Computing

Computing at Gilmour Primary School

At Gilmour Primary, we provide a high-quality computing education aimed at empowering our students to become confident and digitally literate individuals. Our curriculum is designed to develop computational thinkers who are skilled in using technology, with the ability to navigate the digital world safely and responsibly.

We recognise that computing skills are crucial for fostering confident, creative, and independent learners. Our objective is to ensure that every child has the opportunity to develop these essential skills. Central to our approach is computer science, where pupils learn the fundamentals of information processing, digital systems, and programming.

Digital literacy is woven throughout the curriculum, ensuring that our students not only use technology effectively but also with care and consideration. A key focus is online safety, teaching pupils to use technology in a safe, respectful, and responsible manner. Our goal is to nurture responsible digital citizens who understand acceptable behaviour in the digital world, promoting their wellbeing in online environments.

Computing Curriculum Implementation

Our Computing Curriculum aligns with the National Curriculum, utilising the Teach Computing framework (National Centre for Computing Education) and Project Evolve to deliver a well-structured and engaging learning experience. These resources provide teachers with the tools to offer exciting, age-appropriate lessons, enabling our children to revisit, refine, and progressively develop their computing skills.

Teach Computing

The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. This has been developed through a thorough review of the KS1–4 computing programme of study, and the GCSE and A level computer science specifications across all awarding bodies. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:

• Algorithms — Be able to comprehend, design, create, and evaluate algorithms
• Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks
• Computer systems — Understand what a computer is, and how its constituent parts function together as a whole
• Creating media — Select and create a range of media including text, images, sounds, and video
• Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios
• Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts
• Effective use of tools — Use software tools to support computing work
• Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems
• Programming — Create software to allow computers to solve problems
• Safety and security — Understand risks when using technology, and how to protect individuals and systems

At Gilmour Primary, we are committed to ensuring high-quality teaching and learning in computing. Our teachers have access to structured, high-quality lessons, and receive training from lead practitioners and experts in the fields of computing and online safety. This professional development is aligned with our school policy and tailored to meet the training needs identified through regular staff audits.

Effective pedagogy is central to successful teaching and learning. Our computing teachers blend subject expertise with evidence-based teaching practices to deliver the best learning experiences. This approach is supported by the National Centre for Computing Education, which is guided by 12 principles of Computing Pedagogy to enhance teaching effectiveness.

12 pedagogy principles.

Project Evolve – Online Safety

At Gilmour, we teach online safety using the Project Evolve scheme, which is developed by experts from the UK Safer Internet Centre. This up-to-date, engaging programme brings online education into the modern era. Our aim is to create opportunities for meaningful discussions, guided by thought-provoking questions and supported by research-backed information, enabling teachers to deliver consistent and informed messages about online safety.

The toolkit follows the UKCIS “Education for a Connected World” (EFACW) framework, which covers knowledge, skills, behaviours, and attitudes across eight key strands. These are progressively mapped to each age group:

• Self-Image and Identity: Exploring how online identities are shaped and how media can influence gender and stereotypes.
• Online Relationships: Understanding the behaviours that may cause harm and how positive online interactions can empower and amplify voices.
• Online Reputation: Learning strategies to manage personal digital content and how to create positive online profiles.
• Online Bullying: Developing strategies for reporting and managing bullying and aggressive behaviours, including their legal implications.
• Managing Online Information: Learning to search effectively, critically evaluate content, and understand ethical publishing.
• Health, Well-being, and Lifestyle: Examining the impact of technology on health and well-being, including how to address negative behaviours online.
• Privacy and Security: Understanding how to protect personal data and secure digital systems.
• Copyright and Ownership: Teaching the importance of protecting personal content and respecting others’ rights while addressing the consequences of illegal downloads and distribution.

Curriculum Overview Map

Infant Department

Junior Department

Assessment in Computing

A key aspect of our computing programme is encouraging creativity in developing digital content. Children’s work in computing is not recorded in traditional ways, as it often involves digital devices. Learning outcomes may be captured in various formats, including written summaries, screenshots, saved programmes, presentations, documents, photographs, and videos.

Assessment feedback is provided primarily through verbal interactions, helping pupils improve and progress in real time. Written feedback is given where appropriate, ensuring that each child’s learning is supported and valued.

Updated OCT 2024

Javed Munshi