Computing

Teaching Computing at Haselworth Primary School

 

Intent

At Haselworth, we believe that computational thinking and creativity with digital technology is now one of the key skills. It has become deeply embedded in every area of life, and this must be reflected in the teaching across the curriculum, with children developing an understanding of how technology underpins much of what we do, how to use it practically and creatively, with a wide understanding of the risks and benefits of this technology.

 

How do we teach Computing?

Children will be taught to both how to use familiar equipment and programmes safely, and how to apply these skills to unfamiliar equipment and situations – to become digitally literate in a world where the use of computers is growing exponentially. They will also learn computational thinking – the logical processes necessary to get the most out of this technology.

 

The aims of teaching Computing in our school are:

 

• To encourage children to explore how technology can be used to advance and showcase their learning
• To use technology to motivate, inspire and help improve standards in all subjects across the curriculum
• To ensure pupils are challenged in their use of technology and are provided with creative ways in which to share their learning
• To enhance social and emotional development through promoting the values of caring, collaboration, critical thinking and creativity in this subject
• To foster an interest in finding technological solutions through problem solving
• To develop computational thinking, so that children feel confident to use programming skills, and understand the basis of these
• To use tools available to ensure children have the ability to work independently and collaboratively to suit the needs of the situation
• To increase pupils’ understanding of the benefits and risks inherent in technology, with particular reference to E-safety.
• To enable all staff to act as computing role models, having the confidence to use technology to its full potential in all aspects of school life through training and support
• To use technology as a form of communication with parents, pupils and the wider community

 

Implementation

 

To ensure high standards of teaching and learning in Computing, we implement a curriculum that is progressive throughout the whole school.Computing is taught through a termly topic, focusing on knowledge and skills stated in the National Curriculum.

 

We carry out the curriculum planning in Computing in three phases: long-term, medium term and short-term. The long-term plan maps out the topic covered in each term during the key stage. The subject leader works this out in conjunction with teaching colleagues in each year group.

 

 Our medium-term plans have been written to link to the themes that are taught in each year group each term/half term. They identify skills that that are taught/practiced by children each lesson and ensure there is progress in these skills each year. We plan the learning in Computing so that they build upon the prior learning of the children.

 

We give children of all abilities the opportunity to develop their skills, knowledge and understanding and so that the children are increasingly challenged as they move through the school.

 

Class teachers complete a weekly plan for all foundation subjects. These list the specific learning objectives for each lesson and show brief details of how the lessons are to be taught. The class teacher keeps these plans on a staff shared drive.

 

At Key Stage 1, pupils should be taught to:

• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

At Key Stage 2, the pupils should be taught to:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

The Foundation Stage

 

We encourage the development of skills, knowledge and understanding that help reception children make sense of their world as an integral part of the school’s work. As the reception class follow the Statutory Framework for EYFS, we relate the development of the children’s understanding of the world to the objectives set out in the Early Learning Goals. These underpin the curriculum planning for children aged three to five. This learning forms the foundations for later work in Computing. These early experiences include selecting and using technology for a purpose.

 

Inclusion including Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

 

All children are entitled to Quality First Teaching. At Haselworth Primary School we teach Computing to all children, whatever their ability. Computing forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our Computing teaching, we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. Teachers will also take into account the targets set for individual children in their Individual Education plans, as appropriate.

 

In all classes there are children of differing ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the activities to the ability of the child. We achieve this through a range of strategies:

 

• setting common learning activities that are open-ended and can have a variety of results;
• setting learning of increasing difficulty where not all children complete all tasks;
• setting specific learning according to individual needs and targets
• grouping children by ability and setting different tasks for each group;
• mixed ability grouping which facilitates peer support
• providing a range of challenges through the provision of different resources and scaffolds;
• using additional adults to support the work of individual children or small groups.

 

Equality

 

All teaching and learning of Computing will ensure that every child has the right to be included and supported as far as possible in the knowledge that there is equality in terms of opportunity, social background, race, gender and disability.

 

Assessment and Recording

 

Teachers assess children’s work in Computing by making assessments as they observe them working during lessons. They record the progress that children make by assessing the children’s work against the learning objectives for their lessons.

 

Throughout the unit of work, teachers make a judgement against the National Curriculum statements and the subject’s long term progression of skills on INSIGHT (The school’s data tracking platform used for all core and foundation subjects). A summative assessment for the subject is made at the end of each unit of learning.

 

Teachers then use the data that they record to plan the future work of each child and to make an annual assessment of progress for each child, as part of the annual report to parents. Each teacher passes this information on to the next teacher at the end of each year.

 

Health and Safety

 

Planning should reflect that all equipment should be safe – electrical equipment should be PAT tested as required and faulty equipment should be logged. Children should be aware that electrical cables are a hazard, and staff should make sure hazards are minimised. Children should also be taught about general safety around equipment (eg no liquids), and all equipment should be used and stored safely. Children should be taught about physical risks associated with use, including eye strain and muscular problems from prolonged use. Pupils and staff should be aware of E-safety risks (see Use of ICT policies) associated with online activities. This should be covered at regular intervals.

 

Impact

 

The monitoring of the standards of children’s work and of the quality of teaching in Computing is the responsibility of subject leader. The work of the subject leader also involves supporting colleagues in the teaching of Computing, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.

 

The subject leader has time within school to review evidence of the children’s work and undertake drop in visits of Computing teaching across the school. The following information outlines how subject leaders monitor, evaluate and review their subject.

 

• Subject Leaders use self-evaluation and write clear action plans and ensure that they are understood by all those involved in putting the plans into practice, including staff who are new to the school. These are reviewed termly and contribute to the monitoring, review and evaluation of the school development plan.
• Subject Leaders develop a cycle of monitoring throughout the school for the academic year, ensuring that they are able to make judgements about the standards within their subject. This includes learning walks, planning and books looks and pupil conferencing.
• Subject leaders report their impact to Governors via reports or attending FGB to present.
• Subject Leaders ensure that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning in the subject, and communicate such information to pupils.
• Subject Leaders ensure curriculum coverage, continuity and progression of skills in their subject for all pupils, including those of high achievers and those with special educational or linguistic needs;
• Subject Leaders establish a clear, shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, social, cultural, mental and physical development, and in preparing pupils for the opportunities, responsibilities and experiences of adult life.
• Subject Leaders use data effectively to identify pupils who are underachieving in the subject and, where necessary, create and implement effective plans of action to support those pupils;
• Subject Leaders create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it.

If you have any questions or concerns regarding E-Safety (at home or in school), please speak to a member of staff.