'I didn't know much about computers before, but now I do!' Barton Pupil.
Embedded Files
Crumble
Controllers
Computing at Barton
Computing at Barton
Online Safety
Online Safety
Use of avatars to generate online safety discusssions
Headline Improvements and developments
Adoption of Teach Computing and Project Evolve.
Co-ordination with PSHCE lead to give regular and full attention to online safety.
Specialist computing teaching in KS1 and KS2
Upskilling and confidence in knowledge and skills.
Investment in Chromebooks and Ipads.
Research and investment in programs and apps.
Y1_Staying_Safe_Online_20230912_V2.pptxProject Evolve used in Computing lessons
Project Evolve used in Computing lessons
Project Evolve is a powerful online safety tool we use to target weaker areas in pupil knowledge.
Project Evolve is a powerful online safety tool we use to target weaker areas in pupil knowledge.
Computing subject reflection and briefing sheet.pdfComputing corner Connecting your crumble.pdfCrumble Controllers.
Digital Leader_ Nurturing Online Ambassadors.pdfComputing action plan 21-23[15821].docx.pdfComputing action plan 23-25 (1).pdfcomputing corner spreadsheets.pdf
Microbits
Microbits
The school received the new BBC MIcrobits.
Summary of achievement trends: (based on latest data)
Use data to explore where children’s outcomes are good.
Identify areas where progress is slower.
What steps will you take to explore the reasons why?
Adoption of NCCE Teach Computing . Shown clear benefits in knowledge and skills.
Project Evolve is providing measurable improvement in focussed intervention areas (eg digital footprints)
Assessment
Assessment
How do you assess learning and progress.
Evidence of progress through pupil’s e-portfolios in Google Classroom, video evidence (seesaw), Scratch Studios, Work folders on Purple Mash. From 2023-24 this to be centralised in Seesaw folders
Project Evolve feedback from pupil questionnaires (see pie charts)
Progress tracking with school FFT data systems to meet age related expectations.
Class display of current focus , vocabulary and outcomes.
Teacher feedback - selection of accurate an imaginative work to highlight excellence or a misconception (at the end of lesson/beginning of next)
Peer/self feedback - switching on comments in Seesaw or Scratch
Quizzing using Kahoot, Google forms or NCCE material (retrieval practice)
Exit Quiz- Thumbs up/down NCCE lessons.
Assessment tasks- Parsons problems , barefoot problems
Copy of Work scrutiny monitoring form.docx.pdfFamily link (1).pdf'We learn new things every week, like how to make animations and even simple websites.' Barton Pupil.
Google Classroom
Google Classroom
KS2 pupils are confident users of Google Classroom which greatly enhance lessons, speeding up the process of connecting with work and creating a record of digital artefacts. These are regulary used at the beginning and end of lessons to provide Whole Class Feedback.
Computing Policy February 2022.doc.pdfGet in touch at andrew.fessey@bartonpri.iow.sch.uk
Get in touch at andrew.fessey@bartonpri.iow.sch.uk
'It's really exciting!' Barton Pupil.
IMG_1667 (1).MOVSeesaw
Seesaw
Pupils enjoy recording their responses and creating their own digital artefacts using this powerful edtech tool.
A bank of online evidence now streches back several years.
Purple Mash
Purple Mash
Curriculum design:
The NCCE Teach Computing Curriculum Design gives a clear lesson by lesson model to follow with clear learning objectives, decomposition, retrieval and formative assessment opportunities. It is organised around five "Computing Practices" that are designed to help students develop a range of skills and knowledge related to computing:
Creatively design, implement, and evaluate computational artefacts
Communicate and collaborate using computing
Analyse and solve computational problems
Abstraction and modelling
Use computing to understand and change the world
Progression of knowledge and skills has been mapped to year 7.
Examples of what works well and impacts
Engagement
A clear sense of progression in computer science eg algorithms (sequence,selection,repetition) ‘Barefoot’ and PRIMM.
Weekly computing lessons +Consistent Learning journeys + retrieval practice.
Streamlined use of technology eg Children have an assigned chromebook.
Creation of digital artefacts across other subject areas (eg Seesaw/ TTRS/Purple Mash)
Interventions on Digital literacy using Project Evolve tool.
Equipment maintained properly and easily accessible.
Use of digital leaders to support teachers and pupils (ERA group online safety)
Staff CPD -regular updates and focussed CPD (eg Purple Mash)
SEN and accessibility.
A subject leader who is an early adopter of new edtech.
Good links with NCCE mentor trainers and other Primary school teachers
Weekly report of curriculum work or online safety focus in School Newsletter
Extra curricular Code Club
Passionate computing lead (proactive and switched on)
Evidence of progression
Examples of sequencing and knowledge building activities through programming and algorithms
EYFS- Barefoot computing begins in EYFS and continues through the school. SImple instructions are given to follow. Children have first experience with programmable toys.
Year 1 - Moving a robot - introduction of algorithms
Year 2 - Robot algorithms - introduction to sequencing algorithms. students understand the importance of following instructions in a specific order.
Year 3 - Sequencing - students create their own set of instructions. Think about the sequence of steps required to complete a task. Introduce block-based programming environments.
Year 4 - Repetition in shapes. Introduce repetition and loops.
Year 5 - Selection in physical computing. Introduce if then statements. Introduce Crumble controllers,motors and sparkles. Predict- Run- Modify-Create -Model- Make
Year 6 - Variables. Create variables within a gaming context. Use Crumble controllers for sensing.
Pupil conferencing
Children look forward to my lessons
They stop me in the corridor
They enjoy all the latest creative edtech I bring to them
What would the children like to learn in your subject?
Practical and creative lessons are always the most popular eg video techniques, animation, website design and podcasting.
SEND strategies
Accessibility : Use of support videos, modelling, creative tools, peer support and digital leaders. Use of ‘barefoot’ computing. Managing cognitive load.
Recording of outcomes in different ways to enable children to demonstrate their learning in a variety of ways eg. Video evidence.
Impact?
Children are able to use verbal strategies to explain learning
Disadvantaged strategies.
Access to the latest edtech
Hardware is well maintained and available. Streamlined log ins etc
Impact?
Children have great access to computing. Lack of barriers. Improved confidence.
Opportunities increase cultural capital, through presentations and wider experiences.
Code Club (extra-curricular)
How do I know?
Through formative assessment, informal conversations , Practical demonstrations
Bottom 20% strategies
How are our lowest readers supported?
Accessibility : Use of support videos, modelling, creative tools, peer support and digital leaders. ‘Barefoot’ computing.
British Values
Discussion within the Project Evolve (Education for a connected world)
What impact is there?
Project Evolve feedback
Diversity
Sites are monitored, displays and powerpoints reflect diverse backgrounds. School runs an EARA club which makes use of our online provision.
Project Evolve feedback
Partnership working
Good links with NCEE mentor trainers (courses attended, equipment borrowed)
Link with NCEE hub school Gurnard Primary
Support from Hampshire (contact with Phil Bagge and Sue Sentence)
Support and training from Purple Mash team
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