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ICT is an essential part of 21st Century life for education and social interaction. The use of computers and computer systems is an integral part of the National Curriculum and knowing how they work is a key life skill. The purpose of our ICT curriculum in school is to promote child achievement, enable the safe use of communication technologies and to apply computing skills across the curriculum.   We Use the "Twinkl Computing" scheme for our curriculum.


Knowledge - Children learn to understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication.  They analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems Children are responsible, competent, confident and creative users of information and communication technology.


Skills - Children write and test simple programs, use logical reasoning to predict the behaviour of simple programs and organise, store, manipulate and retrieve data in a range of digital formats.  Children learn to communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.


Understanding - Children will understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.  Children will be taught to understand the importance of e-safety and how computing can be used across the curriculum


How do we ensure a progression of ICT/Computing knowledge skills and understanding?

Teaching and learning is sequenced so that new knowledge and skills build on what has been taught before and towards defined end points as outlined in the National Curriculum.  See also the school’s skills progression document.


How does ICT/Computing link to other subjects including PSHE? 

Computing should be taught and applied across the curriculum. This could be collecting and representing science or maths data, designing posters in English, power points in history or creating digital art.

E-safety is taught in the Autumn Term as a distinct block of lessons and revisited throughout the year whenever the children are online.  (see also Acceptable use of ICT policy) This also link to our PSHE curriculum ‘Healthy Me’ and KCSIE.


How is ICT/Computing assessed?

ICT and Computing skills are assessed formatively during lessons and at the end of each half-term’s planning. Teacher use the age related expectations from the National Curriuclum or Early Years Foundation Stage to assess the pupils.


How you will see this policy in action:

Pupils develop detailed knowledge and skills across the Computing curriculum and, as a result, achieve well. High quality planning, we know that the Computing curriculum is covered in the required depth exemplified within the statutory and non-statutory guidance of the national curriculum. Pupils have the opportunities to regularly revisit concepts and link ideas together. ICT lessons are meaningful. High quality hardware and programs are used; pupils have a real love of learning. Learning begins from Reception. Pupils have access to a range of ICT resources. Strong emphasis on revision and basic skills, pupils are well prepared for their next stage of learning. Focus on developing specific subject knowledge, as well as the skills in ICT, pupil’s progression through the school is clear. A curriculum focusing on technology in the wider world: pupils to leave Tylers Green First School are able to integrate into modern British Society. Active engagement with parents, the curriculum goes beyond the classroom and promotes home study and research. The computing curriculum being fully inclusive for all, pupils have time and opportunities to work alongside their class peers who may have learning and physical needs, this creates a strong sense of care and inclusivity. Lessons are planned around pupil’s interests and questions wherever possible; pupils are actively engaged in their own learning and eager to investigate beyond the classroom.