Computing
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St Michael’s Computing Executive Summary
Computing Vision
Our vision is to develop ‘thinkers of the future’ through a modern, ambitious, inclusive and relevant education in computing. We want to equip pupils to use computational thinking and creativity to be active participants in the digital world. It is important to us that the pupils understand how to use ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.
We want pupils to develop as respectful, responsible and confident users of technology while being aware of measures that can be taken to keep themselves and others safe online.
This vision is achieved by:
- providing a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts
- giving pupils the opportunity to explore and gain a deep understanding of the concepts learned and to make connections with other learning experiences
- providing an inclusive and ambitious curriculum which builds on prior learning so that all pupils can succeed and thrive
- regularly referring to online safety when teaching all strands of the computing curriculum
Implementation of the Computing Vision
EYFS
In Reception Class the children develop computational thinking using ‘Barefoot Computing' activities. Computational thinking is a set of problem solving skills, which can be learnt away from the computer. This is called an ‘unplugged’ approach. We occasionally use online activities to practise some aspects of computational thinking skills. Computational Thinking in EYFS is defined as 8 skills: Tinkering, Making, Collaboration, Persevering, Logic, Pattern, Abstraction and Algorithms.
Our planned activities provide foundational experiences for the children to build on. The children learn these skills through a wide assortment of familiar play-based activities, such as water play, outdoor play, games and challenges that focus on building children’s listening skills, curiosity, creativity and problem solving.
Key Stages 1 and 2
In Key Stages 1 and 2 we use the ‘Teach Computing’ Curriculum resource, which covers all aspects of the Computing National Curriculum and builds on the computational skills developed in EYFS. This curriculum was chosen as it has been created by subject experts and is based on the latest pedagogical research.
The curriculum equips pupils with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 10 strands: algorithms, computer networks, computer systems, creating media, data and information, design and development, effective use of tools, impact of technology, programming and safety and security. The teaching units are based on a spiral curriculum where each of the strands is revisited regularly building on prior learning.
Computing is taught progressively, focusing on 5 of these key strands as follows:
- Online Safety – this is regularly referred to when teaching all strands to develop pupils’ understanding of safe and responsible behaviour
- Computing Systems and Networks – to teach pupils about design and functions of technology around us
- Creating Media – to focus on digital literacy using a variety of programs and apps.
- Programming – initially focuses on the coding of physical objects, such as robots then developing to block programming and then manual coding
- Data and Information – to teach pupils how data is stored, organised, and used
There is a clear progression of skills and knowledge within each of the strands. (See Appendix A for the Curriculum progression document)
The remaining strands are present in all phases but are not always taught explicitly. These are highlighted on the Teach Computing Curriculum Journey (see Appendix B).
Online Safety and Digital Citizenship
When implementing our computing curriculum the safety of our pupils is paramount. We teach pupils the necessary skills to keep themselves safe online. Pupils have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage. Online safety and responsible use of technology are topics covered in Computing and PSHE lessons, assemblies and during events such as Safer Internet Day.
For further information please go to the school website to read our Online Safety Policy.
Resources for the Teaching of Computing
To ensure effective delivery of the computing curriculum we have a variety of hardware available, including:
- laptops
- iPads
- Bee-Bots
- Easi-Scope Microscope
- Easi-Speak Audio recorders
- Recordable Buttons
Each teacher is provided with:
- A laptop
- A desktop PC
- Interactive Whiteboard
- Visualiser
All children in Key Stages 1 and 2 are provided with Google Education Suite accounts and work can be accessed in school and remotely.
Technical support is provided by INTERM IT and curriculum support is provided by Sandringham Computing Hub.
Measuring the Impact of the Computing Vision and implementation
Formative assessment
Formative assessment (or Assessment for Learning) takes place throughout every session, and is the basis on which teachers tailor learning to the needs of the children they are teaching. Teachers use observation, questioning and where appropriate marked activities to assess understanding and this informs subsequent lessons.
Summative assessment
Summative assessment takes place twice a year. End of unit assessments (Multiple Choice Quiz or Rubric) are used to inform summative judgements. Pupils will be assessed as to whether they are ‘Working Above’ (Key Stages 1 and 2 only), ‘Working At’, or ‘Working Towards’ the age related standard for each area of Computing. The assessments support teachers in planning and adapting learning appropriately to the pupils’ needs.
The Computing Subject Lead will analyse this data twice a year to:
- identify areas of strength and weakness for classes, groups and individuals
- provide evidence for patterns in progress and attainment (eg. between boys/girls, SEN/non-SEN, different year groups) and to compare attainment with nationally agreed expectations for children of that age
- Support teachers in developing the curriculum in their year group to support the needs of the cohort
Monitoring
Subject leader monitors provision in computing through:
- observations and learning walks
- teacher/lead discussions
- pupil voice activities
- an annual ‘deep dive’ in computing with the senior leadership team
Monitoring activities and an analysis of attainment and progress are used to formulate the subject leadership action plan which is updated twice each year.
Enrichment
Opportunities are taken to embed Computing across the curriculum. Computing Workshops are held each year to explore authentic contexts.