Computing Approach and Progression

Learning Intention

“The art of teaching is the art of assisting discovery. Therefore we need technology in every pupils and teacher’s hand, because it is the pen and paper of our time, and it enables learning everywhere.” Mr Openshaw, Computing Leader

 

At Meadowbank Primary school we believe children are entitled to rich, deep learning experiences that balance all aspects of computing. Our enriched curriculum, underpinned by the National Curriculum, offers all children relevant, meaningful and effective cross curricular opportunities, enabling them to make connections across their learning, to allow them to grow as independent, curious and confident individuals who can flourish in an ever changing, unknown digital future. The exceptional pace at which technology develops continues to change our world and our understanding of the world and the universe beyond. With technology playing such a significant role in society today, we believe ‘computational thinking’ and e-safety are key skills children need to be taught so they can collaborate effectively and safely in this digital world. Children are supported to design, create and evaluate their own computer programs. These transferrable skills support children in other curriculum subjects such as mathematics, science and design technology. Teaching children how to navigate the internet, analyse information they find and to compassionately engage with others online supports the children to effectively explore the digital world and to articulate concerns that may arise. Children learn to be digitally literate in an innovative environment offering them challenge, enjoyment and an opportunity to express themselves and make excellent progress.  We believe that our curriculum equips children with the skills needed to empower them as life-long learners who can contribute to, and change their local community and the wider world leaving a lasting legacy.

 

 

Aims

• To help shape future citizens into globally aware young people.
• To enable children to build on their own individual computing capital.
• To support learners in developing skills to flourish in an unknown digital future.
• To facilitate learners in making their own decisions about their learning.
• To encourage logical thinking, questioning and discovery.
• To develop oracy through discussion, exploration and presentation.

 

Learning Journey

The Computing Leader has a strong understanding of the EYFS curriculum, and the seven areas of learning and development that shape the educational programmes in our Early Years Foundation Stage. All areas of learning and development are important and inter-connected, and the experiences, opportunities and activities which are planned enable children to develop a broad range of knowledge and skills that provide the right foundations for good future progress through school and life. As children move into Key Stage 1 and Key Stage 2, Computing is planned, for Years 1 to 6, using the Computing progressive skills, knowledge and vocabulary map which enables teachers to ensure they are always planning for the next steps in learning around any computing concept. We make links between computing and the wider curriculum by linking powerful knowledge and skills in order to create a deep understanding of computing concepts and its purpose in our local community and beyond. Knowledge and skills are enhanced further by the use of computing vocabulary in other areas of the curriculum and experiences rich in practical and real life opportunities. It is the role of the adults to model ideas and language, pose questions to promote deeper thinking and encourage children to speculate and test ideas through trial and error. Children across school have the opportunity to become Leaders of Change by asking their own questions, sharing their own computing capital and developing their own understanding through their own projects.

 

Learning Environment and Immersion

To ensure our young computer scientists become Life Long Learners, we plan for a rich and innovative environment that every child has access to. This includes key vocabulary, modern computing equipment and high quality programmable devices, which children can access independently. In order to develop computing capital and apply their skills, children are provided with a broad range of meaningful contexts linked to the ‘big question’, enriching the classroom environment and encouraging oracy through discussion, discovery and presentation. These opportunities ensure they can see the purpose and reason for computing beyond the classroom. Children’s leadership skills are built upon in a range of ways where our Digital Leaders are given opportunities to be coaches and use their computing expertise to support children in school with their learning.

 

Assessment for Learning

Computing assessment is captured through the use of progression of the Computing skills, knowledge and vocabulary map and each year group’s curriculum planning journals; which clearly outline the medium term planning and learning journey across a half term. These are used to inform planning and map coverage across the year as well as include the children’s voice and their questions, interests and experiences. Learning is evident in children’s books and their digital portfolios. Personalised short term planning ensures that teachers plan for children to demonstrate their understanding in a range of ways and enables them to show their computing knowledge and skills to the best of their ability; this may include videos, presentations, e-books, voice recordings and online programs. Feedback is given verbally during a computing lesson so that each child can address misconceptions and make accelerated progress towards meeting and exceeding the age related expectations for that computing concept.

 

Monitoring and review

The Computing leader is responsible for the rigorous monitoring of computing through looking at the children’s digital portfolios and planning looks, pupil voice, lesson pop ins and whole school CPE. Ongoing analysis of outcomes enables the Computing leader to identify vulnerable groups of children across school and support staff in enabling children within these groups to make accelerated progress. Feedback to the teaching team then informs next steps in monitoring and support so that there can be personalised and effective JPD planned to address areas for development. Our children are involved in this monitoring process in a number of ways across the academic year. Children are empowered to talk about their learning during pupil agency opportunities. Our children can talk about their prior computing learning and how it links to or supports them in other areas of the curriculum and wider world. Our Digital Leaders are involved in computing pop ins, environment check ins and regularly share their ideas for making Computing the best that it can be at Meadowbank.