What does a computing expert look like at Margaret Wix Primary School? 

• The competence to code in a variety of practical and inventive ways, including the application of ideas within other subjects.
• The ability to connect with others safely and respectfully, understanding the need to act within the law with moral and ethical intent.
• An understanding of the connected nature of devices.
• The ability to communicate ideas well by using applications and devices throughout the curriculum.
• The ability to collect, observe and manipulate data effectively.

Intent – why are we teaching this?

At Margaret Wix Primary School, we want our children to become masters of technology. Technology is everywhere and it is our intention to enable children to find, explore, analyse, exchange and present information, so they can leave primary school computer literate.

Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that our children have every opportunity available to allow them to achieve this.

Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.

The EEF 'five-a-day' underpins all we do for our SEND learners in computing. As part of The Wix Way this means that small tweaks to the way we teach computing for all children could make a significant, positive difference for the pupils with SEND in our school.

Implementation – how are we teaching this?

Our scheme of work for Computing is adapted from the ‘Teach Computing’ Curriculum and covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs.

The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: Computer science, Information technology and Digital literacy, with the aims of the curriculum reflecting this distinction.

The National Curriculum for computing aims to ensure all pupils:

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

Our Computing curriculum is designed to empower children to become active participants in the digital world and develop the skills needed to:

• Be responsible, competent, confident and creative users of information and communication technology.
• Know how to keep themselves safe whilst using technology and on the internet and be able to minimise risk to themselves and others.
• Become responsible, respectful and competent users of data, information and communication technology.
• Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
• Have a ‘can do’ attitude when engaging with technology and its associated resources.
• Utilise computational thinking beyond the Computing curriculum.
• Understand and follow the SMART E-Safety rules.
• Understand that E-Safety messages can keep them safe online.
• Know who to contact if they have concerns.
• Apply their learning in a range of contexts, including at school and at home.
• Know where to locate the Child Exploitation and Online Protection (CEOP) button and how to use it.

To help with our implementation of the computing curriculum we have a variety of hardware available to all teachers, including:

• A set of laptops for KS1 and KS2
• A set of ipads for KS1 and KS2
• Beebots and floor roamers
• Our own set of Microbits for the whole school

We also make use of the resources available to schools as part of the local Computing Hub at Sandringham Secondary School.  Every year we are able to borrow physical computing kits (Crumbles and Microbits) for the children to use as part of their learning.

Each classroom is provided with:

• A visualiser
• Interactive Whiteboard
• An ipad for teacher use

All children are provided with Teams accounts and work can be accessed in school and remotely. Both technical and curriculum support is provided by our experts at Interm IT.

Online safety is embedded in the Computing lessons taught each week together with some elements covered as part of the PSCHE Jigsaw scheme.  To ensure complete coverage of the eight different elements of online safety, discrete online safety lessons are also taught each half-term and recorded in the class workbooks. 

The school takes part in National Internet Safety Day each year and the Computing leader and class teachers plan additional internet safety lessons and activities linked to a specific yearly theme. Online safety assemblies and workshops are held for children and parents. Parents are made aware of online safety issues through the school website, letters, information newsletters, parent presentations and updated guidance.

We implement the 'five-a-day' strategy from the EEF within the teaching of computing in a variety of ways. The five strategies identified as having strong evidence for their effectiveness in supporting pupils with SEND which we use to underpin The Wix Way:

1. Explicit instruction

Explicit instruction refers to a range of teacher-led approaches, focused on teacher demonstration followed by guided practice and independent practice. Explicit instruction is not just ​“teaching by telling” or ​“transmission teaching.”

Examples:

• Worked examples with the teacher modelling self-regulation and thought processes is helpful. A teacher might show a pupil how to drag and drop through modelling this process to the pupil. They would then give the pupil the opportunity to practise this skill.
• Using visual aids and concrete examples promotes discussion and links in learning.

2. Cognitive and metacognitive strategies

Cognitive and metacognitive strategies are skills like memorisation techniques or subject specific strategies, like the use knowledge organisers and referring to computing floorbooks, to help pupils plan and evaluate their learning.

Examples:

• Chunking the task will support pupils with SEND – this may be through instructions on a whiteboard, step by step modelling, real life examples which helps reduce distractions to avoid overloading working memory.
• Prompt sheets that help pupils to evaluate their progress, with ideas for further support.

3. Scaffolding

‘Scaffolding’ is a metaphor for temporary support that is removed when it is no longer required. Initially, a teacher would provide enough support so that pupils can successfully complete tasks that they could not do independently.

Examples:

• Support could be visual, verbal, or written. 
• Modelled examples, knowledge organisers, pause and look demonstrations and sentence starters can all be useful.
• Reminders of what equipment is needed for each lesson and classroom routines can be useful.
• Scaffolding discussion to promote prediction, questioning, clarification and summarising
• Include a variety of oracy rich opportunities throughout the lesson, eg: use of sentence stems, speaking frames, concept cartoons, discussion prompts, talk tactics to enable pupils to access learning

4. Flexible grouping

Flexible grouping describes when pupils are allocated to smaller groups based on the individual needs that they currently share with other pupils. Such groups can be formed for an explicit purpose and disbanded when that purpose is met.

Examples:

• Allocating temporary groups can allow teachers to set up opportunities for collaborative learning, for example to work with a learning partner, mixed ability group work, independently carry out a skill, developing a new concept.
• Pre-teaching key vocabulary to be used in computing lessons to enhance group discussion is helpful when learning new skills.

5. Using technology

Technology can assist teacher modelling.  Teach Computing slides and videos support children in introducing a new technique.

Examples:

• Use a visualizer to model worked examples, modelling or sharing good examples from peers.
• Use a variety of technology such as: laptops, ipads, cameras, mircobits, crumbles, floor roamers, data loggers etc.

Impact – what is the effect on the pupils?

The children at Margaret Wix Primary will:

• Be confident users of technology, both at home and in school
• Have a secure and comprehensive knowledge of the implications of technology and digital systems
• Know how to keep themselves safe online as well as being respectful towards others

Children’s achievements are assessed through a variety of ways. Half-termly units of work are collated and recorded in Computing workbooks for each class across the school and pupil voice is regularly conducted, which shows progression across the year groups.  Ongoing feedback provides assessment information and teacher judgements are based on the extent to which the children can demonstrate secure knowledge, understanding and skills.  This includes that the EEF Five a Day are utilised to make certain that all pupils make measurable progress.

Aspirations For The Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Techie:

• Head of Architecture
• Building Society Manager
• Ethical Hacker
• Cartoonist
• Network Engineer
• Computer Programmer
• Games developer
• Database Administrator
• Web Designer

Digital Leaders

Every year at Margaret Wix, we advertise and then appoint Digital Leaders!  Our team of Digital Leaders are a group of children from Years 3-6 who have an interest in all things Computing.  There are lots of applicants each year and these are the lucky 4 that have been chosen this year.  The main aim of our Digital Leaders is to inspire young people to encourage others to use technology in a positive way in the school or local community.  They are heavily involved in Online Safety Day and their other jobs include:

• Testing and reviewing new ICT resources, which could be websites, software or hardware.

• Sharing their skills and expertise with other pupils, classes and teachers.

• Setting up ICT equipment in classrooms for teachers.

• Supporting teachers in using ICT in the classroom.
• Delivering assemblies on Online Safety. 
• Judging computing competitions.