understanding and competence expected across the primary phase.

Find Out More
  • Computing long term plan Kapow – an overview of our Computing curriculum across the two-year rolling programme.
  • Computing Progression – showing how knowledge and skills develop across the school. (to be updated following Curriculum and Assessment Review).
  • Computing Key Vocabulary – the key vocabulary children encounter and develop throughout their Computing education.

 

 

Intent When planning and teaching computing at Sheriff Hutton, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects. Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of ‘computational thinking’ in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates. Implementation Children in our Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world. Key Stage 1 Children will 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 Children will 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. Impact After the implementation of this robust computing curriculum, children at Sheriff Hutton will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online. As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.