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Computing

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What Computing looks like in Holmer C of E Academy

What a computing looks like in our school:

 

  • Computing is on the whole embedded within the curriculum

  • Some sessions are discrete and involve dedicated curriculum time. These typically involve understanding computers and networks and some elements of computer programming

  • Many of the core and foundation curriculum lessons involve an aspect of computing either as the main outcome or as the tool to enable a successful outcome for another subject

  • Computing skills are sometimes taught alongside other subject skills

  • Lessons involving computing are current, aim to enthuse the pupils and provide skills including problem solving which are adaptable across the wider curriculum

  • Independent use of iPads within classes to support individual learning needs is a common occurrence

  • E-safety is taught whenever online tools are being used, discretely through PSHE each half term and in response to the needs of the pupil and wider school community

     

This is our philosophy:

  • Children using creative skills to develop their learning and showcase their understanding

  • Children with problem solving skills including those for computer programming

  • Children with an understanding of how to stay safe online and use mobile technologies responsibly to engage in positive learning experiences using global resources

  • To provide children with transferable computing skills to enable them to tackle future developments in technology and handle change successfully

 

This is what we do:

  • The information technology strand of the curriculum is embedded across the curriculum

  • Discrete lessons cover the computer science aspect of the computing curriculum

  • Lessons are planned using the Herefordshire Computing Progression skills document as a guide for each year group

  • By the time the children leave Year 6, they are confident users of IT with transferable skills ready to use computing as a tool to support learning experiences across the curriculum

  • Each half term a PSHE/computing lesson is dedicated to developing e-safety awareness and to address the digital literacy element of the computing curriculum

 

This is what you might see:

  • A mash up of apps being used and/or selected by the pupils to investigate subjects, record their learning and demonstrate their knowledge and understanding of a topic

  • Children posing questions for research

  • Children problem solving and being enthusiastic learners

  • Children exploring the capabilities of different apps and software for an intended purpose

  • Use of a iPads, laptops, video recording equipment, drones, Sphero, BeeBot, green screen technology, virtual reality technology and augmented reality technology

  • Children exploring different sources of information using QR codes or creating their own to showcase their work

  • Digital Leaders sharing their skills with classes, teachers and pupils or attending events in Herefordshire to pass on their knowledge and enthusiasm for computing

  • Twitter and the school website being used to highlight the learning taking place in computing

 

This is how we know our pupils are doing well:

  • Lessons are planned based on computing skills which are specific for each year group

  • Feedback by teacher and peers

  • Photographic and video evidence

  • Displays of work with classes and around school

  • At the end of each half term, skills are highlighted according to whether a child has demonstrated that they have met a skill

  • Assessment tracked at the end of each half term and entered onto an internal recording system

 

This is the impact of our teaching:

  • Children who are passionate by the use of information technology

  • Inquisitive learners

  • Reflective learners

  • Problem solvers

  • Children who are able to challenge themselves

  • Children willing to demonstrate their skills and understanding of computing

  • Children who are prepared to share what they’ve learnt in a variety of ways

  • Children who are able to advocate safe use of online technologies to promote inclusion, diversity and a quest for knowledge whilst being aware of how to keep safe and report concerns

 

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