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Computing

Intent- Computing at Parkfield

Bill Gates stated, ‘I think it's fair to say that personal computers have become the most empowering tool we've ever created. They're tools of communication, they're tools of creativity, and they can be shaped by their user.’

Computing sits at the very heart of our mission to nurture successful learners, responsible citizens and confident individuals. As stated in the National Curriculum, computing “equips pupils to use computational thinking and creativity to understand and change the world.” The Teach Computing curriculum is separated into Computing Systems and Networks, Creating Media, Data and Information and Programming.  It offers a range of opportunities for consolidation, challenge and variety. This allows children to apply the fundamental principles and concepts of computer science. They develop analytical problem-solving skills and learn to evaluate and apply information technology.

Research to inform practice: In the Research Review Series (2022) it states, ‘Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution.’ Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution. The national curriculum makes it clear that computing is mandatory at key stages 1 to 4 and that ‘a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world’.

 

Implementation

EYFS

Our computing programme of study begins in EYFS. The EYFS framework is structured very differently to the National Curriculum as it is organised across seven areas of learning rather than subject areas.  The most relevant Early Years outcomes for computing are taken from Understanding the World, Personal, Social and Emotional Development and Expressive Arts and Design. Children work towards their Early Learning Goal, which is the prerequisite skills for computing within the National Curriculum.

There is a strong focus on the characteristics of effective learning which includes Playing and Exploring, Active Learning and Creating and Thinking Critically. Children interact with age-appropriate software, learn how to take photos and videos on tablets and select and use technology for particular purposes as well as discussing how to stay safe when using technology. They learn through the use of role play with technology (phones, computers, cameras etc) and through Beebots, ipads, metal detectors and ICT games.

Key Stage 1 and 2

Computing lessons from Key Stage 1 upwards are fundamentally based on National Curriculum learning objectives and are both discrete and taught through other curriculum subjects. The computing curriculum is separated into Computing Systems and Networks, Creating Media, Data and Information and Programming. Within these four areas, we deliver a skills and knowledge based approach, thus ensuring our curriculum is progressive in nature.

The school uses The Teach Computing Progression for Computing and Project Evolve for Online Safety. This ensures strong progression through to secondary as most children progress into Castle School which is our local Teach Computing Hub school.

The Teach Computing Curriculum has been written to support all pupils. Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Scaffolded activities provide pupils with extra resources, such as visual prompts, to reach the same learning goals as the rest of the class. Exploratory tasks foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences. As well as scaffolded activities, embedded within the lessons are a range of pedagogical strategies which support making computing topics more accessible.

The Teach Computing Curriculum is structured in units. For these units to be coherent, the lessons within a unit must be taught in order. However, across a year group, the units themselves do not need to be taught in order, with the exception of ‘Programming’ units, where concepts and skills rely on prior learning and experiences. The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:

Curriculum design

■ Algorithms — Be able to comprehend, design, create, and evaluate algorithms

■ Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks

■ Computer systems — Understand what a computer is, and how its constituent parts function together as a whole

■ Creating media — Select and create a range of media  including text, images, sounds, and video

■ Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios

■ Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts

■ Effective use of tools — Use software tools to support computing work

■ Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems

■ Programming — Create software to allow computers to solve problems

■ Safety and security — Understand risks when using technology, and how to protect individuals and systems

The taxonomy provides categories and an organised view of content to encapsulate the discipline of computing. Whilst all strands are present at all phases, they are not always taught explicitly.

The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

Primary Themes

Computing systems

and networks

Programming

Data and information

Creating media

Taxonomy strands

Computer

systems

Computer

networks

Programming

Algorithms

Design and

development

Data and information

Creating

media

Design and

development

Effective use of tools

Impact of technology

Safety and security

Online safety is resourced using Education for a Connected World, which is progressive in nature. The topics covered include: self-image and identity; online relationships; online reputation; online bullying; managing online information; health, well-being and lifestyle; privacy and security and copyright and ownership. Some themes may be covered through our Teach Computing units, others will be covered in our Personal, Social, Health and Economical Education units of work.

How do we assess?

Every lesson includes formative assessment opportunities for teachers to use. These opportunities are listed in the lesson plan and are included to ensure that misconceptions are recognised and addressed if they occur. They vary from teacher observation or questioning, to marked activities. The learning objective and success criteria are introduced in the slides at the beginning of every lesson. At the end of every lesson, pupils are invited to assess how well they feel they have met the learning objective using thumbs up, thumbs sideways, or thumbs down. This gives pupils a reminder of the content that has been covered, as well as a chance to reflect. It is also a chance for teachers to see how confident the class is feeling so that they can make changes to subsequent lessons accordingly. Any child who is working below expected standard will be targeted by the teachers in the next lesson or during the next years unit.

Every unit includes an optional summative assessment framework in the form of either a multiple choice quiz (MCQ) or a rubric. All units are designed to cover both skills and concepts from across the computing national curriculum. Units that focus more on conceptual development include an MCQ. Units that focus more on skills development end with a project and include a rubric. However, within the ‘Programming’ units, the assessment framework (MCQ or rubric) has been selected on a best-fit basis.

Multiple choice quiz (MCQ)

Each of the MCQ questions has been carefully chosen to represent learning that should have been achieved within the unit. In writing the MCQs, we have followed the diagnostic assessment approach to ensure that the assessment of the unit is useful to determine both how well pupils have understood the content, and what pupils have misunderstood, if they have not achieved as expected. Each MCQ includes an answer sheet that highlights the misconceptions that pupils may have if they have chosen a wrong answer. This ensures that teachers know which areas to return to in later units.

Rubric

The rubric is a tool to help teachers assess project-based work. Each rubric covers the application of skills that have been directly taught across the unit, and highlights to teachers whether the pupil is approaching (emerging), achieving (expected), or exceeding the expectations for their age group. It allows teachers to assess projects that pupils have created, focussing on the appropriate application of computing skills and concepts.

Online Safety is assessed using Project Evolves Knowledge map assessment quizzes, which ar targeted to whole class or individuals as appropriate to the age, stage and subject.

Cultural Capital

We have an annual STEM week, where children will take part in activities involving computing. We also take part in Safer Internet Day, where children participate in activities and discussions about how to stay safe online.

Awards

We are currently working towards our Online Safety Mark 360 Degree Safe and are Amber ‘Progression to Online Safety’.

 

Impact

By the end of their time at Parkfield, as computer experts, the children will be:

  • Successful learners who can use computational thinking skills and apply them through programming and a range of contexts across the curriculum.
  • Confident individuals who can use key tools flexibly and effectively for productivity and creativity.

Responsible citizens who are safe, creative users of technology in many diverse forms who can share their expertise and understanding of how to be safe online with the broader community.

 

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