Computing

Intent

At Whitmore Park we strive to develop independent learners who are well equipped for the digital age. Our computing curriculum provides pupils with engaging, real–life experiences that will equip them with the skills and knowledge that will be vital in the job market of the future. The computing curriculum is designed to enable pupils to understand the fundamental principles of computer science, including using logical reasoning, algorithms and their implementation through programming. We aim to ensure that all pupils have the level of digital literacy required to express their ideas creatively, responsibly and with confidence, something that is essential when navigating a digital world.  

Implementation

Our curriculum is designed to ensure that each year pupil knowledge and skills are built upon and expanded.  This is done by introducing new learning and concepts each academic year as well as revisiting, consolidating and enhancing learning that has been done in previous years. This allows all pupils to be well prepared for the next stage in their educational journey. Computing is taught discretely by a computing specialist, who is also responsible for curriculum design. By having a specialist teacher whose CPD is focused on developing the computing curriculum, we ensure that teacher subject knowledge and pedagogical knowledge is of a high standard. Computing is taught discretely to ensure pupils have a clear understanding of the required computing skills and knowledge.  

 Our curriculum makes use of different structured frameworks to keep learning tied to the best pedogeological practice. For example, we use a combination of the Use – Modify – Create model as well as the PRIMM model, (Predict, Run, Investigate, Modify and Make) (shown below) to structure units of work and, where appropriate, individual lessons. We also make use of Rosenshine’s principles to help support student engagement, understanding, and retention of knowledge. 

 Our computing curriculum aims to ensure pupils:  

  • Can understand and apply the fundamentals and principles of computer science. 
  • Have repeated practical experience of writing computer programs. 
  • Can apply and evaluate the use of information technology in a range of different technologies. 
  • Are responsible, competent and creative users of information and communication technology. 
  • Develop cultural capital through the skills and knowledge they gain, the resources they experience and the highlighting of opportunities that computing can unlock for them in the future.  

 At Whitmore Park Primary School, we believe that students with SEND should have access to the same broad and balanced curriculum as the rest of the class. All children, regardless of ability, will have the opportunity to learn Computing.  

Pupils with SEND will be supported through, (some of these methods can also be used to help support all pupils): 

  • differentiation (this includes scaffolded support such as Parson’s problems, word banks, flashcards, steps to success, visual aids) 
  • use of unplugged activities to ensure abstract concepts are introduced in a tangible way 
  • use of technology (including voice dictation tools, spell checking and predictive text, screen recording or audio recordings) to access learning where literacy skill may be a barrier to learning. 
  • active learning strategies 
  • explicit teaching of vocabulary to reduce cognitive load 
  • use of paired work / paired programming to help support cognitive load 
  • additional adult support in class 
  • The use of and acting upon of formative assessment to ensure all pupils make progress 

Impact

The impact of our curriculum’s Intent on pupils is that they will become confident, knowledgeable, and reflective learners who can work independently and collaboratively. The curriculum imparts onto pupils the required knowledge and skills to be successful throughout primary school but also sets them up with the best possible foundations for when they move onto secondary school. This in turn will afford them all the opportunities to succeed when they join the digital jobs market of the future.  

One way the impact is monitored is through formative assessment. One method of formative assessment that is used is questioning.  Questioning provides immediate feedback to and from pupils to shape what happens next in the lesson, with the teacher correcting misconceptions as they arise and moving pupils onto the next step when they are ready. Another method is through regular reviewing of prior learning. Lessons begin with a review of previously taught content, this allows the teacher to assess what learning has been retained. Where appropriate, a digital record of pupil learning is kept on a learning platform that the specialist teacher can use to review pupil progress. 

 Accuracy for summative assessment in computing is provided using an assessment framework. This framework is built into the skills and knowledge that pupils learn each year. The framework is used to assess pupils, keep track of their progress and make regular reports to parents. Our assessment framework is adapted from the Computing at School Assessment Working Group’s framework developed by Miles Berry. It is a system for assessing attainment in computing aligned with the expectations from the National Curriculum. Summative assessment is undertaken at the end of units of work in the form of multiple-choice quizzes, the completion of Parson’s Problems, assessment rubrics or assessing pupil outcomes against individual lesson success criteria to show progression. 

Please click here to see a full copy of our Computing intent statement.