Computing at VPS
Vision
The ways we learn, work, communicate, access information and spend our leisure time have all been transformed as digital technology has become part of everyday life and work. We want our pupils to be able to navigate this digital society safely, confidently and successfully.
Aims
To ensure this vision is met we aim to deliver a computing curriculum that supports pupils to:
- Understand the key concepts of Computing
- Develop skills in computational thinking, logical reasoning and programming
- Develop a resilient, adaptive and reflective approach to programming and coding
- Work collaboratively together to solve problems creatively using digital technology
- Talk about their use of technology with confidence and appropriate vocabulary
- Understand of the history and role of technology in the wider world
- Navigate the online world safely, respectfully and confidently, knowing when and how to get help
Curriculum Content and Progression
Early Years Framework
Although technology is no longer a specific component of the Early Learning Framework it is expected that children will learn about and use appropriate digital technology across all the Areas of Learning in the EYFS.
National Curriculum
In Key stage 1 and 2 we follow the National Curriculum for Computing 2014 and ensure that all statutory requirements are met at each Phase/Key Stage and in each year group.
The curriculum has been divided into three main strands in line with the Computer at School (CAS) framework created in partnership with the DfE.
The three content strands are Digital Literacy, Information Technology and Computer Science.
The curriculum strands have been further divided into seven areas that are repeated and built upon each year from Year 1 to 6. The seven areas are:
Although technology is no longer a specific component of the Early Learning Framework it is expected that children will learn about and use appropriate digital technology across all the Areas of Learning in the EYFS.
National Curriculum
In Key stage 1 and 2 we follow the National Curriculum for Computing 2014 and ensure that all statutory requirements are met at each Phase/Key Stage and in each year group.
The curriculum has been divided into three main strands in line with the Computer at School (CAS) framework created in partnership with the DfE.
The three content strands are Digital Literacy, Information Technology and Computer Science.
The curriculum strands have been further divided into seven areas that are repeated and built upon each year from Year 1 to 6. The seven areas are:
- Logical Thinking and Algorithms
- Programming and Problem Solving
- Finding Information
- Data Handling
- Create and Communicate
- Using Technology Safely and Responsibly
- Networks and Technology
Computing Scheme of Work
The school uses a bespoke Computing Scheme of Work written by the Computing subject lead. There are termly units of work with a focus on Coding and Programming alongside other aspects of the Computing curriculum. Computing is taught discretely either in weekly lessons or blocks of lessons.
Cross-Curricular ICT
Some aspects of the Computing Curriculum, in the Digital Literacy and Information Technology Strands can be used to support other curriculum areas. These include Finding Information Online, Data Handling and Creating and Communicating with ICT. The specific skills in these areas will be initially covered as part of discrete Computing lessons and can then be consolidated across the curriculum.
Online Safety
The Using Technology Safely and Responsibly strand is taught in a series of discrete Computing units across the year but is also part of other areas of learning, including PHSE, Citizenship and Relationship Education. The knowledge and skills taught in each area is mapped and co-ordinated to avoid repetition. Learning in this area is also considered to be a part of the safeguarding duty and is referenced in the Safeguarding Policy as well as the Online Safety for Pupils Policy.
Planning
Medium Term plans are provided as part of the Computing Scheme of Work for each unit.
Each unit contains between 3 and 5 sessions, and includes:
Cross-Curricular ICT
Some aspects of the Computing Curriculum, in the Digital Literacy and Information Technology Strands can be used to support other curriculum areas. These include Finding Information Online, Data Handling and Creating and Communicating with ICT. The specific skills in these areas will be initially covered as part of discrete Computing lessons and can then be consolidated across the curriculum.
Online Safety
The Using Technology Safely and Responsibly strand is taught in a series of discrete Computing units across the year but is also part of other areas of learning, including PHSE, Citizenship and Relationship Education. The knowledge and skills taught in each area is mapped and co-ordinated to avoid repetition. Learning in this area is also considered to be a part of the safeguarding duty and is referenced in the Safeguarding Policy as well as the Online Safety for Pupils Policy.
Planning
Medium Term plans are provided as part of the Computing Scheme of Work for each unit.
Each unit contains between 3 and 5 sessions, and includes:
- National Curriculum Objectives
- Skills Learning Objectives (Skills)
- Suggested Lesson Activities
- Key vocabulary
- Knowledge Objectives
- Teaching slides with resources, tools and web links
Teaching and Learning
Using digital devices
It is expected that many Computing and ICT lessons will involve pupils using a digital device. Examples of digital devices include:
Unplugged Lessons
Some Computing lessons and lessons will be ‘unplugged’. Unplugged activities focusing on learning and practicing computing concepts and processes without using a digital device.
Teaching strategies
A range of teaching and learning styles will be reflected in teachers’ planning, assessment and classroom practice. These might include:
Adaptive Teaching
The Computing and ICT Scheme of Work provides learning objectives across a phase rather than a single year group to allow differentiation and adaptive teaching. Teaching assistants and other adults provide further support where needed.
Pupil Outcomes
Outcomes from Computing lessons, including prepared lesson activity sheets and screenshots are kept in the pupil Computing Book. Screenshots are annotated by pupils with explanation, reflection and self-assessment. The also add notes, vocabulary and diagrams etc. This book builds into a reference resources (rather like an Art sketchbook) for pupils who want to return to prior learning when revisiting a topic or theme.
Language and Vocabulary
Pupils are taught the correct subject specific and technical vocabulary consistently across the school and are given opportunities to consolidate their understanding e.g. equipment and displays are appropriately labelled.
It is expected that many Computing and ICT lessons will involve pupils using a digital device. Examples of digital devices include:
- Chromebook laptop devices
- Desktop computers and laptops
- Digital tablets
- Data Loggers
- Programmable Robots
- Digital Sound Recording devices
- Digital cameras and video recorders
- Programmable construction kits (Lego)
Unplugged Lessons
Some Computing lessons and lessons will be ‘unplugged’. Unplugged activities focusing on learning and practicing computing concepts and processes without using a digital device.
Teaching strategies
A range of teaching and learning styles will be reflected in teachers’ planning, assessment and classroom practice. These might include:
- Demonstrating Computing skills and concepts to a group of pupils or the whole class
- Leading a group or class discussion about the benefits and limitations of ICT in the wider world
- Working with pupils using digital devices to support and scaffold practical activities and teach skills
- Individual, paired or group work developing and practicing Computing and ICT concepts and skills
- Collaborative and co-operative activities in pairs or groups.
- Guided discussion and evaluation of work-in-progress and finished work.
- Evaluating their own and others work and giving written and verbal feedback
Adaptive Teaching
The Computing and ICT Scheme of Work provides learning objectives across a phase rather than a single year group to allow differentiation and adaptive teaching. Teaching assistants and other adults provide further support where needed.
Pupil Outcomes
Outcomes from Computing lessons, including prepared lesson activity sheets and screenshots are kept in the pupil Computing Book. Screenshots are annotated by pupils with explanation, reflection and self-assessment. The also add notes, vocabulary and diagrams etc. This book builds into a reference resources (rather like an Art sketchbook) for pupils who want to return to prior learning when revisiting a topic or theme.
Language and Vocabulary
Pupils are taught the correct subject specific and technical vocabulary consistently across the school and are given opportunities to consolidate their understanding e.g. equipment and displays are appropriately labelled.
Computing Marking and Assessment
We assess pupil learning and attainment in Computing in a variety of ways
Formative Assessment and Marking
Computing is assessed at the point of learning using the school’s assessment and marking procedures. See the Assessment policy for more information
Computing Knowledge quizzes
Cognitive Science tells us that knowledge retention can be supported by asking pupils to recall their learning sometime after the topic has been taught. To this end we use knowledge quizzes at the end of Computing units, and also after some time has passed. These quizzes are delivered using Google classroom.
In KS1 the quizzes are delivered as a whole class or in small groups with an adult. In KS2 the quizzes are delivered individually to pupils. The quiz results can be viewed immediately, and common misconceptions or misunderstandings corrected,
Pupil Voice Interviews
The Computing Lead meets with children from each year group twice during the school year and asks them questions about their learning. Pupils are encouraged to recall information, and also to use their Computing books as a reference source to trigger recall. Class teachers are present at these meetings which provide them with a valuable insight into pupil’s understanding of the Computing concepts covered and their ability to describe, explain and reflect on their learning using subject specific vocabulary.
Pupil Self-Assessment
There will be opportunities for pupils to reflect on their learning in discussion with the teacher and their peers, and in written self-assessment statements in their Science books.
Formative Assessment and Marking
Computing is assessed at the point of learning using the school’s assessment and marking procedures. See the Assessment policy for more information
Computing Knowledge quizzes
Cognitive Science tells us that knowledge retention can be supported by asking pupils to recall their learning sometime after the topic has been taught. To this end we use knowledge quizzes at the end of Computing units, and also after some time has passed. These quizzes are delivered using Google classroom.
In KS1 the quizzes are delivered as a whole class or in small groups with an adult. In KS2 the quizzes are delivered individually to pupils. The quiz results can be viewed immediately, and common misconceptions or misunderstandings corrected,
Pupil Voice Interviews
The Computing Lead meets with children from each year group twice during the school year and asks them questions about their learning. Pupils are encouraged to recall information, and also to use their Computing books as a reference source to trigger recall. Class teachers are present at these meetings which provide them with a valuable insight into pupil’s understanding of the Computing concepts covered and their ability to describe, explain and reflect on their learning using subject specific vocabulary.
Pupil Self-Assessment
There will be opportunities for pupils to reflect on their learning in discussion with the teacher and their peers, and in written self-assessment statements in their Science books.