“Computing is not about computers anymore. It is about living.” – Nicholas Negroponte
“Technology is best when it brings people together.” – Matt Mullenweg
Pupils will be equipped with the skills and knowledge in order to use computational thinking and creativity to change the world.
Pupils will be taught over a series of lessons to:
At Girnhill Infant School we expose our pupils to a breadth of challenges, inspire learners to develop a love of computing and express themselves and develop their ideas through, information and communication technology in order to become active participants in a digital world. Through the use of substantive knowledge, disciplinary knowledge, vocabulary and sentence stems, pupils will be able to use and apply their knowledge, skills and understanding across a range of computational concepts.
We are ambitious in our expectations of all pupils, ensuring strong cross curricular links are made to develop children holistically.
Our computing curriculum has an emphasis on eSafety and Digital Literacy. We work with the children to teach them how to use technology safely, respectfully and responsibly. We believe that it is the right of every child to feel safe and secure when using technology.
As a school we understand technology is changing and, therefore, ensure filtering and monitoring is of paramount importance. Our filtering and monitoring provider is Alamo.
|At Girnhill, we provide children with a high-quality computing curriculum which equips pupils with the skills and knowledge in order to use computational thinking and creativity to change the world. Computing is taught through the ambitious National Curriculum and the Early Years Foundation Stage Framework, enhanced and supplemented with the use of Barefoot Computing resources and TEACH computing curriculum to support staff to plan small progressive steps in a specific coherent teaching sequence. The computing curriculum provided at Girnhill Infant School is planned using the three strands of computing: Computer Science, Information Technology and Digital Literacy. We are ambitious in our expectations of all pupils, ensuring cross curricular links are made to develop children holistically. We map the National Curriculum and Early Years Foundation Stage Framework for computing into a coherent and sequential progression model that outlines the substantive knowledge, disciplinary knowledge, vocabulary and sentence stems needed at each stage that will build cumulatively towards learners being able to use and apply their knowledge, skills and understanding across a range of computational concepts, making purposeful links. At Girnhill Infant School, oracy is a powerful tool for learning; by teaching children to become more effective speakers and listeners we empower them to better understand themselves, each other and the world around them. Vocabulary is purposeful and progressive to allow children to develop their expressive language and leave school being able to articulate their understanding of computing using the four strands of good talk. Technical tiered vocabulary is modelled through flashcards and teacher talk using ‘my turn, your turn’. Sentence stems are used to provide children with a model of how to speak like a computational thinker and scaffold their talk effectively. Questions are carefully planned in advance to target pre-empted misconceptions, address gaps in learning and enable children to develop their explanations of computational concepts.
We ensure that all teachers, including those who are non-specialists, have excellent subject knowledge and are supported in the implementation of the curriculum by the Digital Champion. Oracy is woven throughout computing as detailed in the progression grid. The progression grid outlines the oracy expectations of each year group within the four strands of good talk. It also includes the tiered technical vocabulary all learners need to acquire and use in order to talk like a computational thinker. This will be modelled using flash cards, teacher talk using ‘my turn your turn’ and opportunities are made for children to practice using the vocabulary throughout lessons in both guided and independent practice. Suggested sentence stems are provided and used in order to scaffold responses. Opportunities for children to practise the skill of presentational talk will be further developed in computing through the use of mode B learning such as creating group presentations or building a computer game using knowledge of coding. Through using Rosenshine’s principles, learners have the opportunity to revisit and build on prior knowledge. Daily review is used at the beginning of every session in order to activate prior learning to attach new learning to. High-quality modelling of skills and language is offered to our children and scaffolds are provided for difficult tasks. Visual success criteria is provided for learners every lesson. Classroom working walls and knowledge organisers demonstrate prior learning, promote the vocabulary specific to current learning, worked modelled examples, success criteria and visual sentence stems.
Children are able to talk like a computational thinker.
Children enjoy their computing lessons and are able to articulate their understanding of digital technology.
Children are aware of how to stay safe online.