Computing

INTENT:

The intention of our Computing curriculum is to support children in becoming creative,
independent learners and ensure they develop a healthy relationship with technology. At
our school we value and recognise the contribution that technology can make for the
benefit of all pupils, staff, parents, governors and society. We strive to provide safe
opportunities in computing to motivate, inspire and raise standards across the curriculum.
Everyone in our school community will be equipped with the digital skills to meet
developing technology with confidence, enthusiasm and prepare them for a future in an
ever-changing world.

IMPLEMENTATION:

Organisation and Curriculum Coverage

 Teachers create a positive attitude to Computing learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in Computing. Our whole school approach to the teaching and learning of Computing involves the following;

  • Computing is delivered through discrete lessons developed by Knowsley City Learning Centres. At St. Stephens, the requirements of the Computing Curriculum are taught through half-termly units, where the children have access to their own computer/laptop or iPad.
  • The units have logical sequenced steps that will equip all children with the essential skills and knowledge they need to use technology safely and creatively.
  • Planning enables children to build on their understanding, as each new concept is taught with opportunities for children to consolidate and reapply their skills and knowledge throughout the year.
  • The Knowsley scheme highlights the knowledge, skills and vocabulary for each year group and is progressive from year to year. New learning is based upon what has been taught before and prepares children for what they will learn next.
  • There is a strong emphasis on improving computing/digital vocabulary, core fundamental digital skills and computational concepts.
  • Every unit have reflection and assessment points, this ensures that all children can process and articulate the concepts within the lesson before moving to the next activity, with no pupil left behind.
  • Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up.
  • The children’s work is stored electronically and shared with parents on Tapestry/Seesaw wherever possible.

Our Computing units and progression model is broken down into four strands that make up our computing curriculum. These are Essential Skills, Computer Science, Information Technology and Digital Literacy.

Essential Skills: ensure the children have the core basic skills to use multiple devices, this is designed to promote independence. These essential skills are interwoven into all units.

Computer Science: underlines the knowledge and skills relating to computational thinking, coding, algorithms and networks.

Information Technology: underlines the knowledge and skills relating to digital communication, creating multimedia content and data representation/handling.

Digital Literacy: underlines the knowledge and skills relating to online safety and technology in society.

We participate in annual events such as Safer Internet day, Anti-bullying week and technology themed competitions.

IMPACT:
In our Computing curriculum the children revisit each objective several times, via different
themes helping to ensure the best results are achieved. We constantly monitor to ensure
the children have learnt the things we’ve taught them and if they are struggling, we can
introduce additional support the next time they encounter that objective. Impact is about
how we know what you do is making a difference. If children are keeping up with the
curriculum, they are deemed to be making good or better progress.

We measure the impact of our curriculum through the following methods:

  • Pupil discussions and interviewing the pupils about their learning (pupil voice).
  • Pupil journals and assessment/feedback on content creation.
  • Governor monitoring with our subject computing link governor.
  • Moderation staff meetings with opportunities for dialogue between teachers.
  • Photo evidence of the pupils’ practical learning.
  • Video analysis through recording of performance or practical learning in lessons.
  • Pupil self-reflection.
  • A reflection on standards achieved against the planned outcomes (progression/what to
    observe in learning).
  • Learning walks and reflective staff feedback (teacher voice).
  • Dedicated Computing leader time.
  • Formative and summative approaches.

 

Computing and E-Safety