Computing

Computing Intent:

We implement the curriculum by using Kapow Computing as a programme of study alongside the national curriculum to support progression in each of the computing curriculum areas. Where appropriate, we intend to promote meaningful links between the computing curriculum and the wider curriculum, further enhancing opportunities to recap and revisit where necessary.

We teach our lessons via Kapow and they are presented in small chunks and concepts, which means that the children are able to develop depth in their knowledge and specific skills over the duration of each of their computing topics, with opportunities to revisit, review and further develop specific skills across each year group. We also intend to offer pupils opportunities to broaden their horizons and expand their experience of high end technology.

Computing Implementation:

Teachers use a range of assessment materials to support their judgements of attainment and progress in addition to their planning. Each half term, teachers will report progress of attainment towards national curriculum objectives into the school’s assessment system, Sonar. End of unit quizzes are used after each unit and throughout each year group, to help identify any gaps in knowledge and plan next steps. Teaching and supporting staff will use formative assessments weekly which include observations, pupil perceptions, marking and feedback to make judgements about the next steps in the learning journey for individual pupils.

After each data collection, data analysis will take place to identify pupil progress and whole cohort trends. Gap analysis information will identify areas of need for the cohort and individual pupils to help inform them of their next teaching objectives for the cohort as well as look for opportunities to revisit and recap prior learning in new units. The subject leader will also use this information to help track content and coverage taught across the school, support teachers with gap analysis and use this information to support tracking of individual pupils and whole cohorts progression of skills throughout their time at Leiston.

Impact:

Teacher questioning after all explanations, using techniques to ensure that all pupils are included in the questioning, allows the teacher to assess the level of understanding of their teaching. This allows future explanations to be planned during lessons and keeps pupils at the point of learning. Teacher guiding of first practise supports pupils with new knowledge and skills when they first use it and ensures that misconceptions are immediately rectified. Pupils are targeted for guiding based on the assessment information gleaned from lesson questioning and distance feedback. Learning tasks are differentiated so that pupils focus on their precise next steps and practise what they most need to practise.

Computing Long Term Plan

Computing LTP 23-24

Vocabulary Progression

Computing Vocabulary Progression years 1-6.pdf

Computing skills progression

Computing - Progression of skills.pdf

What do pupils think of Computing at Leiston Primary?

During the academic year we meet with representatives from each class to share their views on our Computing curriculum here at Leiston Primary. This is what they said ...

"I like Computing because we have been learning about morse code. We get to crack secret codes and have to work together to problem solve" (Year 5 pupil).

"Computing is fun because we get to search on google for pictures of funny animals. We have learnt how to copy and paste them" (Year 1 pupil)

"We use the VR headsets in our lesson to help us. We got to swim with a shark and it was really scary. It made me jump!" (Year 2 pupil)