We will develop and build upon some of the prime areas of the EYFS framework (communication and language and personal, social and emotional development) and our aim is to ensure that all pupils, by the time they leave us in year 6, understand and can apply the fundamental principles and concepts of computer science, such as algorithms and data representation. They will be able to analyse and solve computational problems with repeated practical experience of writing programs. We aim to ensure that they can evaluate and apply information technology analytically to solve problems. We will develop pupils that are responsible, competent, confident and creative users of information and communication technology.
Through our pledges, we will provide opportunities for our children to have a thorough knowledge of internet safety through planned lessons and assemblies. They can contribute to the schools Twitter, website and newsletter to share events, learning and celebrations.
To provide a broad, balanced and engaging computing curriculum, pupils will receive one hour of explicit teaching per week. Our long term planning ensures all aspects of the curriculum are met, whilst providing opportunities to use computing across the curriculum. During this time, children will be taught essential and fundamental skills, which can be transferred and used in other areas of their learning.
Weekly dedicated lessons will be taught by the computing subject leader to reinforce consistency, continuity and progression of skills throughout the school.
Half-termly professional development meetings will enable teachers to increase subject knowledge to ensure they can help embed skills taught by subject leader in other areas of the curriculum. These meetings will also provide an opportunity for the subject leader and teachers to assess progress within the class and throughout the school.
When pupils leave at the end of Year 6 they will know, be able to apply and understand the matters, skills and processes taught during their time in school. They will be creative, responsible and confident users of information and communication technology.
Formative assessment is incorporated throughout the lesson through live and verbal feedback. Evidence of the children’s learning is collated into a class portfolio to provide an overview of learning and progress. Where children require additional support, lesson plans and teaching will be adapted and ‘scaffolded’ to provide this support. Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children.