Computing

Intent

 Computing is concerned with developing technological understanding and developing skills and thought processes that can be used as a means to cope with life as it is today. At Cosby we aim to equip children with the independent and collaborative skills to contribute fully to school life and the wider society. Using various methods and programs to study Computing will help pupils develop their understanding of the subject and make relevant links with the wider curriculum, as well as its use outside the school context. We aim to encourage an ability to think logically through working both independently and together on computing tasks to help develop self-confidence and social skills. In doing this, Cosby aims to encourage perseverance and persistence to additionally benefit children in other areas beyond the subject itself.

A strong sense of why Computing is being taught should pervade all curriculum planning, influencing the selection of content and methods of teaching. In particular, Cosby focuses on a strong link between the use of computing skills and knowledge developed in the classroom, and its wider application to develop valuable life skills. All children will have equal access to the Computing curriculum regardless of ability, gender or race and be encouraged to participate fully in it.

Implementation

At Cosby Primary School, we follow a two-year rolling programme to ensure coverage is met in all subjects and children are continually challenged in their understanding. We use the Teach Computing Scheme. Lessons typically are split into six phases:

• CONNECT This provides an opportunity to connect the lesson to prior learning from a previous module or lesson. Teachers return children’s attention to the previous lesson’s knowledge note/the big idea for the learning module, including key vocabulary. Examples of thinking harder routines include Flick Back 5, Recap questions, Quizzing. Retrieval practice allows all pupils to take time to remember things and activate their memories. Quizzing allows questions to be asked and allows pupils to carry out retrieval practice. Cumulative quizzing, allows for a few questions to be asked each lesson, which are built upon the previous lesson.
• EXPLAIN This is the explicit teaching that needs to take place. Teachers should ensure they are clear what they want children to know and remember. They plan for and explicitly address common misconceptions so they can address these in lessons as they arise. They should be clear about the substantive knowledge and the vocabulary that they want children to understand in the session. This can be developed using key information, facts, and images so that explanations are precise.
• EXAMPLE Providing pupils with high-quality examples is essential for learning. Pupils need to see worked examples. My turn, our turn, your turn is a technique that can be used to explicitly teach vocabulary and new concepts. Prepared examples should be carefully planned and need to be evident in teaching. An example in geography could be demonstrating how to label a map, before labelling a map together.
• ATTEMPT Guiding pupil practice allows pupils to rehearse, rephrase and elaborate their learning. Children need the chance to attempt and verbalise their understanding. Children’s own attempts are what help them to secure their understanding. Children need to have time to struggle and understand for themselves. This is not necessarily something that is recorded in books. This phase provides opportunities for teachers to check in with pupils to see who may need more challenge/support/scaffolds and if any misconceptions have arisen that need to be addressed. Extending the previous geography example, pupils could practice labelling a map.
• APPLY This is where pupils would typically begin to record in individual pupil activity sheets which are kept in books. The number of scaffolds may vary.
• CHALLENGE Teachers get the children to interrogate their learning - summarise, explain, compare and contrast. Tools are built into routines to reduce overload and allow for hard thinking. These can be adapted for children based on their individual needs. 

Implementation

 Children will become increasingly confident in their knowledge of computer programming, which will support them in future learning.

Children will have developed good digital literacy skills.

Children will have developed the skills to pursue their own interests within the computing curriculum.