Computing:
Pupils’ development of early computing knowledge is important. Grover, Pea and Cooper have suggested that:
Learners’ success in future engagement with computing will depend on how well introductory curricula prepare them in both the cognitive and affective dimensions of computational learning.
Intent:
At Crowthorne C of E, we aim to equip the children to use computational thinking and creativity to understand and change the world; to become digitally literate - using and expressing themselves and developing their ideas through information and communication technology.
They will build on this knowledge and understanding, becoming equipped to use information technology to create programs, systems and a range of content - at a level suitable for the future workplace and as active participants in a digital world.
Through the use and teaching of Computing, the school aims to produce learners who are confident and effective users of ICT. We strive to achieve this aim by:
Implementation:
Our computing curriculum is based on planning from Teach Computing provided by the National Centre for Computing Education (NCCE) which is funded by the Department for Education and supporting partners.
Each class has a weekly computing lesson delivered in the IT suite. All children have access to a laptop for this session and teachers are able to model on a larger screen. Children also have access for devices to use in the classroom: iPads, Chrome books and cameras. These devices are generally used to support other areas of the curriculum.
Through the format of a progressive and cross-curricular framework, the children will reuse skills and develop them further, working with increasing independence, exploring alternative methods and evaluating their work.
Online safety is an integral part of our safeguarding. Teachers facilitate the safe, responsible and respectful use of technology and prepare the children for the risks and opportunities of the digital world and to survive and thrive online.
Impact:
Children are assessed throughout each lesson and most units have a final end product that the children have worked towards. Should there be no practical computing assessment, then children have a formative written assessment to check their progress. With a spiraling curriculum, the children will revisit skills enabling confidence and consolidation.