Leader of Computing - Mrs Hemmingway
At Balby Central Primary Academy we consider input and output like technologists.
We all use logical reasoning to explain simple algorithms, we detect errors in our input and debug to amend our output. We are developing our knowledge to understand computing networks and the internet. We are able to use a variety of software to design, create, present and achieve given goals. As part of our computing work, we collet data, analyse, evaluate and improve tasks, whilst ensuring we are safe online and acting appropriately on the world wide web.
Computing Intent Statement
As a school we recognise that technology plays an integral part of our children’s lives and their future. Our aim is to equip children with the skills, knowledge and attitudes that will allow them to use such exciting advances in technology in a safe, secure and respectful manner. Computing lessons must build upon prior learning, allow opportunities for children of all abilities to develop their skills and knowledge in each area and build progression so that the children are increasingly challenged as they progress through the school.
We provide discrete e-safety sessions using the Gooseberry Planet curriculum. These sessions are taught at least twice a half term, in every year group. The teachers follow a clear overview which maps out progression and ensures that the children’s depth of understanding develops. Each child also has their own login which can be used at home as well as in school. Our curriculum makes direct links with our SMSC scheme (Jigsaw), the Prevent agenda and the promotion of British Values in school. Through assemblies and focused events such as Internet Safety Day we ensure that children know how to stay safe on line.
The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:
Each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made.
Teach Curriculum acknowledges that physical computing plays an important role in modern pedagogical approaches in computing, both as a tool to engage pupils and as a strategy to develop pupils’ understanding in more creative ways. Additionally, physical computing supports and engages a diverse range of pupils in tangible and challenging tasks.
The physical computing units in the Teach Computing Curriculum are:
■ Year 5 – Selection in physical computing, which uses a Crumble controller
■ Year 6 – Sensing, which uses a micro:bit
‘Computational Thinking’ is a set of problem solving skills that we can use in everyday life. It is in fact just a technical term for the set of problem solving skills that were pinpointed by a number of computer scientists when they looked at how they solved problems. The solutions they came up with involved building some kind of technology to help them solve the problem and problem solving skills - Computational Thinking skills.
The Early Learning Goals, Characteristics of Learning and Guiding Principles are peppered with Computational Thinking. Computational Thinking is at the heart of the computing curriculum and children will only be ready for this subject if we provide them with foundational experiences. The problem solving of Computational Thinking closely aligns with the Characteristics of Effective Learning. So by aligning EYFS provision to Computational Thinking, we use the same vocabulary as used by our colleagues in KS1, and ensure progression.
How we teach computing
We teach computing using the online scheme, 'Teach Computing'. The scheme is built around an innovative and progressive framework where computing content matches the National Curriculum and is interconnected from one topic to another. Technical vocabulary is explicitly taught and children have opportunities to learn new skills, consolidate these skills and apply them using a final task. Themes are revisited regularly on a spiral curriculum and skills taught in lower year groups are built upon, further through school.
From this, teachers plan and deliver lessons based on core skills and knowledge, practise of the new skills and application of how to use the skills in different contexts.
Each teacher will assess how well a topic or skill has been learned and applied and differentiated lessons will be planned accordingly. Please see your child's class teacher should you require more information about the Computing curriculum your child is following.