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Vision and Implementation

At Stewart Fleming, we endeavour to give children the tools necessary to become active participants in the modern world. We aim to equip the children with up-to-date and informative digital knowledge by using the subjects taught alongside the International Primary Curriculum, whilst using the NCCE computing scheme of work. At the forefront of all Computing lessons is E-Safety. We teach the children to use technology safely and respectfully, including what steps to take if they are unsure about online content. Whilst the children are being taught to use technology purposefully, they are encouraged to apply the use of logical reasoning in order to decode and create digital content. We hold regular parent forums on E-Safety to ensure our curriculum suits the needs of the children. Throughout their time at Stewart Fleming, the children will have the opportunity to create and detect errors within their own algorithms and programmes, as well as use a variety of software to collect, analyse, evaluate and present data and information. They will become effective computational thinkers with confidence using a wide range of software and hardware. Each year, elections are held to determine the 2 Digital Leaders in each class who are the role models in regards to technology usage.

 

We have a wide range of resources to support the children’s learning.

  • A computing suite with 30 computers.
  • BeeBots, BlueBots and Roamers
  • Micro:Bits
  • Crumble Controllers
  • 50+ iPad’s
  • 100+ laptops
  • 15 MacBooks
  • Headphones
  • 3D printer

Regular assessment of progress is made through observations and evidence. Key objectives to be assessed are taken from the National Curriculum to assess Computing each ½ term.  The school uses the IPC to deliver E-Safety to the children at the start of each half term and then uses the NCCE scheme to ensure full national curriculum coverage.  Assessing Computing is an integral part of teaching & learning and key to good practice. 

We assess the children’s work in Computing by making informal judgments as we observe the children during lessons. Once the children complete a unit of work, we make a summary judgment of the work for each pupil as to whether they have yet to obtain, obtained or exceeded the expectations of the unit.

We record the results in our assessment files and we use these to plan future work, provide the basis for progress and to communicate with the pupil’s future class teacher(s).  The children’s work is saved on the school network.  Other work may be printed and filed within the subject from which the task was set.  All children are provided with Google Education Suite accounts.

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • Are responsible, competent, confident and creative users of information and communication technology.

Computing at Stewart Fleming

'The new national curriculum for computing has been developed to equip young people in England with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.’ 

This is underpinned by the key aim of producing learners who are confident and effective users of a wide range of both software and hardware. 

At Stewart Fleming, curriculum coverage and progression are planned through a series of different units which build upon each other year on year.  Lessons follow the NCCE scheme of work which provides six units per year group and are then broken down into weekly differentiated sessions.  Children are able to apply and enhance their skills during their weekly Computing sessions. The IPC is used to supplement the children's E-Safety lessons and ensures full coverage of keeping children safe when online. 

As children work through the scheme of work their progress is recorded against short-focused tasks where appropriate assessments are made.  By the end of each unit pupils are expected to know, apply and understand the matters, skills and processes outlined in the relevant programme of study.  These assessments aim to support teaching and learning.  We will keep children’s work in a Computing folder which will follow the children through the school.  The folders for each year group can be accessed on the shared network and will be readily available for monitoring by the subject leader and staff to ensure differentiation, progression of skills and achievement at individual levels.

There is an opportunity to make rapid progress in this area at Stewart Fleming.  The school has many iPads for children to use.  We have a newly built computing suite, 100+ laptops, Crumble kits, Bee Bots, Micro:Bit controllers, Robot arms, a 3D printer and much more. Therefore there is a plentiful supply of equipment to ensure Computing is an effective an integral part of teaching and learning.  Teachers are equipped with Clever Touch boards for use during lessons as a teaching tool to enhance learning for children.  All staff receive training to enable them to use different technology in the most effective way for interactive learning.

Key Stage 1

By the end of Key Stage 1 children should be able to:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • Create and debug simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • Use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet.
  • Recognise common uses of information technology beyond school.

Key Stage 2

By the end of Key Stage 2 children should be able to:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selection and repetition in programs; work with variables and various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

E-Safety

The development of the ‘E’ Safety policy ensures a robust approach to safeguarding children and staff in using the Internet safely and responsibly. The detailed policy is in line with Government Guidance and provides an aide memoire to all stakeholders about the use of e-mail, dangers of cyber bullying and the robust permissions required to safeguard children.

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