Computing at Minterne

Statement of intent

The National Curriculum states that a ‘high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.’

At Minterne, our curriculum is designed to ensure that lessons in computing are not just engaging and fun, but also equip our children for the digital requirements of the 21^st Century - preparing them to: make informed choices; make links with wider areas of the curriculum including maths, science, design and technology; and learn how to stay safe in a digital and online world.

Children at Minterne follow the fundamental blocks of computing including computer science, programming, data, media, modelling and digital literacy.

SMSC and British Values

At Minterne, our children are continually reflecting on their own lives and the lives of others as they look at various ICT/Computing case studies. They debate and formulate their own set of values and beliefs through case studies as they share their own experiences.  They consider issues surrounding the misuse and access rights to personal data. Our children consider the effects of social networking and the consequences of cyber bullying; they also learn about the legal aspects of copyright and plagiarism. They consider the implications of file sharing and downloading illegally and the penalties for engaging in this type of activity. As part of the computing curriculum students are taught to think and produce work that reflects the needs of diverse audiences within our community and the wider community. As students develop their skills in a range of software they are challenged to work in groups to find solutions whilst developing respect for the ideas and opinions of others in their team. Our children explore how developments in technology have changed our culture, particularly the rise in social networking sites and the ability to communicate instantly across national and international borders.

How computing is taught in lessons

At Minterne, our children have two discrete lessons in a three-week period.  Computing skills are encouraged within other curriculum areas to support application of learning.

We follow many elements of the National Centre for Computing Education (NCCE) Teach Computing curriculum but tailor each Unit for the benefit of the children, taking prior learning and time available into account. There are clear progression steps so that learning can be reviewed and developed further year on year.

Outside of lessons, pupils can also attend a weekly lunchtime drawing club, can choose to make props and paint scenery for school productions and participate in an annual competition to make a piece of art to be hung in the school library. There are also additional art activities provided throughout the year for disadvantaged pupils.

Pupils should be taught to:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in programs; work with variables and various forms of input and output; use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs;
• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration;
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content;
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information;
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

How is progression ensured in Computing?

There is a clear sequence of steps to success for each unit of work which build on each other through Units of work in each year group, making a learning journey for each part of the computing curriculum.

Many units of work are tailored to support self-study, especially in Years 5 and 6, so that children can learn at their own pace, and can also continue from where they left off in the event of absence from the lesson.

Sharing Success

The Computing Suite has four display boards, one for each year group.  Any work that can support the learning of other children is displayed on the boards, and allowing children from other year groups to see what learning is taking place across the school.

At Minterne, we have Digital Leaders, who are children that have stood out as being supportive of others in their learning during Computing lessons.  The Digital Leaders from Upper Key Stage 2 also help to train the Lower Key Stage 2 Digital Leaders so they are prepared to support their classes.

How is Computing assessed

Teach Computing from NCCE has an assessment rubric for each Unit of Work which gets adapted according to what the children have been taught.  Teacher assessment of saved work from each lesson is also used to support the Assessment Outcome.  Children are graded as either (Working towards (WT), expected (EX), or greater depth (GD) for the age-related expectations of the year group, as per the Teach Computing rubric.

Extra-curricular provision

At Minterne, all pupils have the opportunity to sign up on a weekly basis for two, 30-minute lunchtime clubs.  One club is for Computing Skills where they can practise skills such as Microsoft, 3D modelling, vector drawing, Scratch programming, and the other is Typing Club to improve their speed and accuracy in touch typing. 

Links with the community

Minterne are part of the NCCE Computing Hub based at Dartford Grammar School.  We also have links with Fulston Manor Secondary School who provide us with technical support.

Minterne's Computing Curriculum Plan