Computing

"What a computer is to me, is the most remarkable tool that we have ever come up with. It's the equivalent of a bicycle for our minds." - Steve Jobs

Intent

At St Francis de Sales, we aim to provide an environment where technology is integrated into all aspects of school life. We do this in a way which actively supports and promotes learning, helps all pupils to make links to the wider world and prepares them for the challenge of a rapidly developing technological environment. Our vision is to embrace any existing technology available to us and continuously evolve with advances made in technology in the future so that pupils become digitally literate and able to express themselves and develop their ideas through IT. 

 

Working in collaboration with Hi-Impact (leading experts in providing innovative IT support and education to schools around the country), our computing curriculum maximises the impact and effectiveness of technology in improving pupils' learning and drives learning throughout all areas of our curriculum. 

 

In St Francis de Sales, our Computing curriculum aims to allow pupils to:

• Enjoy using technology and tackle all applications with confidence and a sense of achievement and purpose. 
• Develop practical skills in the use of computer science and information technology and be able to apply these skills to the solving of relevant and worthwhile problems.
• Understand the capabilities and limitation of technology and implications and consequences of its use. 
• Use technology as a tool appropriately across the curriculum to support and enrich their learning. 
• Understand the importance of online safety so they are able to work safely and sensibly.

Cohesion Strategy: 

 

Coherence is strengthened through our five essentials: Acquisition & Retention of Knowledge (fluency and recall underpin progress), Enriching Experiences (workshops and computing in other subjects), Independence (independent work), Oracy (reasoning through talk and explanation) and Understanding (application of new and varied problems). Our curriculum ensures all pupils develop both competence and confidence in computing fostering a love of learning that endures beyond the classroom.

Implementation

Computing at St Francis de Sales delivers a clear and effective scheme of work that provides coverage in line with the National Curriculum and has been designed to reflect our context and community. Computing is taught across three main strands: computer science, digital literacy and information technology.

 

• Computing lessons are delivered by Hi-Impact, who teach both Computing lessons and enrichment sessions throughout the year. 
• Each year, children build upon their coding skills using Code Studio. This allows for a consistent approach to coding that builds on progression.
• Formative assessment before and during lessons enables scaffolded support and stretches children to the edge of their learning - allowing pupils to embrace their mistakes and learn from them.
• Teachers make use of live modelling, worked examples and success criteria to model excellent practice.
• Planning takes account of previous learning and is adapted for the following year. This is facilitated through the ‘St Francis de Sales Progression Ladder’ and Computing Knowledge Organisers.
• Learners are supported when needed and given targeted support using formative assessment. This  allows for misconceptions to be addressed as close to the point of learning as possible and our children to thrive, regardless of their prior ability.
• Computing is explored in other subjects across the curriculum to enhance and consolidate learning.

Impact

We use a number of ways to measure and assess the impact of our intent and implementation. This helps us refine and adapt our planning further, which, in turn, improves the quality of teaching and learning.

 

Formative Assessment used by Teachers:

• Assessment is tracked during each lesson via formative assessment that follows our Assessment Policy: individual and whole-class targets provide immediate action-points for our pupils. This allows us to follow a dynamic and robust assessment cycle that drives learning forward at all opportunities.
• Teachers provide high-quality questioning in the 'Knowledge Checkback' and throughout every lesson, making use of diagnostic questions to ascertain the level of understanding in the classroom and adapt their teaching as necessary.

 

Summative Assessment used by Teachers:

• In conjunction with end of year 'Mastermind' tests and progress from Code Studio, teachers assess pupil progress using evidence which provides an objective measure of progress. In turn, this data informs future planning. 

 

Monitoring by Subject Lead:

• Monitoring cycles (every ten weeks), including lesson observations and drop-ins, allow us to ensure the assessment policy is being followed. This ensures that Computing lessons are of the highest quality and consistency across the school. 

 

Feedback from Stakeholders:

• Pupil voice is sought  to gauge enjoyment, knowledge and understanding of the subject and begin to implement changes as necessary.
• Teacher voice is obtained by the subject lead, alongside professional discourse throughout with Hi Impact.

This presentation shows the standards and progress of pupils from Y3 to Y6 via our identified "Golden Threads" of programming and coding in Computing

Impact Presentation

This presentation shows the standards and progress of pupils from Y3 to Y6 via our identified "Golden Threads" in Computing. It includes information regarding Computing across the curriculum and assessment information.