The Intent of our Computing Curriculum

The statutory curriculum expects pupils to learn how to locate, retrieve and exchange information using technology.  In delivering the curriculum, teachers plan for and make use of this, for example, web-based resources and e‑mail.  Access to life-long learning and employment increasingly requires computer and communications use and pupils are taught to develop these skills efficiently. Access to the internet is a necessary tool for staff and pupils. It is an entitlement for pupils who show a responsible and mature approach towards its use.

We ensure that children and staff at Sacred Heart are protected in their use of technology through encouraging and modeling appropriate use, for example, during staff meetings or lessons, being supervised and having appropriate restrictions and filters in place.

Knowledge of what to do when problems occur is also a priority for our school and this is delivered effectively through staff meetings and instilling sound knowledge in all children during lessons.

Computing and the related technologies such as e‐mail, the internet and mobile devices are an integral part of our daily life in school and we therefore strive to give pupils and staff the opportunities to:

  • Access world-wide educational resources
  • Participate in new initiatives
  • Gather information and have cultural exchanges between appropriate staff and pupils in other schools
  • Participate in staff discussions
  • Provide access to educational materials and good curriculum practice
  • Communicate with the advisory and support services, professional associations and colleagues
  • Have access to and become skilled in the use of emerging technologies
  • Carry out all of the above safely and responsibly.


The Implementation of our Computing Curriculum

In EYFS, there are many opportunities for young children to use technology to solve problems and produce creative outcomes. In particular, many areas of the framework provide opportunities for pupils to develop their ability to use computational thinking effectively, such as through undertaking projects involving the concepts and approaches. Computing lessons in the EYFS also ensure that children develop listening skills, problem-solving abilities and thoughtful questioning — as well as improving subject skills across the seven areas of learning. We live in a technological world and there is no escape from the reality that technology is integrated into the lives of young children. Just as we ensure the children in our care are ready for the adult world by teaching maths and literacy, we should also make sure that they are fluent in computer literacy and all-important e-safety.

Key stage 1 and 2 children have access to laptops and iPads and develop their computing skills using both types. They explore the benefits of different types of devices and are able to use them interchangeably.
iPads are used in the classroom in other subjects where there are strong links to support learning and production of work, such as formatting skills when creating newspapers in English.

Online safety is well-integrated into the children’s learning. Discussions arise during lessons where it is appropriate for the learning, such as password safety and inappropriate pop-ups. Parents are sent information appropriate to their use of technology that relates to the learning experienced by the children to enable families to engage in learning together. The annual Digital Parenting magazine has been sent home since it has been produced providing detailed advice and guidance for parents and staff.


The Impact of our Computing Curriculum

We hope to see our children confident when using technology, aware of how to treat devices and demonstrating how to stay safe in today’s world. We want them to see how technology can benefit working, life and free time without becoming something that is unnecessarily relied upon.
We measure the impact of our curriculum using the following methods:

  • Summative assessment of pupil discussions about their learning.
  • Images of the children’s practical learning.
  • Children’s work saved onto their individual accounts.
  • Interviewing the pupils about their learning (pupil voice).
  • Annual reporting to parents of standards across the curriculum.