Computing

Our Computing leader is Mrs Rachel Woodier

Click here to view our computing curriculum

Computing Intent

At our school we want pupils to be MASTERS of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students’ lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (including social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education.

We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists.

We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.

Implementation

Children experience 3 alternate half-terms of purposeful computing lessons each year, this allows them sufficient time to become learn and practice their knowledge and skills. Recalls of knowledge and skills throughout the embedding of technology in the rest of the curriculum will ensure the knowledge and skills are consolidated in their long term memory.

Each unit divides new material into manageable steps, lesson by lesson, fostering and nurturing a child’s semantic memory through use of repetition and revisits, STEM sentences and focused lessons where the memory is not over loaded. This implementation ensures that pupils are ready for the next stage, whether that is the next lesson, unit of work, year or key stage. The knowledge/skills statements build year on year to deepen and challenge our learners.

We have a timetabled computing session to focus on one of two elements: An Explicit Computer Science lesson or A Tinkering Session. The computer science part of the computing curriculum will often, but not always, need a more explicit approach. That is not to say it can’t be embedded across the curriculum. A tinkering session looks at introducing a new app or tool and giving children opportunity to experiment and familiarise themselves with the different elements and tools before it can be applied in a more focused approach across the curriculum.

For example: If my class were covering World War 2 in Year 6 and we are exploring how the Second World War started, I could set the children the task of creating a video explaining this. First, the children may want to research some more information about how the Nazi party rose to power. This would involve covering some Digital Literacy:

Managing Online Information –

  • I can use search technologies effectively.
  • I can explain how search engines work and how results are selected and ranked.
  • I can demonstrate the strategies I would apply to be discerning in evaluating digital content.
  • I can describe how some online information can be opinion and can offer examples.

If the pupils were to then create a video using an app such as Adobe Spark Video to demonstrate their learning, they would be covering some of the Information Technology: Video Creation –

  • I can create videos using a range of media – green screen, animations, film and image.

If the pupils were to then upload or publish their work on a blog or platform such as Seesaw, we would also be covering this objective from Information Technology: Word Processing objectives –

  • I can publish my documents online regularly and discuss the audience and purpose of my content.

How does the computing curriculum impact on children’s cultural capital and in becoming well rounded citizens

Our Computing curriculum prepares all our children for the ever changing world of technology and enables children to become digitally literate thus readying them for the future workplace and as active participants in a digital world.

Special Educational Needs and Disability

We recognise that pupils with SEND have a range of different needs and starting points. Some of our pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory.

Teachers are ambitious for all pupils including those with SEND, developing and adapting the curriculum so that it is coherently sequenced to all pupils’ needs, starting points and aspirations for the future; acquiring the knowledge and cultural capital they need to succeed in life. Specific programs and software is used for pupils with SEND in order for them to access the curriculum most appropriate for them. Classroom IPADS are enabled with appropriate APPS to support all learning and learners.

UNCRC ARTICLE 23: A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community.

How is Computing assessed?

Each unit of work begins by ascertaining the children’s prior knowledge and any connected knowledge held in their long term memory. Any misconceptions that arise throughout the unit are identified and addressed appropriately. Children continue to recall their knowledge throughout a unit in order to ensure an alteration in long term memory which is knowledge and skills, developed and built on year by year (as shown in our LTP progression outcomes).

Through the embedded use of technology throughout the school curriculum, we provide sufficient opportunities for planned revisits of previously learned knowledge, concepts and procedures; this is to ensure that once learned, knowledge becomes deeply embedded in pupils’ memories. Regular ‘low stake’ assessments and ‘deliberate practice’ are used in order to strengthen memory by revisiting at gradually increasing intervals: Learning Vibrations.

These ‘Learning Vibrations’ occur throughout units of work so that all children have the opportunity to make connections and embed the information in their long term memory.