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Computing

Principles for Computing at TAB

 

Computing is more than just programming and at TAB we see it as a way of thinking rather than just developing a specific skill in a specific program. Children are encouraged to consider and develop their analytical, ordered and considered thinking to solve a range of problems.

 

Children are then taught and apply a range of techniques and skills that allow them to become independent and resilient problem solvers. The children develop a huge range of skills that are fit for the future: from understanding how networks connect and share information at a local level to how the internet and worldwide web work; from analysing live weather data to producing a live app; from collaborating on wikis to setting up a blog. A huge range of exciting and motivational tasks await the children at TAB.

 

Underpinning everything we teach in Computing is a strong vein of e-safety understanding. Please see our online safety page for more information.

 

The engaging and meaningful Computing curriculum at T.A.B. Junior contributes to pupils Spiritual, Moral, Social and Cultural development, as well as promoting and re-enforcing British values. The way technology is used to support teaching and learning is rapidly changing, and at T.A.B. Junior we ensure that not only does technology enhance the learning of cross curricular subjects but also enhances opportunities to develop SMSC and British values.

 

Spiritual development

Children discuss and develop an understanding of the enormity of the internet and worldwide web and the many possibilities that this offers them.

 

Children develop an understanding of connectedness through the work they complete on email, blogs and wikis.

 

Children are encouraged to develop creativity through the creativity unit each year, taking inspiration from video, music and art from around the world and from different spiritual outlooks.

 

Moral development

Children discuss the moral issues of freedom of speech and internet neutrality.

 

Children are also able to develop responses to e-safety issues in safe and supportive environments. This could be through drama or role-play activities, such as the email dilemma cards.

 

Children are taught about mutual respect when creating websites, posting comments on blogs and wikis, and developing a strong internal moral compass about what they choose to post online.

 

Social development

Children are taught how to be global citizens, and how their posts online make up part of the global community.

 

Children are given opportunities to feedback to each other using technology and are able to discuss ways that this can be done in a respectful way and for a common good.

 

Children are able to discuss and vote for their favourite game design, programming script or app and can discuss the full democratic procedure.

 

Cultural development

Children understand that the internet allows a huge variety of cultures to interact and that WWW content can be shared across the cultural divides of country borders.

 

Children are taught to take into account different and specific audiences when preparing to publish work online. Initially this is done in a safe ‘in-house’ system to build up pupil skill – these can later be published online for all to see.

 

Promoting British Values

When discussing e-safety, children are made aware of British law on e-communications.

 

Children discuss and develop a range of computing projects which give the opportunity to demonstrate democracy in action, through video, coding and app design.

 

Children take inspiration from a range of other cultures and religions when developing digital art work. This help builds tolerance and understanding.

 

All children are able to practise and rehearse mutual respect through role plays and dilemma card activities. This is especially prevalent in all e-safety aspects of the curriculum.

 

When developing web pages, wikis and blogs all children understand the importance of developing individual liberty and the importance of net neutrality and freedoms of speech, but also the importance of taking other British values in to account.

 

Organisation of Computing

 

The teaching of computing is organised so that the class teacher takes responsibility for the best application of computing across their timetable. This might mean a weekly ‘computing slot’ or the lessons may be grouped together into a shorter project. Either way, children will experience around 5 hours of computing per half term.

 

Skills Development in Computing

 

Children are taught in line with our skills progression document which outlines the 7 main skills that we believe children need to achieve highly in computing.

 

Problem Solving (PS)

  • Write programs that accomplish specific goals.
  • Design programs that accomplish specific goals.
  • Debug programs that accomplish specific goals.
  • Control or simulate physical systems.
  • Solve problems by decomposing them into smaller parts.

 

Programming (PR)

  • Use sequence in programs.
  • Use selection in programs.
  • Use repetition in programs.
  • Work with variables.
  • Work with various forms of input and output.

 

Logical Thinking (LT)

  • Use logical reasoning to detect and correct errors in programs.
  • Use logical reasoning to explain how some simple algorithms work.
  • Use logical reasoning to detect and correct errors in algorithms.

 

Communicating (CO)

  • Understand how computer networks can provide multiple services, such as the worldwide web.
  • Understand computer networks, including the internet.
  • Understand opportunities computer networks offer for communication.
  • Understand opportunities computer networks offer for collaboration.

 

Searching (SE)

  • Use search engine technologies effectively.
  • Appreciate how search results are selected.
  • Appreciate how search results are ranked.
  • Be discerning in evaluating digital content.

 

Creating Content (CC)

  • Select, use and combine software.
  • Design and create content.
  • Design and create systems.
  • Collect, analyse, evaluate and present data.
  • Collect, analyse, evaluate and present information.

 

E-safety (ES)

  • Use technology responsibly.
  • Identify a range of ways to report concerns about contact.
  • Identify a range of ways to report concerns about content.
  • Recognise acceptable/unacceptable behaviour.

 

Assessing Computing

 

Computing is assessed against each unit outcome in two ways. Firstly the class teacher will be continuously assessing and monitoring the children to identify misconceptions and address these during the lesson. Secondly the children are assessed at the end of each unit on how well they have met the key expectations of the unit. The children themselves provide an assessment of how well they think they have done and the teacher will also give overall feedback. At appropriate times the children will also receive peer feedback from other members of the class.

 

Enrichment of Computing

 

We are incredibly lucky to benefit from so many amazing technology resources at TAB and we are keen to enhance and extend the children’s experience of technology.

 

We have a thriving and exciting ‘code-club’ which allows children to develop their coding abilities. We have recently been given a range of make your own consoles from Google which will be used to extend our Higher Ability children.

 

Each year upper school children are invited to apply to become Digital Leaders – these are the children who love technology and see how much difference it can make in their learning. They are involved in creating and developing IT policies, providing training and support for others and trialling new ideas. They also attend the British Education Technology Showcase at the ExCel arena in London where they give their opinion on the latest developments in technology!

 

Resources to support Computing learning

 

Websites & other links to extend and further learning at home include:

http://www.bbc.co.uk/schools/0/computing/28972462

http://www.cs4fn.org/

http://www.thinkuknow.co.uk/

http://barclayscodeplayground.co.uk/

http://scratch.mit.edu

 

Computing in Action

 

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