Hello, I am Mr Carroll and I am the Computing and Online Safety Coordinator
Why do we teach Computing and Online Safety at Hayfield Lane?
We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.
To ensure a broad range of skills and understanding, Computing is taught across three main strands: digital literacy, problem solving and logical thinking as well as creative content. Within digital literacy, children learn to be responsible, competent, confident and creative users of information and communication technology.
Through problem solving and logical thinking, we teach children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. Also to analyse problems to computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Within our creative content units, the children learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
We also teach a progression of Computing vocabulary to support children in their understanding of these terms as they gain a greater understanding of these different concepts.
We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being.
Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through tools like Seesaw and observing learning regularly.
Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.
The following items are the format of standard computing lessons at Hayfield Lane Primary:
REVIEW- opportunity for children to connect to prior learning from a previous learning journey or session. The connection to prior learning (and comparable themes within curriculum areas) is drawn attention to by teachers and staff/children recall previous learning with links explained by pupils. This helps to ensure that items are retained by children in the longer term. Each learning journey has been crafted to ensure that underlying connections and themes can be explicitly made-these are called the ‘schema’. Examples of this are evident in the DAILY REVIEW BOX, recap questions, retrieval practice or quizzing.
EXPLAIN- teachers then explain the small step teaching point, previous gaps and deeper understanding elements of the lesson – we call these our LEARNING STARS. These are the criteria for the children to work to, with the 3 star aspect being a deepening of understanding aspect. 1 star is the gap in knowledge from previous journeys for the class. These are progressive and enable children to build to a final outcome- the BIG PROJECT/final piece of the journey. Within this section, misconceptions from formative assessments are discussed with children.
MODEL-Pupils are given high quality examples via teacher modelling. The modelling of the example also requires lots of active practice of the pupil. In these mini ‘chunk and chew’ active elements, children are able to develop critical thinking and collaborative learning aspects which are then embedded further by the class teacher. They are given time to verbalise and refine their thinking in collaboration with others. Quality worked examples are created and added to the classroom working walls to support learning across sequences of lessons. Misconceptions are also addressed. An example of this would be a teacher modelling how to create an introduction in a report about a point in history by having mini learning connection tasks, linking to prior reading, that build to the teacher modelling of an effective paragraph of text.
APPLY- This is the element of the lesson where pupils/collaboration partners begin to undertake the task set. Additional scaffolds and methods of support may be used to allow children to succeed within this aspect- working wall support, word mats, voice dictation apps, targeted support via a teaching assistant.
DEEPEN- at the end of the lesson the teacher will examine how effectively the children have met the star grids. Within this aspect, pupils will critique, summarise, explain, compare and contrast their findings. These elements are used to enable children to transfer knowledge and skills into their longer term memory. DEEPENING LEARNING is present in the REVIEW, EXPLAIN, MODEL and APPLY stages.