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SDP Computing Plan

The Computer Science Action Plan for 2020-21 aims to deliver a comprehensive computing curriculum across all key stages through a two-year rolling program, focusing on computer science, digital literacy, and information technology. Key strategies include regular sessions, resource allocation, and discreet teaching of Esafety, with monitoring through various assessments and pupil feedback. Success criteria include children's ability to discuss their learning, demonstrate progression, and understand Esafety concepts.

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Jack Jimene
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12 views2 pages

SDP Computing Plan

The Computer Science Action Plan for 2020-21 aims to deliver a comprehensive computing curriculum across all key stages through a two-year rolling program, focusing on computer science, digital literacy, and information technology. Key strategies include regular sessions, resource allocation, and discreet teaching of Esafety, with monitoring through various assessments and pupil feedback. Success criteria include children's ability to discuss their learning, demonstrate progression, and understand Esafety concepts.

Uploaded by

Jack Jimene
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Computer Science Action Plan 2020-21

Specific tasks Strategies (who and when) Monitoring (what, who and Success Criteria
INTENT IMPLEMENTATION when?) IMPACT

To successfully deliver the computing curriculum to all


key stages using a 2 year rolling program. SC to complete a minimum of one Monitoring by SLT: Children will be able to discuss and
session (1-2 hours) in each class every  Learning walks explain aspects of CS they have learnt
The coverage will include these three areas of week of each term.  Planning scrutiny at the end of each term.
development;  Pupil conferencing
1. Computer science (CS) SLT to support SC with the funding of  Lesson observation Children will show a clear progression
2. Digital literacy (DL) Hardware and software needed to  Evidence uploads on between phases KS1, lower KS2 and
3. Information technology (IT) implement the computing curriculum to MS Teams learning upper KS2.
all year groups over a two year platform.
Esafety will be taught discreetly to each year group once program. Children will have a clear
each half term with a full day focus once a year. SC to monitor TEL within understanding of aspects of Esafety.
However, elements of Esafety will be included within the A minimum of an additional 12 iPads each class at the end of
three main areas of development (CS IT DL). (minimum 64 GB capability). With the each term.
currents iPad stock this would give the
Note: CS will have the main focus while aspects of DL and key stage enough ipads to teach the Esafety committee
IT will be included by the class teacher in Technology whole class at the same time. meeting held with Digital
enhanced learning (TEL) (However, 7 original iPads have now Leaders every half term
reached the stage that they can only to discuss their progress
Key stage 1 operate at IOS 10 which will limit the and initiatives.
Pupils should be taught to: amount of software they will be able to
understand what algorithms are; how they are access in the future.)
implemented as programs on digital devices; and that Each class to be allocated their own
programs execute by following precise and unambiguous iPad to support their lessons and for
instructions behaviour management.
create and debug simple programs
use logical reasoning to predict the behaviour of simple A minimum of 15 Windows 10 touch
programs screen laptop/tablet versions (i5 intel
use technology purposefully to create, organise, store, processing speed) this year and a repeat
manipulate and retrieve digital content of this the following year (2020/2021).
recognise common uses of information technology With current stock, this would enable
beyond school whole class technology enhanced
use technology safely and respectfully, keeping learning.
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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