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andy.place@havering.gov.uk

@andyplace17 (x/Twitter)

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CP008 H4.1 – examples of computing vision intent statements

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Search LGfL safeguarding and online safety resources | LGFL

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Registered Address: ​9th Floor, 10 Exchange Square, Primrose Street, London, EC2A 2BR. London Grid for Learning Trust - a charity whose mission is the advancement of Education. A company limited by guarantee registered in England no 4205579 Reg charity no 1090412.

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Online Safety Policy Templates Downloads
Subscribe to download and receive access to the latest templates for a year for £120.
The templates provide guidance, an indication of what should be included and a flexible approach allowing each school or organisation to challenge, consider and debate. The result will be your very own Online Safety Policy that whilst built on foundation blocks, includes content that makes it unique and relevant for your school or organisation.

Our Template Policies consist of an overall Online Safety Policy and a series of appendices with more detailed template policies and forms. The example here provides the extent of information included, together with how the templates work.

Download Sample Purchase & Download*
* To access the template policies, you must register for a free SWGfL account, and then subscribe to the service for £120 per year. This will give you access to all 18 template policies in PDF and editable Word formats, along with yearly updates to the policies

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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International Online Safety Policy Template | SWGfL

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Online Safty Policy Templates for International Schools.

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KS1 Computing learning resources for adults, children, parents and teachers.

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KS2 Computing learning resources for adults, children, parents and teachers.

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From KCSIE 2023, the DSL is asked to take lead responsibility for web filtering and consider the DfE standards. This page is to support your journey towards this - whether you are a beginner or have worked for years with your technical teams to better understand and effectively manage filtering - which is all about keeping children safe.

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We offer teachers:

courses and accreditation

subsidies for training

free curriculum teaching resources

community support and more

Reach your professional goals

Certificates

Our nationally recognised certificates will equip you with the subject knowledge and confidence to successfully teach computing.

Teach computing for key stage 1 and 2

Develop your understanding of computer science up to GCSE level with the Computer Science Accelerator

Further your knowledge and teach secondary computing effectively

Get more confident with computing

Discover our range of professional development courses, designed to help you teach computing from key stages 1 to 4.

Browse our courses

News and Updates

Join us for 12 Days of Computing!
Join us for 12 Days of Computing! From December 1, we are excited to be showcasing brand-new festive themed resources, exciting upcoming CPD, and (most importantly) a range of prizes for you to get your hands on!

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Providing resources, training and support for teaching Computing in primary and secondary schools and colleges from Key Stage 1 through to A Level

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We have designed this glossary as a tool to support and enhance teachers' professional knowledge, rather than as a classroom resource to be shared directly with pupils. Jump straight to the glossary
Vocabulary is an important part of teaching and learning. In this glossary, we explain a selection of the computing-specific vocabulary derived from the Teach Computing Curriculum and aim to support your understanding of these key terms.

When used correctly, vocabulary can unlock a wealth of understanding; however, when used inconsistently, it can cause alternate conceptions (misconceptions) that can interfere with pupils' learning. You can read more about this in our quick read on alternate conceptions. As a teacher, your regular and consistent use of accurate, technical vocabulary can support pupils' conceptual understanding.

In many instances, vocabulary acts as a label that identifies the concept. To connect a concept with the appropriate term, begin by introducing and explaining the key term, then unpack the related concept; this makes it more concrete for your pupils, before you repack it and then once again apply the vocabulary label. This will ensure that you connect these labels with the concepts that they describe and embed the concept in your pupils' understanding and, subsequently, the terminology will become part of their own vocabulary. The Teach Computing Curriculum incorporates this unpacking and repacking approach and you can find out more in our quick read on semantic waves.

Throughout the Teach Computing Curriculum, we introduce new terms progressively and revisit them often. As such, this glossary is a first release that will be added to, revised, and updated regularly.

Glossary

For further support:

If you would like to contact us with any questions or feedback about this glossary, please email: [email protected] .

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Primary computing glossary - Teach Computing

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We have designed a primary computing glossary as a tool to support and enhance teachers' professional knowledge.

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A review of research into factors that influence the quality of computing education in schools in England.

Details

This review explores the literature relating to the field of computing education. Its purpose is to identify factors that can contribute to high-quality school computing curriculums, assessment, pedagogy and systems. We will use this understanding of subject quality to examine how computing is taught in England's schools. We will then publish a subject report to share what we have learned.

The purpose of this research review is set out more fully in the 'Principles behind Ofsted's research reviews and subject reports'.

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A review of research into factors that influence the quality of computing education in schools in England.

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Skip to main content

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A framework to equip children and young people for digital life

Documents

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email enquiries@dcms.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

The Education for a Connected World framework describes the Digital knowledge and skills that children and young people should have the opportunity to develop at different ages and stages of their lives. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it.

The document supports one of the key aims of the government's Internet Safety Strategy of supporting children to stay safe and make a positive contribution online, as well enabling teachers to develop effective strategies for understanding and handling online risks.

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A framework to equip children and young people for digital life

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Designed and Developed by South West Grid for Learning (https://swgfl.org.uk/)

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ProjectEVOLVE resources each of the 330 statements from UK Council for Internet Safety's (UKCIS) framework "Education for a Connected World" with perspectives; research; activities; outcomes; supporting resources and professional development materials.

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code-it supported by HIAS, Hampshire Inspection and Advisory Service | Junior Computer Science

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Phil is a Computing Inspector/Advisor working for and Crumble Creations, How to teach physical computing in primary classes. His Computing science resources are the sixth most used primary computing Hampshire Inspection & Advisory Service and CAS Computing Master Teacher. Involved at the drafting stage in creating and refining the 2014 Computing Curriculum through the BCS and CAS. He currently teaches computing science in two Hampshire schools. A contributing author to Compute-IT KS3 Scheme of workand author of How to teach primary programming using Scratch

Phil is passionate about
The importance of every child being exposed to quality computing science teaching and learning opportunities
The power of computing to develop pupil resilience and perseverance
The importance of mastering formative assessment to unlock great progress in computing
That every primary teacher can teach outstanding computing lessons
That computing is all about problem solving
resource in the UK.
Phil can be contacted for advice about improving Computing at your school.

Phil Chats to Miles Berry about Primary Computing

Phil chats to Erik Meester in Amsterdam about the joys of teaching computational thinking

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Phil Bagge | code-it supported by HIAS, Hampshire Inspection and Advisory Service

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Phil is a Computing Inspector/Advisor working for Hampshire Inspection & Advisory Service and CAS Computing Master Teacher. Involved at the drafting stage in creating and refining the 2014 Computing Curriculum through the BCS and CAS. He currently teaches computing science in two Hampshire schools.

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Scratch Maths Quiz Selection

Age:

7-11 years

Concepts / Approaches:

Debugging, Collaborating, Selection, Programming

Curriculum Links:

Maths

Pupils create a maths quiz in Scratch and learn about selection which, in this activity, allows the flow of the program to be altered depending on the player's answers to questions. Initially pupils will use an 'If... then...' selection command, before moving on to using an 'If...then... else...' command.

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Supporting primary school teaching | Barefoot Computing

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DISCOVER how Barefoot Computing equips teachers with the confidence, knowledge, skills and resources to teach computer science in primary schools.

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My experiences of developing school ‘Digital Leader’ systems.

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A blog post about my experiences of setting up a school Digital Leader system.

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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These 'I can' statements support assessment of the new primary computing programme of study from Reception to Year Six. The strands covered are programming, e-safety, multimedia, data handling and technology in our lives and is based on Somerset's eLIM's progression plans. This resource has been produced by eLIM (e Learning and Information Management Service), Somerset County Council.