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“Access to computers and the internet has become a basic need for education in our society” – Kent Conrad


Information and Communication Technology prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination.  They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures.  Increased capability in the use of ICT promotes initiative and independent learning; with pupils being able to make informed judgments about when and where to use ICT to best effect, and consider its implications for home and work both now and in the future.

The National Curriculum requires ICT to be used in all subjects where appropriate.  It has a cross curricular competence which is concerned with the acquisition, storage, manipulation, interpretation and telecommunication of information and involves creating, collecting, organising, storing, processing and presenting information for specific purposes by electronic means.  We therefore ask that teachers give careful thought to planning ICT activities across the curriculum and regularly dedicate INSET time to training and planning for ICT. 

Use of current and emerging technologies include:

  • Internet websites
  • Virtual Learning Environments
  • Instant Messaging e.g. Facebook messenger and WhatsApp - often using webcams.
  • Email
  • Social networking sites e.g. Facebook, Instagram and Snapchat.
  • Blogs and Vlogs e.g. Youtube
  • Chatrooms
  • Video Broadcasting e.g. Youtube
  • Hand held devices with video functionality
  • Games Machines e.g. Xbox, Playstations
  • Music download sites e.g. iTunes.
  • IPads
  • Digital Cameras



At Redby we offer a structured sequence of lessons in ICT, to ensure that pupils have covered the skills required to meet the aims of the National Curriculum, and are prepared for the next steps in their education. The content allows for a broad, deep understanding of computing and how it links to children's lives. It offers a range of opportunities for consolidation, challenge and variety. This allows children to apply the fundamental principles and concepts of Computer Science. They develop analytical problem-solving skills and learn to evaluate and apply Information Technology. It also enables them to become responsible, competent, confident and creative users of Information Technology.

Cultural Capital

The children will learn about areas specific to ICT such as those mentioned above, helping to develop an understanding of the role of Computing and the Internet in the wider world, including how this may influence their future career and maximise their life choices.   In addition, children will learn how to stay safe online in an ever-changing digital world, to protect the privacy of themselves and others.


Each lesson contains revision, analysis and problem-solving. Through the sequence of lessons, we intend to inspire pupils to develop a love of the digital world and see its place in the future. Cross-curricular links are also important in supporting other areas of learning. The lesson sequences help children to build on prior knowledge at the same time as introducing new skills and challenges. In KS1, the focus is on developing the use of basic computer skills, algorithms, programming and how technology can be used safely and purposefully. In KS2, lessons still focus on algorithms, programming and coding but in a more complex way and for different purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology. Data Handling is featured more heavily in UKS2. Skills learnt through KS1 and LKS2 are used to support data presentation. 


Substantive knowledge Substantive knowledge in computing is understanding how to use technology, how to be safe and knowing how to program. This is developed through deliberate practice and by children applying their knowledge of how to be computational thinkers.


Disciplinary knowledge Disciplinary knowledge in computing is the use and interpretation of substantive knowledge in order to develop original digital content and programs.


Learning in computing is enjoyed across the school. Teachers have high expectations and collate evidence in a variety of forms. Children use digital and technological vocabulary, alongside a progression in their technical skills. They become increasingly confident using a range of hardware and software   Children see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They become confident and respectful digital citizens with the opportunity to go on to lead happy and healthy digital lives.


In EYFS, children work towards the Early Learning Goal relating to Technology and Understanding the World:

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Children have access to PCs and Ipads, to enable them to practice basic skills such as logging in, mouse and keyboard control and interaction with age appropriate apps, programs and websites.


We aim to create a learning environment that is inclusive and accessible for all pupils. Lessons will be taught in a way that is educational, sensitive yet enjoyable and teachers will remain inclusive and meet the needs all children. This is achieved by creating a space that feels safe and will encourage all children to explore their emotions and ask questions through carefully and appropriately planned lessons.  


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