Computing Policy

These Policy and Procedures follow national guidance and build on good practice.

  1. Why we teach Computing

Through teaching computing we equip pupils with the skills necessary to participate in a world of rapidly changing technology. This technology is now essential to the all our lives, at home and at work. Computational thinking is a skill children must be taught if they are to be ready for the workplace and be able to participate effectively in this digital world.

  1. We aim for all children to:
  • design, write and debug programmes that accomplish specific goals, including controlling or stimulating physical systems
  • use sequence, selection and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in programs
  • understand computer networks, including the Internet, and the opportunities they offer for communication and collaboration
  • use search technologies effectively and be discerning in evaluating digital content
  • to select, use and combine a variety of software on a range of digital devices to design and create a range of content
  • to collect, analyse, evaluate and present data in various forms
  • use technology safely, respectfully and responsibly and identify a range of ways to report concerns about content and contact

3. How we teach computing

3.1 The school uses a variety of teaching and learning styles in computing lessons. Each class has a timetabled morning or afternoon session. In this session, classes have access to a class set of netbooks. Children can have use of a netbook each or work with a partner. On other occasions children will work on a computing project in small groups. As well as using netbooks, children have access to other digital devices such as ipads, video cameras, digital cameras, digital microphones and controllable toys.

3.2 In all classes there are children of differing computing ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. Throughout lessons a range of strategies are used to ensure appropriate leveled learning. Many of the computing projects we teach have an open-ended element built into them allowing children with a flair for computing to take things further. Teacher support is available to support those learners with less confidence.

3.3 There are also opportunities for classes to have access to netbooks in order to support other curriculum areas in lots of ways including online games to support literacy and numeracy, data logging and collection in science and carrying out research in history and geography.

4. How we enrich and resource the teaching of computing

4.1  The programme of study for computing sets out the content that should be covered in each stage and this is what we use a basis for planning our computing lessons.

4.2  We carry out the curriculum planning in computing in three phases (long-term, medium-term and short-term). The programme of study outlines what we teach in the long term, while our yearly teaching programme identifies the key objectives in computing that we teach in each year.

4.3 Our medium-term computing plans are adapted from the ‘Switched on ICT’ commercially produced scheme of work which has been developed so that all pupils receive the statutory entitlement as described by the programme of study for computing. This scheme also includes specific cross-curricular links in each unit.

4.4  Short term planning is the responsibility of individual class teachers/year group teams and will vary according to whether computing is the main focus or being used to support teaching in another subject.

4.5  The teaching of computing is very well resourced, and regular audits ensure that all hardware and software are in good order. The computing coordinator keeps up to date with the latest materials and teaching ideas, and disseminates these to all staff on a regular basis. There is a range of resources to support the teaching of computing across the school. We have two netbook trolleys with 30 netbooks in each, two suites with 8 desktop PCs in each, 4 desktop PCs in the Foundation stage and ipads as well as other laptops and netbooks specifically used in KS1. There are also digital video and still cameras, programmable toys, digital microphones and data logging equipment.

4.6  Often the teaching of computing is enhanced through its use in assemblies, projects displayed on our website and virtual learning environment, projects that link year groups and through a cross curricular approach.  

5. How we meet the needs of all children

It is part of the school curriculum policy to provide a broad and balanced education to all children. We enjoy teaching computing to all children, whatever their ability. We provide learning opportunities that are matched to the needs of all children. Work in computing takes into account the targets set for individual children. If children need additional support or challenge in a particular area of computing, this is provided by working within a small group supported by an adult or by the use of specific resources.

6. How we assess the standards in computing

6.1  We assess children’s work in computing from three aspects (long-term, short-term and medium-term). We make short-term assessments, which we use to help us adjust our next computing lesson plan.

6.2  Medium term assessment is recorded at the end of each unit of work in each year group and recorded on a common format. Over the course of each key stage, units from different computing strands will be assessed to ensure balanced coverage.

6.3   At the end of the year a judgment will be made about a pupil’s level of computing ability using a ‘best fit’ model against level descriptors.

7. How we monitor and evaluate the teaching and learning of computing

7.1  Monitoring of the standards of children’s work and of the quality teaching in computing is the responsibility of the computing subject leader. The work of the computing subject leader also involves supporting colleagues in the teaching of computing, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.

7.2  The computing subject leader gives the Headteacher an annual summary in which s/he evaluates strengths and weaknesses in the subject and indicates areas for further improvement. The children save all their work on the network and the computing subject leader is responsible for collecting a school portfolio of work which will be stored electronically and moderated to ensure consistency in their judgments about levels of attainment.

8. How we promote cross curricular links in computing

8.1   Maths

Younger children use computing to communicate results with appropriate mathematical symbols. Older children use it to produce graphs and tables when explaining their results or when creating repeating patterns, such as tessellations. When working on control, children use standard and non-standard measures for distance and angle. They use simulations to identify patterns and relationships. Children also use computing to practise basic maths skills such as number bonds and times tables.

8.2   English

During English lessons, children are able to use and apply their computing skills when producing different kinds of texts. Children can use computing to collaborate on pieces of writing and to combine different media in the same document. Teachers use e-texts as part of their litery teaching.

8.3  History and Geography

In both these subjects, children use computing to use search technologies effectively when carrying out research. The children will learn be discerning in evaluating digital content when carrying out searches. Pupils will also use computing to illustrate what they have learned about a particular area.

8.4   Personal, social and health education (PSHE) and citizenship

Computing contributes to the teaching of personal, social and health education and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views. We teach children to use technology safely, responsibly and respectfully. We teach them to recognize acceptable and unacceptable behaviour and know how to report concerns about content and contact.

8.5  Spiritual, moral, social and cultural development

The teaching of computing supports the social development of our children through the way we expect them to work with each other in lessons. We group children in different ways so that they work together, and we give them opportunities to discuss their ideas and results.

9. How we celebrate achievements in computing

Children are praised appropriately within lessons for their hard work, perseverance and abilities. Teachers regularly reward efforts with house points, certificates, postcards home, mentions in assembly and Golden achievements awards.

10. Equality statement

The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity, social, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping.

11. Review

 This policy was reviewed and agreed by Governors and staff in the Summer term of 2016.

 

        This policy will be reviewed in the Summer term of 2018.