Computing
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 computing - 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. Our long term plans have been specifically designed to include the highest quality content and resources available, incorporating unit plans from Mr. P ICT D.A.R.E.S. curriculum, the National Centre for Computing Educations’ Teach Computing Curriculum as well as other lesson resources and content, provided by Barefoot Computing. This ensures that our curriculum offering is based on the latest pedagogical research and also makes best use of a range of resources available online. At the same time, we have also worked hard to ensure that our curriculum is tailored to meet the unique context of our school and accessible to all pupils. As some 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.
Implementation
We have created a comprehensive progression document for staff to follow to best embed and cover every element of the computing curriculum. The sticky 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 a project based approach, 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 within Google Classroom and they also have access to a linked Seesaw account. 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.
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 Computing teacher/subject leader 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.
