At Ainsdale St John’s we are digital explorers of the 21st Century! We are on a digital journey to become life-long active and responsible learners following the Christian values that Jesus has given to us. Through high quality teaching, our pupils are given rich learning experiences into all aspects of computing to prepare them for the digital world.
We want all of our digital explorers to have a thirst for learning ‘computational thinking’ so that they can achieve their ambitions for the future workplace whilst using technology effectively and safely. We provide opportunities for our children to work creatively and critically using a range of digital systems as they strive to solve problems and become digitally literate.
Computer science is at the core of our computing curriculum. We see our children as having the ability to change the world in which they live in by being taught the principles of information, computation and how digital systems work. Using a range of programming tools to create programs, systems and a range of content, our digital explorers are encouraged to work together collaboratively and communicate clearly by expressing their ideas through a variety of information technology.
Our computing curriculum has been carefully built around the National Curriculum programmes of study and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills.
Computing is taught discretely but staff also make meaningful links across subjects and link prior knowledge to new knowledge to deepen children’s learning. Deep links are made with mathematics, science and design and technology, and provides insights into both natural and artificial systems.
We encourage staff to teach a weekly computing lesson. This helps to ensure sufficient time is allocated to computing and that computing subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.
Teachers use formative assessment in lessons and this informs their short term planning and helps them provide the best possible support for all children.
Summative assessments are made at the end of each topic and the Computing Assessment Passport (grid) is updated.
Monitoring in computing includes: work scrutiny, learning walks, pupil and staff voice. Information gathered is used to gain an accurate understanding of the quality of teaching and learning in computing. It is used to inform further curriculum developments and provision is adapted accordingly.
The unit overviews for each unit show the links between the content of the lessons and the National Curriculum and Education for a Connected World framework (ncce.io/efacw). These references have been provided to show where aspects relating to online safety, or digital citizenship, are covered within the Teach Computing Curriculum. Not all of the objectives in the Education for a Connected World framework are covered in the Teach Computing Curriculum, as some are better suited to personal, social, health, and economic (PSHE) education; spiritual, moral, social, and cultural (SMSC) development; and citizenship. However, the coverage required for the computing national curriculum is provided.
At Ainsdale St John's we also teach online safety as part of our PSHE lessons using the 1Decision Framework and through stand-alone days such as Safer Internet Day. Online safety is also a focus for the first computing lessons at the start of each new school year.