Computing
Computing Long term Plan Cycle A (click to see document)
Computing Long term Plan Cycle B (click to see document)
Intent
At our school, we want our pupils to be masters of technology; by providing a broad and balanced computing curriculum, which encompasses the three core areas of the National Currculum guidance for computing of computer science, information technology and digital literacy. Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to become competent users of technology in a positive, responsible and safe manner. Critical to our curriculum, is the development of creativity, resilience and problem-solving skills by learning how to be effective ‘computational thinkers’. At Christ Church, 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.
Our computing curriculum is based on the National Curriculum. This is supported by our chosen scheme to provide an engaging mixed-age delivery of a comprehensive and cohesive spiral curriculum. We have worked hard to ensure that our curriculum is tailored to meet the unique context of our school and accessible to all pupils and as classes are taught in a mixed-age context, the order and sequence of lessons are evaluated and adapted in order to meet the needs and abilities of the present cohorts. The cycles in each phase have been devised to ensure progressive learning in skills and knowledge across mixed-age groups, ensuring a clear pathway for pupil learning. Progression is broken down into the following key areas:
- Computing systems and networks – learning about different hardware and software, how to use them and how computers communicate with each other in a network.
- Programming – learning how computers follow instructions or algorithms; writing and debugging code for a range of purposes using different programming languages.
- Data handling – learning about different types of data and how data is collected, recorded, stored, presented and shared.
- Creating media – producing and editing digital artefacts such as video, music and images.
- Online safety – identifying how to stay safe online in a range of situations reflecting the children’s age and common online activities.
By the end of Years 2, 4, and 6, mixed-age pupils have the same opportunities as those in single-year groups.
Implementation
We have created a comprehensive progression document for staff to follow to embed and cover every element of the computing curriculum. The substantive and disciplinary skills statements build year on year to deepen and challenge our learners. We also follow a spiral curriculum model which allows pupils to revisit themes, enabling them to consolidate and build on prior learning.
Computing lessons are taught discreetly, but our approach is that pupils will develop their learning in computing through utilising cross curricular themes and topics to give lessons a meaningful context. At Christ Church, we encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible.
Children have access to resources which aid in the acquisition of skills and knowledge, including hardware (chrome books, iPads, tablets and programmable equipment) and software that they need to develop knowledge and skills of digital systems and their applications.
Children will have the opportunity to explore and respond to key issues such as digital communication, cyberbullying, online safety, security, plagiarism and social media. Each pupil in school has a school administered Google account, with each pupil assigned to their class. Any pupils' work. (in digital format) is shared via one of these platforms, enabling easy evidencing of coverage within the subject. Paper based tasked are evidenced in each child’s computing folder.
Impact
We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing.
Formative assessment is used within lessons using a variety of techniques such as high quality questioning and self and peer evaluation to gain a clear understanding of pupil progress within the lesson and provide opportunities to extend learning further or correct any misconceptions. This will be evidenced through the completion of assessments at the end of lessons and units, , where teachers can make a summative assessment of pupils’ learning. An assessment spreadsheet is used to record children’s progress in each lesson to enable teachers to build a picture of their learning through each unit.
Summative assessment of pupil progress is undertaken against the knowledge and skills statements for Computing and takes into account pupils' final completed pieces of work as well as formative assessment that has taken place. We also look for evidence through reviewing pupil’s knowledge and skills in their ongoing work and observing learning regularly.
This summative data is then used by the teacher to evaluate the quality of coverage of the knowledge and skills statements. Furthermore, it will inform aspects of learning that need to be strengthened to improve the quality of provision and to enhance pupil progress. Progress of our Computing curriculum is demonstrated through these pupil outcomes and the record of coverage in the process of achieving these outcomes.