Computing Curriculum Intent
All pupils at St. Gregory’s have the right to have rich, deep learning experiences that balance all the aspects of Computing. With technology playing such a significant role in society today, we believe ‘Computational thinking’ is a skill that children must be taught if they are to be able to participate, contribute and lead safely and effectively in this growing digital world. A high-quality computing education equips pupils to use creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. At St. Gregory’s, the core of computing is Computer Science in which pupils are introduced to a wide range of technology, including laptops, iPads, tablet devices, programmable equipment and interactive whiteboards, allowing them to continually practice and improve the skills they learn. This ensures they become digitally literate, so that they are able to express themselves and develop their ideas through information and computer technology– at a level suitable for the future workplace and as active participants in a digital world.

We teach a curriculum that enables children to become effective users of technology who can:
•    Understand and apply the essential principles and concepts of Computer Science, including logic, algorithms and data representation.
•    Analyse problems in computational term, and have repeated practical experience of writing computer programs in order to solve such problems.
•    Evaluate and apply information technology – with growing competence in analysis - to solve problems.
•    Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.

Internet Safety
Internet, and all E-Safety, is of paramount importance at St. Gregory’s. We have an E-Safety Policy that provides guidance for teachers and children about how to use the internet safely. Every year group participates in lessons on e-safety and children understand how to stay safe when using technology; E-Safety learning is also interwoven into many other aspects of learning. You will find a wealth of further information on our dedicated E-Safety page on our school website: https://www.stgregorysprimary.co.uk/esafety/

Computing Curriculum Implementation
As part of the planning and preparation process, teachers make consideration to and use of

•    A knowledge organiser which outlines knowledge (including vocabulary) all children must master, at specified points in their education journey.
•    A cycle of lessons for each subject, which carefully plans for progression and depth.
•    Challenge questions for pupils to apply their learning in a philosophical/open manner.
•    Trips and visiting experts who will enhance the learning experience, including links with local high schools and universities.
•    Dedicated Digital Leaders and a Digital Council who support subject review and development, and lead E-Safety and technology management across school and within classes.

Computing Curriculum Impact
Our Computing curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods.
•    A reflection on standards achieved against the planned outcomes;
•    Children can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
•    Children can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
•    Children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
•    Children are responsible, competent, confident and creative users of information and communication technology.
•    Pupil discussions about their learning.