The use of Information and Communication Technology is an integral part of the National Curriculum as well as a key skill for everyday life. Computers, I-pads, netbooks, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Tansley Primary School we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. The purpose of this policy is to state how the school intends to make this provision.

Curriculum Intent: 

At Tansley we want pupils to be confident with understanding technology and use it wisely. Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible and to model positive use. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers. 

Curriculum Implementation: 

Computing is taught inclusively throughout the academic year. It is timetabled weekly and taught alongside other curriculum areas. The knowledge progression document for Computing allows the area to be monitored across year groups and allows progression from the previous year. This development of knowledge equips children to access each year as they move through school. Retaining this information is required in order to access the Computing curriculum at an age-related level. We have created a long term plan which is a comprehensive progression document for staff to follow to best embed and cover every element of the computing curriculum. The knowledge/skill statements build year on year to deepen and challenge our learners.

• Coding and Computational thinking
• Spreadsheets
• Internet and Email
• Art and Design
• Music
• Databases and Graphing
• Writing and Presenting
• Communication and Networks 

Curriculum Impact: 

We encourage our children to enjoy and value the curriculum we deliver. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is key to an effective education and a healthy lifestyle. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence by reviewing pupil’s knowledge and skills digitally through discussions, regular assessments and observing learning regularly. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.

Spiritual, moral, social and cultural development and British Values

Collaborative work in ICT develops mutual respect for the differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people – and their views – are equally important. Children are encouraged to work in a democratic way, exercising the co-operation required for successful teamwork.