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Hemlington Hall Primary School Hemlington Hall Primary School
Hemlington Hall Academy

Computing

Computing

At Hemlington Hall Academy we are well-resourced to enable our children to use computational thinking and creativity across the entire curriculum, whilst embedding a culture of digital literacy and digital resilience. A range of programmes and apps are used to develop programming and coding skills for a wide range of purposes.

Ten things to celebrate about Computing at Hemlington Hall Academy are:

1. Technology Rich School: Robust hardware and software to support children’s learning. (PC, Mac, Tablet, Robotics, Science Data Harvesting, Sound and Light)

2. Scheme Of Work – Wessex Planning. Children have a broad and enriched curriculum . Children are learning a range of skills to enhance their learning and support them with technology in their lives.

3. Online Behaviour & Safety – Continued whole school training (staff, pupils and parents). Impact – children are clearly able to speak a code of conduct as a digital citizen. Our challenge is to get children to act the code of conduct.

4. Programming: Staff CPD at Apple Regional Centre. Delivery of afterschool club by Miss Gregory. Staff are advancing their skills beyond Scratch. Children are expanding their application of skills (deepening the learning) through a variety of aps and challenges.

5. Our Creative Curriculum – children have embedded opportunities to use and apply their skills of computing to communicate their learning.

6. Communicating to parents through social media. Staff training on website and Twitter. Communication to parents is more frequent.

7. Use of Data Harvest and apps to support science and maths lessons. Children are able to collect meaningful, real life data and apply it to their context in their lessons.

8. Robotics Club – Gifted and Talented children given the opportunity to deepen their learning through the logistics of programming the devices.

9. Use of iPads to support BAD Learners – continuing from PDDay with Chris Quigley. Children are able to learn independently, actively, critically and responsively.

10. Key challenge: Ensuring a broad and varied computing curriculum is delivered (No Computing Suite). Utilizing our existing hardware and harnessing apps to enhance skills and learning opportunities. Working in partnership with Apple Regional Centre North Ormesby.

Key stage 1

Pupils should be taught to:
• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key stage 2

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.

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