Computing

At the very beginning of their schooling, Early Years children will be taught key foundational concepts such as the importance of internet safety and how valuable technology is to everyday learning and understanding of the world. Children will be exposed to stories, non-fiction, rhymes and poems that will foster their understanding of a culturally, socially, technologically and ecologically diverse world. They also use ICT to facilitate learning, such as:

• Playing interactive online games (memory games, sorting games)

• Drawing on Notebook to practise handwriting and pencil grip 

• Recording evidence of learning on iPads and sharing with parents/carers

• Showing children pictures or videos to assist learning

Key Stage 1 children will begin to understand what algorithms are, know that programs must follow precise instructions and be able to implement these algorithms on digital devices such as Beebots. Additionally, they will begin to understand how to be safe and responsible online by keeping personal information private, how we can use IT beyond school life and how to ask for help with an online issue. 

In Key Stage 1, children will complete activities such as:

• Design multimedia postcards about themselves and their friends; 

• Use Paint to create pictures;

• Use search engines to research a project;

• Debug simple programs;

• Using digital devices to take photos and videos;

• Use Scratch to create and alter a digital character; and

• Program Beebots to travel around the classroom.

In Key Stage 2, children will build upon earlier Computing knowledge to develop their subject skills and understanding. They will be shown how to use the internet for various purposes and will begin to understand the opportunities (as well as the risks) it offers for communication, collaboration and learning. They will use search technologies effectively and be discerning when evaluating digital content. As well as continuing to create, write and debug programs to achieve end of unit goals, they will deepen their analytical reasoning by explaining simple algorithms and correcting programming errors. As responsible online users, they will be able to explain how to use technology safely, respectfully and responsibly, recognise and report unacceptable online behaviour and identify numerous ways to report such concerns. 

Children will complete activities such as:

• Creating PowerPoints to present learning;

• Explore how search results and returned and ranked;

• Taking photos using digital cameras;

• Creating a class blog to discuss weekly activities;

• Developing a simple game through the use of coding programs such as Scratch;

• Creating videos to raise awareness of online safety. 

The expectation is that all learners will advance and progress through quality-first teaching, as well as differentiated instruction and questioning. Children with additional learning needs will be supported through the Computing curriculum through a range of online software, programs and learning outcomes which will allow them to demonstrate their progress, skills and knowledge, express their opinions and ideas, improve their digital literacy and improve autonomy and self-confidence. For example, SEN children can be assisted in their learning through the use of social stories, video screencasts, interactive online activities, programs for visually impaired learners and many more. Additionally, technology can facilitate the inclusion of EAL children as many software and programs (such as Scratch) allow for languages other than English. Translation programs can also assist in the wider curriculum. 

Teachers should use both formative and summative assessment strategies to accurately measure children’s knowledge, skills and progress as well as identify key learning gaps for enrichment or correction. Using a range of assessment strategies will inform future teaching for Computing teachers. Assessment in Computing can also be linked to planned schemes of work and cross-curricular needs. These assessment opportunities could be, but are not limited to, any of the below:

• Teacher observation and questioning

• Pupil self-assessment

• Pupil peer assessment

• Assessment quizzes

• Verbal reminders of ‘next steps’ to challenge and enrich learners

National Curriculum and school expectations are easily accessible in the school Drive and have recently been communicated to all staff during a Computing inset. Additionally, teaching and support staff have recently received G Suite Introductory Training.  Other local providers have provided professional learning opportunities during the year, including half-day coding inset, twilight sessions and CPD events.