At Greenfield Primary School, we intend to provide an ICT rich environment which allows pupils to gain the confidence and ability to equip them for the challenge of a rapidly developing and changing technological world.
We aspire for pupils to become independently ‘digitally literate’; use ICT confidently in everyday situations; have a secure knowledge of ICT applications; have the ability to use this knowledge and understanding to carry out a range of computing tasks across the curriculum; become resilient during problem solving and most importantly use it safely, respectfully and responsibly.
Computing is taught throughout school in Early Years as part of continuous provision and from Year 1 to Year 6 once every 2 weeks for 2 hours. Teachers use the computing scheme from Kapow Primary as a starting point for their teaching. Lessons are adapted to suit the individual needs of their class. Where appropriate natural links are made with other subjects.
Teaching and Learning in Computing develops pupils’ knowledge across the key areas: Digital Literacy and Online Safety, Computational Thinking and Computers & Hardware. As a school we follow the revisit, revisit, remember approach, therefore each year the previous year’s knowledge, understanding and skills are revisited and built upon.
For example by the end of Key Stage 1, pupils are expected to complete and debug simple programmes and by the end of Key Stage 2, the pupils are expected to create and debug programs that accomplish specific goals, explain their reasoning and solve problems.
At Greenfield Primary School, pupils are introduced to a wide range of technology, including laptops, iPads and interactive whiteboards, allowing them to continually practice and improve the skills they learn. EYFS and Key stage 1 pupils are introduced to a range of programmable toys e.g. Beebots, remote control cars and walkie talkies.
The subject coordinator monitors computing by trawling planning to ensure it matches the Long Term Plan and shows progression. Pupil's work is also monitored, along with their opinions through pupil voice. Skills ladders are also completed, at least annually, by teaching staff and analysed by the subject coordinator to identify any areas for development. The subject coordination would then follow up these areas of development with staff training or coaching.
Because of the practical nature of the subject, pupil's work is saved in shared files which are accessible to staff and pupils. Within that evidence folder, pupils can save photos, videos or documents. Staff complete an evidence document which allows them to assess the lesson’s learning and identify any misconceptions for future teaching and learning opportunities.