Computing

Subject leader name: Mrs Kaur

“Computer is not a device anymore. It is an extension of your mind and your gateway to other people.”  Mark Shuttleworth

“Technology is best when it brings people together”  Matt Mullenweg

Whole School Progression Map

Teaching and learning

We follow the six steps to outstanding teaching and learning in Computing (see separate Teaching and Learning Policy).

Orientation – Computing is taught and celebrated throughout the whole school, including outdoors. It is celebrated through cross curricular subjects and enhances the subject being taught. Children's computing work can be showcased online, on displays and in their books.  E-safety board is accessible to all children and promotes the need for being safe online. E-safety newsletters are celebrated across the whole school.

Prior Knowledge- the scheme of work ensures that computing knowledge and skills are built up from previous years. Each unit has clear progression points and a clear end of unit assessment criteria. This ensures prior skills and knowledge are refreshed and any gaps in learning are identified for future planning.

Presentation - lessons are aimed to be taught through cross - curricular subjects to help pupils make connections to the computing world. Pupils are exposed to a range of tasks such as robotics programming, animating, a wide range of multi-media tasks, data handling, unplugged computing, as well as e-safety. Lessons allow for flexibility towards end of work output and lessons in KS1 allow children to view the outcome of a unit through video lessons. Units allow children to make their own development, with lots of questions, feedback and plenary tasks to support their learning and understanding.

Challenge-  all lessons are designed to challenge children’s prior skills and knowledge. Pupils are encouraged to complete a set of mini instructions to help lead them to their final output. Questions identified in lessons allow pupils to critically think and analyse their skills and explore possibilities to challenge their thinking. Plenaries at the end of each lesson are designed to allow children to assess and evaluate their own skills and development in a different scenario.

Feedback- This happens throughout the duration of the lesson, as children work through the range of tasks. Regular questioning allows teachers and children to assess and evaluate the learning in the lesson. Paired and group work allow for ‘talk and feedback’ strategies and allow for peer learning, support and challenge.

Repeat-  Recall strategies are applied through regular questioning at the end and start of each lesson. Each unit allows pupils to repeat the learning in the lesson in a different scenario based task.

Computing in EYFS

The use of technology supports learning within every area of EYFS. Children are offered a variety of actvities which enable them to embed their knowledge and skills across the curriculum. We teach children how to keep themselves safe in our increasingly technologically diverse world. 

Inclusion in Computing:

See the attached document for adaptive teaching strategies in the areas of:

• communication and interaction
• cognition and learning
• sensory and/or physical
• social and emotional

What our pupils say about the subject: