Computing Curriculum at Westgate

Computing Curriculum Intent

Through Westgate Academy’s computing curriculum, we strive to ensure that all children leave our school with the confidence, knowledge and skills to be digitally literate, safe and forward thinking in an ever-changing technology-based world. Our computing curriculum is committed to ensuring that children learn and develop their skills through discrete computing lessons and also across all curriculum subjects using an immersive approach. Online Safety forms an essential part of our computing curriculum across all year groups and is important when making sure that children become more immersed in a digital society. We will follow the National Curriculum in a way that meets the needs of our changing cohorts and our individual children.

By the end of Key Stage 2, a Westgate Digital Citizen will be able to…

Curriculum Drivers - CLEAR

Communication

Creating a sense of community/teamwork in lessons.
Communicating processes and skills.
Vocabulary focusses ongoing.
Language exposure, understanding and application which links to all strands of the Computing curriculum including coding, online safety and use of the Microsoft Office software.
Exposure to social contexts online.
Understanding what is acceptable and applying the differences of communication in person and online.
Delivering opportunities for sharing within the school community to showcase what we do as a school. This is through using social media and school website.

Local

Working alongside local IT experts (InfoTech) who keep us up to date.
Being part of ‘The National Online Safety Hub’ locally which keeps us up to date with changes/updates and provides us with lesson resources.
Producing ‘The Westgate Times’ school newspaper.
Regularly showcasing elements of school on our social media platform and school website.
Use of webinars to secure knowledge (mainly staff).
Local expert experience – taught coding lessons.
Lincolnshire County Council: Stay Safe Partnership work with the school annually to run online safety workshops.

Enriched

Targeted expert taught coding lessons.
Safer Internet Day.
Computing Ambassadors.
Laptops in classrooms for immersive practice.
Online Safety sections on school websites are informative and up to date.
Working alongside parents, including running parental workshops and providing resources.
Showing respect and responsibility of looking after all the Computing equipment.
Opportunities to further skills from home (use of Microsoft TEAMS and Office 365).

Ambitious

Exciting lessons and challenging activities.
High expectations for outcomes.
Exposure to daily use of Computing equipment and immersing in all lessons.
Teaching children to key skills for life-long learning.
Develops confidence, interest and understanding of the digital world.
Inspires future careers.
Computing curriculum accessible for all abilities.

Remembered

Recapping the Microsoft Office skills annually remembering that these are life-long skills.
Coding progression across all years.
Linking Computing to topic/English/Science/PHSE/Maths throughout.
Using Computing equipment in everyday teaching.
Use of Computing equipment to aid those with are SEN/PPG.
Differentiated skill maps.
Opportunities to further skills from home (use of Microsoft TEAMS and Office 365).

Implementation: Computing Curriculum Content Coverage

YEAR GROUP

WHOLE YEAR COVERAGE AND OBJECTIVES

YEAR 3

Online Safety

NOS (The National Online Safety)

This is to be taught by class teacher/s:

Stand-alone lessons
1 hour per lesson
1 lesson per week during Term 1
Lesson planning and resources (including video clips) provided by the NOS and can be found on the NOS online platform using your login details. CS will also put them on G-drive.

Online Safety should then be linked to in ALL Computing lessons.

Units to cover – all with set L.O. and activities:

Self-image and identity
Online relationships
Online reputation
Online bullying
Managing online information
Health, wellbeing, and lifestyle
Privacy and security
Copyright and ownership

Completed work evidence to be filed into the children’s individual folders.

Microsoft Office – WORD

A skill block map planning document will be provided – this provides all the skills which need to be taught in blocks.
Teachers can decide how and when to cover these skills throughout the year. A great opportunity to TOPIC link!
3 pieces of evidence during the year required (teachers to decide). Evidence to be showcased in books i.e. topic books etc...
Each child to be given a copy of the skills blocks mind map. When the skills have been taught and children are confident, they need to colour in the different blocks. Children are to use a different colour each lesson so you can see visually see how the children’s skills are developing. Children are to only colour the blocks when confident.
A skill review should be completed at the start of each taught lesson and time should be used at the end of each lesson for children to complete the self-assessment.
Teachers to use this as a quick assessment tool and pass up to the next teacher.
Teachers to test children on the skills throughout lessons (show me your skills) so that the documents are an accurate representation of the childrens’ skills.

Coding

1-hour coding lesson every week for 5 weeks (CS to organise which term this will be).
InfoTech to lead the teaching of coding in all year groups with teachers immersing themselves in the lessons to develop skills and understanding.
InfoTech have created a ‘Coding Progression’ document for reference (see below).
InfoTech will track the children’s progress.

Coding coverage outlined below:

Immersive approach

The 3 classroom laptops are to immersed in learning every day.

The green screen can be used in lessons (where possible).

YEAR 4

Online Safety

NOS (The National Online Safety)

This is to be taught by class teacher/s:

Stand-alone lessons
1 hour per lesson
1 lesson per week during Term 1
Lesson planning and resources (including video clips) provided by the NOS and can be found on the NOS online platform using your login details. CS will also put them on G-drive.

Online Safety should then be linked to in ALL Computing lessons.

Units to cover – all with set L.O. and activities:

Self-image and identity
Online relationships
Online reputation
Online bullying
Managing online information
Health, wellbeing, and lifestyle
Privacy and security
Copyright and ownership

Completed work evidence to be filed into the children’s individual folders.

Microsoft Office – POWERPOINT

A skill block map planning document will be provided – this provides all the skills which need to be taught in blocks.
Teachers can decide how and when to cover these skills throughout the year. A great opportunity to TOPIC link!
3 pieces of evidence during the year required (teachers to decide). Evidence to be showcased in books i.e. topic books etc...
Each child to be given a copy of the skills blocks mind map. When the skills have been taught and children are confident, they need to colour in the different blocks. Children are to use a different colour each lesson so you can see visually see how the children’s skills are developing. Children are to only colour the blocks when confident.
A skill review should be completed at the start of each taught lesson and time should be used at the end of each lesson for children to complete the self-assessment.
Teachers to use this as a quick assessment tool and pass up to the next teacher.
Teachers to test children on the skills throughout lessons (show me your skills) so that the documents are an accurate representation of the childrens’ skills.

Coding

1-hour coding lesson every week for 5 weeks (CS to organise which term this will be).
InfoTech to lead the teaching of coding in all year groups with teachers immersing themselves in the lessons to develop skills and understanding.
InfoTech have created a ‘Coding Progression’ document for reference (see below).
InfoTech will track the children’s progress.

Coding coverage outlined below:

Immersive approach

The 3 classroom laptops are to immersed in learning every day.

The green screen can be used in lessons (where possible).

YEAR 5

Online Safety

NOS (The National Online Safety)

This is to be taught by class teacher/s:

Stand-alone lessons
1 hour per lesson
1 lesson per week during Term 1
Lesson planning and resources (including video clips) provided by the NOS and can be found on the NOS online platform using your login details. CS will also put them on G-drive.

Online Safety should then be linked to in ALL Computing lessons.

Units to cover – all with set L.O. and activities:

Self-image and identity
Online relationships
Online reputation
Online bullying
Managing online information
Health, wellbeing, and lifestyle
Privacy and security
Copyright and ownership

Completed work evidence to be filed into the children’s individual folders.

Microsoft Office – PUBLISHER

A skill block map planning document will be provided – this provides all the skills which need to be taught in blocks.
Teachers can decide how and when to cover these skills throughout the year. A great opportunity to TOPIC link!
3 pieces of evidence during the year required (teachers to decide). Evidence to be showcased in books i.e. topic books etc...
Each child to be given a copy of the skills blocks mind map. When the skills have been taught and children are confident, they need to colour in the different blocks. Children are to use a different colour each lesson so you can see visually see how the children’s skills are developing. Children are to only colour the blocks when confident.
A skill review should be completed at the start of each taught lesson and time should be used at the end of each lesson for children to complete the self-assessment.
Teachers to use this as a quick assessment tool and pass up to the next teacher.
Teachers to test children on the skills throughout lessons (show me your skills) so that the documents are an accurate representation of the childrens’ skills.

Coding

1-hour coding lesson every week for 5 weeks (CS to organise which term this will be).
InfoTech to lead the teaching of coding in all year groups with teachers immersing themselves in the lessons to develop skills and understanding.
InfoTech have created a ‘Coding Progression’ document for reference (see below).
InfoTech will track the children’s progress.

Coding coverage outlined below:

Immersive approach

The 3 classroom laptops are to immersed in learning every day.

The green screen can be used in lessons (where possible).

YEAR 6

Online Safety

NOS (The National Online Safety)

This is to be taught by class teacher/s:

Stand-alone lessons
1 hour per lesson
1 lesson per week during Term 1
Lesson planning and resources (including video clips) provided by the NOS and can be found on the NOS online platform using your login details. CS will also put them on G-drive.

Online Safety should then be linked to in ALL Computing lessons.

Units to cover – all with set L.O. and activities:

Self-image and identity
Online relationships
Online reputation
Online bullying
Managing online information
Health, wellbeing, and lifestyle
Privacy and security
Copyright and ownership

Completed work evidence to be filed into the children’s individual folders.

Microsoft Office – EXCEL

A skill block map planning document will be provided – this provides all the skills which need to be taught in blocks.
Teachers can decide how and when to cover these skills throughout the year. A great opportunity to TOPIC link!
3 pieces of evidence during the year required (teachers to decide). Evidence to be showcased in books i.e. topic books etc...
Each child to be given a copy of the skills blocks mind map. When the skills have been taught and children are confident, they need to colour in the different blocks. Children are to use a different colour each lesson so you can see visually see how the children’s skills are developing. Children are to only colour the blocks when confident.
A skill review should be completed at the start of each taught lesson and time should be used at the end of each lesson for children to complete the self-assessment.
Teachers to use this as a quick assessment tool and pass up to the next teacher.
Teachers to test children on the skills throughout lessons (show me your skills) so that the documents are an accurate representation of the childrens’ skills.

Coding

1-hour coding lesson every week for 5 weeks (CS to organise which term this will be).
InfoTech to lead the teaching of coding in all year groups with teachers immersing themselves in the lessons to develop skills and understanding.
InfoTech have created a ‘Coding Progression’ document for reference (see below).
InfoTech will track the children’s progress.

Coding coverage outlined below:

Immersive approach

The 3 classroom laptops are to immersed in learning every day.

The green screen can be used in lessons (where possible).

Skills/Key subject disciplines

Taken from the National Curriculum for Computing

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.

Vocabulary

YEAR 3

YEAR 4

YEAR 5

YEAR 6

Microsoft Word

File

Insert

Design

Layout

Review

View

Table

Save

Save as

New

Open

Cut

Copy

Paste

Type

Right click

Font

Size

Bold

Italics

Underlined

Strikethrough

Text effects

Bullets

Numbering

Align

Spacing

Format

Text box

Margins

Orientation

Columns

Microsoft PowerPoint

Presentation

Title

Subtitle

File

New

Open

Save

Save as

Cut

Copy

Paste

New slide

Layout

Font

Bold

Italics

Underlined

Strikethrough

Spacing

Bullets

Numbering

Align

Text direction

Text box

Shape effects

Find

Template

Header

Footer

Video

Audio

Design

Background

Transitions

Duration

Animations

Slide show

Microsoft Publisher

File

New

Open

Save

Save as

Cut

Copy

Paste

Right click

Font

Size

Bold

Italics

Underlined

Strikethrough

Bullets

Numbering

Align

Spacing

Text box

Pictures

Table

Shapes

Wrap text

Find

Format

Templates

Rotate

Insert

Page design

Review

Page

Borders

Margins

Orientation

Size

Themes

Background

Microsoft Excel

File

New

Open

Save

Save as

Cut

Copy

Paste

Workbook

Right click

Font

Size

Bold

Italics

Underlined

Strikethrough

Bullets

Numbering

Align

Orientation

Wrap text

Merge

Cells

Insert

Delete

Auto sum

Header

Footer

Table

Pictures

Charts

Column

Page layout

Formulas

Margins

Size

Background

Gridlines

Functions

Calculation

Data

Number

Money

Percentage

Coding Vocabulary Progression (through the years 3 – 6)

Year 3

Instructions, algorithm, blocks, sprites, background, stage, code, program, process, sound, debugging, motion and speed.

Year 4

Algorithm, debugging, blocks, program, shapes, angles, repeat, process, ‘when touching’, ‘when pressed’ and ‘if X near’.

Year 5

Program, algorithm, debugging, process, input, output, devices, join, ask, wait, say, conditional statement, ‘if then else’, repeat, modular programming, blocks, functions, and variables.

Year 6

Programming, algorithm, debugging, process, print statements, variables, assign, f-string, meaningful output, input statement, cast, code, ‘if-else’ statements and loops.

Online Safety Vocabulary Progression (through the years 3 – 6)

Identity, online identity, offline identity, interact, content, avatar, copy, modify, alter, stereotype, GIF, meme, emoji, sharing, trusted adult, healthy, unhealthy, motive, search, incorrect, inaccurate, official, judgements, evidence, digital personality, unknown, target, influence, fact, opinion, source, search engine, rank, algorithm, fake news, popularity, URL, age restriction, PEGI rating, social, accept, allow, approve, password, usage rights, permission, app, cyberbullying, data, filter, firewall, gaming, social media, hate, hacker and safety.

Implementation

Year 3

Year 4

Year 5

Year 6

Term 1 - Online Safety (NOS – 6 weeks)

Coding - InfoTech

Term 1 - Online Safety (NOS – 6 weeks)

Coding - InfoTech

Term 1 - Online Safety (NOS – 6 weeks)

Coding - InfoTech

Term 1 - Online Safety (NOS – 6 weeks)

Coding - InfoTech

Microsoft Office:

Word

Microsoft Office:

PowerPoint

Microsoft Office:

Publisher

Microsoft Office:

Excel

18 weeks (1 hour per week) of Computing coverage to teach.
InfoTech will teach 5 weeks (6 weeks for Year 6) for year groups 3, 4 and 5 of coding. Teachers are to immerse themselves in these lessons to develop skills and understanding. This is timetabled below…
Teachers are to teach ALL Online Safety taught units in Term 1 (1-hour lessons).
Teachers are to teach at least 6 weeks (1-hour lessons) of their focus Microsoft Office program following the skill maps as planning.
Each child should have their own copy of the skill map to use as self-assessment (colouring each skill block when they can confidently showcase this skill). Teachers are to teach skills and give opportunity for children to use these throughout a piece of work which can be topic linked. Teachers to complete ‘SHOW ME YOUR SKILLS’ during each lesson to check children’s ability.
3 pieces of printed evidence is needed per year and showcased as work evidence in books.
Teachers to set up their classrooms with a Computing bench where the 3 classroom laptops can be placed with chairs and these laptops are to be immersed in a variety of other curriculum lessons every day.

Laptop usage:

Lower school will be allocated 2x laptop trolleys (blue and grey) which hold a total of 30 laptops.
Upper school will be allocated 2x laptop trolleys (purple and orange) which hold a total of 30 laptops.
Every year group will be allocated 2 and a half days per week when they can have access to the 30x laptops – see below.
All teachers will need to decide within year groups when their class can have access to the 30x laptops on the given days each week.
Every classroom will be given 3x laptops which are to be set up in the classroom for use every day. These laptops are also the ones to be used if needed by TAs or Supply teachers.

Lower school timetable:

Monday	Year 3
Tuesday	Year 3 am/Year 4 pm (only when InfoTech are not covering the Coding progression)
Wednesday	Year 4
Thursday	Year 3
Friday	Year 4

Upper school timetable:

Monday	Year 5
Tuesday	Year 5 am/Year 6 pm (only when InfoTech are not covering the Coding progression)
Wednesday	Year 6
Thursday	Year 5
Friday	Year 6

Coding teaching timetable – InfoTech leading:

Term 1	N/A – Online Safety for all year groups.
Term 2	Year 3
Term 3	Year 4
Term 4	Year 5
Term 5	N/A
Term 6	Year 6

Microsoft Office Program skills to be taught for 6 weeks (1-hour lesson per week) during another term chosen by each year group.

Opportunities to revisit learning

Links within Online Safety: All NOS units link to each other. Every Online Safety unit is covered in all years through the use of different videos and activities. As children move up the school, their online safety knowledge in the 8 key areas will be developed and advance.

Links within Coding: Teachers will be able to look at the ‘Westgate Coding Progression’ document which provides a detailed outline of what is taught in each year group and how each year develops their skills and understanding further.

Links within Microsoft Office Programs (Word, PowerPoint, Publisher and Excel):

Year groups will be able to identify similarities between the software (see skill block mind map planning/assessment document) and children will be encouraged to apply this knowledge as they move up the school.

Local Links

InfoTech will provide support to our staff and children. InfoTech will lead all coding lessons and allow staff to upskill themselves as they immerse themselves in these lessons. InfoTech will continue to provide IT support with any issues that arise.

NOS – The National Online Safety Platform is local to us and keep us up to date with the latest information and trends in regards to Online Safety.

Lincolnshire County Council: Stay Safe Partnership work with our school to educate our pupils in Online Safety. They run workshops within out school annually.

Impact

Our curriculum aims for high achievement and progress for all children irrespective of their backgrounds and starting points.

Quality of Education:

Westgate Academy’s intended impact is that disadvantages pupils and pupils with SEND acquire the knowledge and cultural capital that they need to succeed for the next stage of their education and in life.
Westgate Academy’s intended impact regarding pupils’ individual progress is that this is a positive measure, thus proving that students can remember more and are able to do more.

Attitudes and Personal Development:

Children are confident, resilient, and successful learners; they demonstrate the Westgate values and make the right choices.
Children demonstrate the Westgate values in their learning and behavior in and around school and within the local community.
Children show respect to all the computing equipment in school and use this equipment safely, responsibly and respectively.

Monitoring arrangements:

The subject leader is responsible for the monitoring and evaluation of their subject.
Computing is monitored at least three times during the academic year.
Judgements on the impact of the curriculum on pupils is based upon a triangulation of different monitoring and evaluation activities within school:
- Lesson observations
- Learning walks
- Pupil/staff voice discussions
- Deep dives
- Work evidence

Governors:

Governors monitor whether the school is complying with its funding agreement and teaching a “broad and balanced curriculum” which includes the requires subjects, through:

- School visits
- Lesson observations
- Learning walks
- Pupil voice discussions
- Meetings with subject leaders
- Work evidence scrutiny
- Deep dives

SLT:

SLT will be involved in, or reported back to about, the monitoring conducted by subject leaders or governors. These monitoring tools help senior leaders assess the impact of the curriculum.

Assessment Procedure:

The Microsoft Office skill mind maps that have been created will be used as a self-assessment tool. At the start of each taught lesson the children will review skills they have learnt and at the end they will be given chance to reflect and self-assess their skill development. The teacher provides vast opportunities for the children to develop and practice these skills. The teacher will also complete mini ‘show me your skills’ activities to make sure that the children are confident with the skills they are being taught. This will be shown through colouring the different skill blocks on the skills map each time they feel confident on that particular skill. These skill maps will be past to the child’s next teacher as they move up the school.

InfoTech will use an online assessment tool to track progress in coding. This will be shared with class teachers.

There will be no formal assessment for the teaching of online safety. Online Safety units will be taught thoroughly in every year group and at the start of every year in September. Online Safety will continue to link to all other computing taught lessons and throughout the school through use of assemblies, awareness days etc…

SMSC

COMPUTING

Spiritual

Spiritual Development in Computing
During the range of experiences and themes taught within the Computing curriculum, students can develop a sense of enjoyment and fascination in learning about themselves, others, the world and technology around them. Students are consistently encouraged to use their imagination and creativity within learning, and showcase a willingness to explore a range of computing equipment and resources. Throughout the Computing curriculum, students will also develop the ability to set their own goals, work independently, show compassion to others who need extra support and challenge their own thoughts and understanding.

Examples of this in Computing:
– Explore creativity through creating their own simulated programs.
– Working alongside others and in small groups
– Reflecting and critiquing their own ability, work evidence and understanding
– Asking questions, setting own targets and achieving goals.
– Questioning students throughout lessons to build upon knowledge

– Units of work focusing on technology and online safety.

Moral

Moral Development in Computing
The Computing curriculum teaches students about code of conduct, online safety, an ability to distinguish right from wrong and to have an ability to make reasonable judgments. Students should abide by the rules of online safety and gain a good understanding of how to think through the consequences of their own and others’ actions online. All students will continue to show respect for equipment and how we treat and use it around school.

Examples of Moral lessons in Computing:
– Moral dilemmas through online social media or content
– Promote SMART and staying safe online
– Encourage good behavior online
– Respect with equipment both when using it and when storing it
- Challenge own thinking and being given opportunity to distinguish between the right and wrong behavior online.
– Using students as representatives for Online Safety

Social

Social Development in Computing
Students in Computing can use of a range of social skills in different contexts, including working and socialising with students during paired work, class discussions and whole class teaching input. Students will understand the different social contexts based online and understand appropriate and sensitive behavior. Students will be working with a range of expensive equipment and show respect for the equipment whilst taking responsibility to look after and respect this equipment.

Examples of Social lessons in Computing:
– Creating a sense of community/teamwork in lessons
– Showing respect and responsibility of looking after the equipment
– Encourage students to recognise and respect social differences and similarities through social contexts online
– Promoting teamwork throughout lessons supporting one another to develop their skills and challenge their abilities
– Providing peer assessment throughout lessons

Learning about online safety and the importance of knowing how to behave online and how to report concerns

Cultural

Cultural Development in Computing
Students are to use the internet as a way of finding out about different cultures. Students to have an openness to participate in activities which explore cultural media and traditions. They will continue to increase their knowledge of technology and delve into topics such as emailing and online safety. Students have a good understanding of how technology has grown and is continuing to develop over time.

Examples of Cultural lessons in Computing:
– Learning about the developments of technology around the world
– Using computing equipment to research

Exploring cultural media

British

Values

We aim to instil British values to all our students in a variety of ways within the Computing curriculum. We strive to ensure that all children leave our school with confidence, knowledge and skills to be digitally literate, safe and forward thinking in an ever-changing technology based world

Democracy:

Within all lessons students have the opportunity to have their opinions heard among their peers when discussing themes, current issues, and practising skills. Students are encouraged to learn about democracy (including allowing everyone the opportunity to have their voice heard). This is often seen through feedback, peer and self-analysis tasks within lessons and during discussions. We also show democracy within the Computing curriculum by encouraging volunteerism in school by running Online Safety committees and allowing these children to make decisions about the organisation of equipment, the computing curriculum and provide a pupil voice when planning further developments.

Rule of Law:

A key part of Computing lessons is about teaching students about online safety. In every lesson, students recognise and implement their online safety knowledge. This enables children to understand how to behave in the digital world.

Individual Liberty:

Within our lessons, students are taught about self-discipline and that to be successful you must work hard. Students are encouraged to involve themselves in opportunities which interest them. Students are taught how to keep themselves safe online and know how to report any concerns.

Mutual Respect:

Individuals are encouraged to make sensible and informed choices in lessons and to take ownership and leadership for this. This is demonstrated through ensuring the working environment is safe and that equipment is respected. Teachers set high expectations about pupil conduct and through the school values, children are taught to respect each other. The Computing curriculum encourages the children to work collaboratively in pairs, small groups and as a whole class during discussions. Students are supportive to each other as well as being understanding of differences.

Tolerance:

Students in Computing lessons use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds. They are also taught about respecting students’ different abilities and also the teacher when discussing more intense topics. Throughout our Computing curriculum, children have the opportunity to express themselves in a variety of ways.