Computing has the potential to improve the quality of teaching and learning across the Curriculum.
At Ribbon, we recognise society is changing and there is an increasing need for a greater level of technological knowledge and awareness amongst the population as a whole. The effective use of ICT in the classroom will help to produce a population that feels comfortable with the new technology, is able to access lifelong learning opportunities through the use of IT and can adapt to the rapid changes in this field. All the software used in school is monitored to ensure that its use is non-discriminatory and, where relevant, represents cultural diversity. Our vision is to provide a vibrant 21st Century learning environment where all students can excel. Throughout our curriculum design, we strive for our pupils to: ·
be creative thinkers, which will help them understand and change the world.
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.
We want our children to make strategic choices about how they work at Ribbon. No longer are children bound to pen and paper. It is vital that we provide opportunities for our children to explore other possibilities. Through a range of devices, programmes and apps our children will become critical thinkers: they will begin to make choices about how they work. We want our children to become responsible, competent and creative users of IT. When children at Ribbon reach the end of year 6, we envisage that they will be confident and inquisitive problem solvers, who use IT as a vehicle for learning.
Our Computing Overview
Our Computing Overview outlines the essential details to ensure full coverage of the National Curriculum whilst providing our teachers with the tools required to ensure our children excel beyond being computer literate. These details include: –
progression of teaching topics
identification of computing skills to teach, learn and practise
prioritised knowledge and facts to know, supporting an understanding and efficiency behind computing
The Computing Curriculum at Ribbon aims to teach children new skills, as well as giving children the opportunity to apply these skills in subjects across the curriculum. The computing curriculum at Ribbon teaches skills to cover the following areas:
Microsoft Word & Apple Pages
Microsoft Powerpoint & Apple Keynote
Communication (including iMovie & Garageband)
Coding / Computer Programming
For each area above, knowledge and skills are split up appropriately and progressively for each year group, from Reception to Year 6.
Our HLTP Computing Specialist delivers Computing lessons to all children across school, making the most of their expertise and the wide range of equipment we have available such as; computers, laptops, Chromebooks, Ipads, Ipods, tablets etc… We provide our children with experience using a broad range of programmes whilst ensuring a depth of understanding within each programme. Class teachers are then responsible for providing children with opportunities to apply these skills throughout the Wider Curriculum.
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘School have done a fantastic job in all areas.’
‘The governing body knows the school and the local community very well.’
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘The teaching of phonics is a strength.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
‘All support and communication is brilliant’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
confident that their children are happy, safe and well taught.’
‘The quality of teaching across all subjects continues to improve.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘We are so grateful to all the effort the teachers are putting in.’
‘Disadvantaged and most-able children are making particularly good
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’