Computing

At Ackton Pastures, we recognise that computer systems are now embedded into most aspects of our daily lives. As a result of this, it is vital that children are taught the skills and knowledge they need to become confident, independent and responsible users of computing technologies, both now and as they evolve in the future. Children will be supported and encouraged to develop their knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work); information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). This will equip children with positive experiences and foundations on which to thrive in a technology-led world.

Computing Statement of Intent

“Computational thinking provides insights into many areas of the curriculum, and influences work at the cutting edge of a wide range of disciplines. Why is computational thinking so important? It allows us to solve problems, design systems, and understand the power and limits of human and machine intelligence.”

Computing at School

Intent

What will take place before teaching in the classroom?

The school’s senior leadership team will:
  • Lead the school staff to develop a clear, overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.
  • Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent, through careful research and development.
  • Provide sufficient funding to ensure that implementation is high quality.
The curriculum leader will:
  • Understand the expectations of the curriculum to support teaching and support staff in the delivery.
  • Ensure an appropriate progression of knowledge is in place, which supports pupils in knowing more and remembering more.
  • Ensure an appropriate progression for vocabulary is in place for each phase, which builds on prior learning.
  • Support staff to acquire the knowledge and skills they need in order to teach the curriculum effectively.
  • Keep up to date with current computing research and subject development through an appropriate subject body or professional group.
The class teacher will, with support from the curriculum leader:
  • Create a long term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid.
  • Pursue support for any particular subject knowledge and skills gaps, prior to teaching.
  • Ensure that resources and modelling are appropriate and high quality, so that all pupils have the necessary materials and acquire the skill to succeed in the lesson.

 

Implementation

What will this look like in the classroom?

Our teaching sequence will be:
  • Big picture: Look at and recap previous knowledge and skills that are relevant to the learning.
  • Specify key vocabulary to be used and its meaning.
  • Provide realistic and relevant information.
  • Provide opportunities for the children to work interactively, with the teacher acting as the facilitator.
  • Ongoing opportunities to apply learnt skills and knowledge across the curriculum.
Our classrooms will:
  • Provide appropriate, high quality equipment needed to implement the computing curriculum.
  • Be organised so that pupils can work in pairs, small groups or whole class, as appropriate, to support in the development of their skills.
  • Allow for quality modelling from the teacher of the skills required, before children practice these skills.
Our children will be:
  • Engaged, because they are challenged by the curriculum which they are provided with.
  • Resilient learners who overcome barriers and understand their own strengths and areas for development.
  • Able to critique their own work because they know how to be successful.
  • Safe and happy in computing lessons, which give them opportunities to explore and develop their skills.
  • Encouraged and nurtured to overcome any barriers to their learning because feedback is positive and focuses on developing their computational skills and knowledge.
  • Developing their computational skills, as a result of careful planning, focused delivery and time to practice and hone their skills.
Impact

How will this be measured?

Pupil Voice will show:
  • An understanding of computing skills at an age-appropriate level.
  • A secure understanding of each key area of the curriculum.
  • Confidence in discussing computing, their own work and identifying their own strengths and areas for development.
  • Progression in the skills pupils learn as they move through school.
  • Progression in the vocabulary pupils use to discuss computing, as they move through school.
  • Enthusiasm and excitement from pupils about the computing curriculum.
Pupils’ work will show:
  • That children have had opportunities for practice and refinement of various skills.
  • Development of final pieces of work which showcase the skills they have learnt.
  • That children have been taught a variety of different aspects of computing.
  • That children have had opportunities to work both independently and collaboratively to develop their skills.
  • A clear progression of skills between year groups, in line with expectations set out in the progression grids.
The curriculum leader will:
  • Celebrate the successes of pupils through planned displays.
  • Collate evidence over time which shows that pupils know more and remember more about computing.
  • Monitor standards in the subject to ensure outcomes are at the expected levels.
  • Provide any CPD necessary to support staff in their teaching of the computing curriculum.
  • Monitor progression in computing across school, to ensure pupils are always appropriately challenged.