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CP008 H4.1 – examples of computing vision intent statements

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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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We offer teachers:

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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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A framework to equip children and young people for digital life

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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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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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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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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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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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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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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.

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Progression Statements KS1 Teach Computing

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Progression Statements KS1 Teach Computing

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Progression Statements KS2 Teach Computing

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Progression Statements KS2 Teach Computing

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Session 2 - Developing an outstanding curriculum

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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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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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The BBC micro:bit - the next gen campaign has teamed up with the Office for National Statistics (ONS) to launch an exciting investigation - the BBC micro:bit playground survey - a UK-wide exploration of the place school children visit nearly every day, and one that can have a huge impact on their lives and local community.
The playground survey provides a practical approach to understanding the value of data and how data is used in today's world.

The survey is a series of seven fun, cross-curricular activities, designed to work flexibly to help teachers fit the learning into a busy timetable.

Take a look at the teacher guide below for an overview of the entire project and all the available resources.

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Find out how your primary school can take part in the BBC micro:bit's UK-wide playground survey and discover downloadable teaching resources for your class.

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https://www.nationaljusticemuseum.org.uk/museum/learning/court-in-session

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The Bebras Computing Challenge introduces computational thinking to students.
It is organized in over 60 countries and designed to get students all over the world excited about computing.
Last November over 365,000 students took part in the UK, and over 3 million worldwide.
Each participant answer questions that focus on computational and logical thinking.
It is completed online in your own school.

What teachers say about the challenge:
"I just want to say how much the children are enjoying this competition. It is the first year we have entered, and I have students aged 8 to 11 participating in my Computing lessons, with some of our older students also taking on the challenges. It is really helping to challenge their thinking, and they are showing great determination to try and complete each task! Also fantastic to find something that works on our iPads, as most puzzles of this kind are flash based."

"Our students completed the challenge this morning, I just wanted to say thank you for running this. It's a brilliant idea!"

2023 Bebras Statistics

* As this is a challenge, the majority of older students are not expected to solve all of the problems in 40 minutes!
** Students in the top 10% of each age group indicated are invited via their school to enter OUCC.
*** Qualifying SVI students can take part in the normal Seniors and Elite OUCC Challenge or the beta OUCC SVI (10-14) challenge. The beta SVI challenge will use the same style as Seniors but with more age-appropriate questions.

The Challenge is available for the following age groups:

* Kits and Castors can enter individually or as a small team (up to 4)

Anyone within these groups can participate; it does not matter if they are language students or born mathematicians! The questions only require thinking skills.

The aim of the Challenges:

Solve as many problems as you can in 40 minutes.
You are not expected to finish!

The problems come in three levels of difficulty: A, B and C.
The "A" problems are the easiest. "C" problems the hardest.
You can find a problem's difficulty in the problem overview before you click on it.
The difficulty of a problem determines how it will be scored.

The scoring rules are as follows:

Our Carbon Footprint:

Our computing based system requires no paper to be posted between schools and our offices as everything is done electronically. The data centre that hosts UK Bebras obtains its electricity from wind farms. When the wind doesn't blow the energy comes from the grid but when it does blow there is more than enough for the servers and the excess is returned to the grid. The net result is that UK Bebras is using 100% wind energy overall. The heat from cooling the servers, when everyone is beavering away, is used to heat buildings in the neighbourhood.

[ terms and conditions | privacy policy | info@bebras.uk ]

© 2018 - 2023 UK Bebras

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The Bebras Computing Challenge introduces computational thinking to students. It is organized in over 60 countries and designed to get students all over the world excited about computing.Last November over 365,000 students took part in the UK, and over 3 million worldwide.Each participant answer questions that focus on computational and logical thinking.It is completed online in your own school.

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Free teacher classroom resources suitable for use in computing lessons with primary school children at KS1 and KS2 in England, Wales and Northern Ireland, and at 1st and 2nd Level in Scotland.