Stanley St Peter’s Computing Vision

At Stanley St Peter’s our main aim is to ‘Unlock Potential and Celebrate Success’ and we believe that computing is a fundamental skill that will allow us to achieve that aim.  We want all children – regardless of their background, ability or circumstances - to leave our school able to use and understand technology, programme computers using code and go online safely. We live in a digital world and gaining necessary skills through a broad computing curriculum is essential to prepare children for the next stage in their education, life skills and future careers.

What does computing look like in our school?

Lessons

Teachers use their subject knowledge and understanding of the skills progression to unlock pupils’ potential by…

• Staff expose children to a positive and supportive atmosphere, where children have a desire to learn and are enthused and excited to learn.
• Ensuring all children are able to demonstrate progression within a lesson through appropriate challenge, questioning, feedback and engagement.
• Staff assessing the children’s progress throughout the lesson and addressing misconceptions.
• Children having the opportunity to use a range of resources to allow them to use code to write their own programs, use technology effectively and consider how to stay safe on the Internet.
• Staff providing children with the opportunity and guidance to be independent learners, where they are encouraged to make mistakes and persevere in solving them.
• Collaborative learning being in place, allowing all children to develop their use of computing and technological language, questioning and thinking.
• Children sharing what they have produced and explaining the steps they followed to achieve this.
•  Providing a plenary that will collate information on what children found challenging and how they overcame these challenges, to inform future teaching and learning.
• Children having the opportunity to apply their computing skills in all areas of the curriculum e.g. creating and presenting a PowerPoint for their science work, creating a picture for RE, doing research in Topic and practising number bonds and times tables in Maths.

Folders

• Each class has their own folder on the shared drive and each child has their own folder within that.
• Each child knows and understands the learning outcome and success criteria for each lesson and is able to explain how they can achieve these.
• Progress is evident through a progression of skills throughout the year across the year groups. These skills can be displayed on the appropriate Year Group Display in the ICT Suite and regularly referred to.
• Computing vocabulary will be displayed on the appropriate Year Group Display in the ICT Suite, will be used and commented upon.
• Wherever possible, there will be evidence in a child’s folder (or Tapestry for EYFS) of tasks on coding, digital literacy and e-safety.

Pupil voice

• Children enjoy the fact that they can use computing to independently research a topic.
• Children like to present information in different ways e.g. a PowerPoint presentation or a poster.
• Children appreciate learning about how to stay online and what to do if they feel uncomfortable or unhappy.
• Children enjoy the feeling of ‘playing a game’ when learning e.g. TT Rockstars.
• Children appreciate programming – they are producing the animation, not just watching it, they are telling the Beebot where to go.

We have chosen to follow the 'Teach Computing' Scheme of Work.

The Teach Computing Curriculum was created by the Raspberry Pi Foundation on behalf of the
National Centre for Computing Education (NCCE).

Not all of the objectives in the Education for a Connected World framework (online safety) are covered in the Teach Computing Curriculum, as some are better suited to personal, social, health, and economic (PSHE) education and so are covered within those lessons. However, the coverage required for the computing national curriculum is provided.

Inclusive and ambitious
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.