Computing / ICT

At Highfurlong, we believe that ICT and computing should:

• Give our students immediate access to a rich source of resources and materials.
• Help our students express their opinions and present information in new ways.
• Motivate and enthuse pupils through the use of the interactive sensory rooms and personal computing systems.
• Be used to help our students focus and concentrate.
• Be used effectively to promote effective group working and develop social skills.
• Be flexibility to meet the individual needs and abilities of each pupil.

Our school curriculum

In the EYFS, is delivered through a sensory, practical Curriculum and seeks to help the children improve, use and integrate their visual, auditory, tactile, gustatory, olfactory and kinaesthetic awareness and skills. Highfurlong School believes that the teaching of sensory skills is vital to development and enhances the experiences of pupils of all abilities.
It is important in the foundation stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. ICT is not just about computers. Early years learning environments should feature ICT scenarios based on experience in the real world, such as in role-play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language.

By the end of key stage 1, dependent upon the student’s individual learning ability, pupils should be taught:
• that programs execute by following a sequence of instructions
• write and test simple programs;
• use logical reasoning to predict and computing the behaviour of simple programs organise, store, manipulate and retrieve data in a range of digital formats; and
• communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

By the end of key stage 2, dependent upon the student’s individual learning ability, pupils should be taught to:
• design and write 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; generate appropriate inputs and predicted outputs to test programs and use logical reasoning to explain how a simple algorithm works 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; describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

By the end of key stage 4 and again at key stage 5 , dependent upon the student’s individual learning ability, pupils should be taught to use computers to perform a variety of independent tasks.  This tailored approach continues through key stage four and five to ensure each student is able to achieve an external accreditation.