A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
The national curriculum for computing aims to ensure that all pupils:
Pupils should be taught to:
Pupils should be taught to:
We developed our whole-school computing scheme of work in collaboration with the e-Learning and Information Management (eLIM) Service. It is based on the Somerset Model for Primary Computing with five areas of learning:
How do we plan for progress in computing?
Our computing scheme of work was designed in collaboration with the SSE eLearning and Information Management Services, and the planning is in accordance with their 'I Can' statements which are both used to assess progress against, but also to inform planning to ensure progress.
Supplementing our computing planning, we ensure all children have the opportunity to develop their basic skills, alongside computational thinking skills, in order to use technology confidently to support their learning across the curriculum.
How do we promote e-safety?
Alongside discrete units of e-safety learning in computing lessons, we utilise ActiveBytes to embed e-safety across the curriculum with half-termly assemblies, certificates of achievement and regular communication with the school community on current issues that may affect our learners. The ActiveBytes 'I Can' statements for e-safety for each year group are below, alongside a document from Childnet which demonstrates how e-safety can be embedded throughout the curriculum.
To ensure our pupils can thrive within the connected world which they are a part of, we begin each computing lesson by covering an objective from Education for a Connected World which is a framework to equip children and young people for a digital life.
What would you see in a computing lesson?
In a computing lessons at North Cadbury School, you will see the sequence of lessons and activities are well-planned, and that teachers use a range of computing resources; we have Cromebooks, Microbits, Beebots, Lego WeDo, video cameras, digital cameras, iPads and Kindle Fire 7s for the dedicated use of the pupils. You will see pupils who show positive attitudes towards the subject and working constructively with others and who demonstrate high levels of originality, imagination, creativity and innovation in their understanding and application of skills in computing. Alongside this, you will see teachers communicating their high expectations, their enthusiasm and their passion about computing to pupils; they challenge and inspire pupils to produce the best work they can do.
How do we evidence computing?
At North Cadbury Primary, we evidence our computing work on Tapestry using a hashtag and share our successes as a whole class as well as evaluating what we could do to improve our work where needed. Many of the posts are shared with parents so that they can also share in their child's accomplishment.
Which hashtags do we use to signpost work on Tapestry?
How do we assess computing?
We use Teacher Assessment at the end of the academic year to children's progress in computing by assessing them against our 'I Can' statements as well as the challenges in-built into each lesson that are at three levels: Bronze, Silver and Gold.
How do we tailor the learning to all students?
Differentiation is planning to ensure that all students in the class can understand and make progress in their learning. At North Cadbury Primary School we ensure: all students have the opportunity to explore the key concepts and achieve success, we use frequent formative assessment is used in order to monitor students’ progress, teachers are flexible about how they group students by giving them the opportunity to work alone, with different people or as a whole class and students are actively engaged in activities that will enable them to achieve success. We believe that differentiation is related to differential learning gains rather than focusing on attainment levels. Students who are making progress, regardless of their starting point, will need different opportunities from those who are not.