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Computing

Mrs Gray Mrs Carruthers Mrs Hughes 

Computing and Outside Learning Team

Computing and Outside Learning Team Link Governor

Computing Overview & Key Documents

Below is our whole school Computing overview for this academic year. For more detailed information about Computing, please view the termly overviews within each of the year group class pages.

Intent - What do we want children to learn?

At Carlton Colville we offer a broad curriculum that enables the progression of computing substantive and disciplinary knowledge required to meet the aims of the National Curriculum. The content allows for a broad and deep understanding of computing and how it links to children's lives. It offers a range of opportunities for consolidation, challenge and variety. This allows children to apply the fundamental principles and concepts of computer science. The children develop analytical problem-solving skills and learn to evaluate and apply information technology. It also enables them to become safe, responsible, competent, confident and creative users of information technology. 
 

Implementation - How are we going to achieve our intent?

The computing curriculum is led and overseen by the Computing and Outdoor Learning Team, whose intention for the school is to inspire pupils to develop a love of the digital world and to see its place in their future. The team encourages and supports all staff to teach computing in, at times, a bespoke and cross-curricular way so that the children's knowledge schema is enhanced through interesting and memorable ways, (e.g. Webpages explaining the life of Henry VIII, a Stop-Go animation of Grace Darling's night of heroism, or an animated PowerPoint explaining the lifecycle of a plant.)

A regular programme of monitoring, evaluation and staff support takes place along with the celebration and sharing of good practice. There is an ongoing commitment to evolve and improve the quality and impact of computing on offer to all the children.  The computing curriculum is discussed and evaluated with teachers at the end of each year and enhancements are made as required. The subject leaders keep up to date with new teaching initiatives and plan them into the curriculum. For example, we work closely with BT (Ipswich) and take part in any initiatives they introduce in coding. In previous years the year 6 children have been involved with the COSPACE coding project too. We also have a regular link with the media department at East Coast College and Lowestoft Sixth Form College.

We continue to build teacher confidence through training courses and targeted CPD sessions. Guidance documents have been produced to support teaching staff and give them added confidence with their teaching. These documents include an overview of the curriculum, progression of knowledge/skills, pedagogical approaches and assessment guides. The team has also produced a computing glossary (for coding) that is displayed in each classroom. Details of key concepts to be learnt have been included in the progression documents for each year group too.

The school has two computing suites that all year groups have access too. KS2 have a bank of laptops and Chromebooks available for whole class use and KS1 have access to a class set of iPads.

In addition to learning computing skills across the curriculum, pupils have opportunities to improve their knowledge, skills and understanding through after-school clubs. Some year groups take part in computing activities as part of their enrichment afternoons too. There are also occasions to attend special events in the community and within school. For example, East Norfolk Sixth Form College runs some WEDO coding sessions with Year 3 and Year 4 children.
Key Stage 2 children are given the opportunity to apply to become an Online Safety Leader.  These children meet regularly with the IT Manager to plan how to give online safety messages to the rest of the pupils in school.
 

Impact - What will it look like when we have achieved our intent?

Our computing curriculum, enrichment and extra-curricular activities give our children the best opportunities to develop their computing skills and to educate them about the importance of computing across all areas of life, both now, and in the future. Children in our school enjoy computing. Teachers have high expectations and quality evidence of the children’s work is presented in a variety of forms. Children are developing their use of technical vocabulary, alongside a good progression in their technical skills. As they progress through the school, children become more confident using a range of hardware and software and produce high-quality purposeful products.

Most children see the digital world as part of their world, extending beyond school, and understand that they have choices to make. Children are becoming confident and respectful digital citizens.

There are elements of awe and wonder throughout the curriculum and experiences that the children remember years later. For example, year 6 children commenting on Stop-go animations they made in year 3. Year 5 children commenting on how they have developed their coding skills since lower down in the key stage. 

Assessment

Through the explicit teaching of the Computing knowledge and skills, both the teachers and the pupils assess their learning continuously throughout the lesson.  Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.  

Pupil Voice

Isla - “Our camera wouldn’t connect to the first computer but we changed computers and then it was okay. It was fun working in a group with my friends.”

India - “Our computer kept having problems but we persevered and I enjoyed doing it.”

Vinnie - “We have been using Kodu to learn how to program and make a cool game. We got better the more we used it and I really enjoyed it. I thought that if my game was good enough I might be able to sell it.”

Evie - “We learned how to change the colours and make the Kodus and Rovers move. It was quite hard at first but got easier.”

Computing In Action

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