Computing
What does a good Computing pupil look like at Holy Cross?
They will be digitally literate have the skills to express themselves and develop their ideas through the use of information technology whilst also having full awareness of how to be safe online in a responsible, confident and creative way.
|
||
Intent |
||
|
For children to have the skills required to flourish in Computing so that they can be ‘computer savvy’ Children are provided with guidance and support to develop their understanding of how to stay safe online in the digital world Provide opportunity for children to discover an interest and potential unique talents in computing, build confidence and nurture well-being Enable children to use computational thinking and creativity to further understand our world Allow children to be digitally literate and ready for the next stage in their lives Understand how to participate effectively and safely in the digital world Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum Widen children’s vocabulary both in terms of technical language but also descriptive language through their experiences in Computing. |
||
Implementation |
||
|
Follow a clearly sequenced and progressive program of study based on the National Curriculum and the Knowsley CLC scheme of work.. Children to learn to use a range of electronical and practical resources, such as; iPads, Chrome books, laptops, BeeBots and ProBots High quality teaching that is appropriately pitched to individuals Children given opportunity develop a range of computing skills. Cross-curricular links used to allow children to experience how computing can fit into the wider world Succinct assessment based on the Knowsley CLC scheme of work. Vocabulary sheet to support staff understanding and enrich children’s language Technological vocabulary shared with the children for each Computing unit Online safety lessons are explicitly taught to develop children’s knowledge and understanding of being safe online, in line with statutory guidance from the DfE. |
||
Impact |
||
|
Children understand how to be safe online and in the digital world Children talk about their learning in Computing using appropriate and technical vocabulary Children understand how to be safe online and in the digital world Children apply their computing knowledge to other areas of learning Pupils have widened computing and technical vocabulary and use this not only in computing lessons, but also in lessons such as Science and Maths. Children are prepared for the next stage of their Computing learning and able to apply these computing skills Children are confident in technology in this digital world and Modern Britain. Demonstrate a love technology, resources and apps and how to use these safely and responsibly within daily life. Outcomes at the end of Key Stage 2 is in line with other subjects and progress in computing is evident Children have an understanding of how computing impacts on daily life and the wider community |
How do pupils learn?
-
Class timetables have been built to ensure a broad and balanced curriculum.
-
Subjects have been blocked in a spaced retrieval model to support catch up and to build the frequency of science and wider curriculum subjects. This maximises learning time.
Retrival Practise
Retrieval practise is planned into the curriculum through spaced learning and interleaving and as part of considered task design by the class teacher. Teaching and learning resources and provided for class teachers so they can focus their time on subject knowledge and task design.
Inclusion
Within Computing, all pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.
As part of the planning and preparation for the delivery of each block, teachers will need to consider how specific activities, or the delivery, may need to be adjusted to ensure that pupils with SEND are able to access the materials and participate fully in the lesson.
Pupils with language and communication difficulties (including those with ASD) may need additional visual prompts to help them understand what is expected of them. The task could be broken down into smaller, more manageable chunks and individual task boards used to demonstrate these.
Some pupils may have sensory sensitivities. For those pupils, adjustments may need to be made in order for them to access materials.
Pupils who have difficulties with tasks requiring fine motor skills may need appropriate adjustments to be made to enable them to access the task and / or in order to keep them safe.
Knowledge notes will also be chunked to ensure learners understand key content.
This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.
Useful Computing Links: