Computing
At Piddle Valley, we use The National Centre for Computing Education's Teach Computing Curriculum. Each key stage is built around an innovative progression framework where computing content has been organised into interconnected networks called learning graphs. The content has been created by subject experts, using the latest pedagogical research and teacher feedback.
Our computing teaching aims to support children in the acquisition of knowledge, through the use of key concepts, terms, and vocabulary, providing opportunities to build a shared and consistent understanding. We encourage collaboration, specifically using pair programming and peer instruction, and also structured group tasks. Working together stimulates classroom dialogue, articulation of concepts, and development of shared understanding. At Piddle Valley we use physical computing and making activities that offer tactile and sensory experiences to enhance learning. Combining electronics and programming with arts and crafts (especially through exploratory projects) provides pupils with a creative, engaging context to explore and apply computing concepts.
We take an 'unplug, unpack, repack' approach to learning new concepts. We teach new concepts by first unpacking complex terms and ideas, exploring these ideas in unplugged and familiar contexts, then repacking this new understanding into the original concept. This approach can help children develop a secure understanding of complex concepts. A main aspect of our computing lessons is modelling processes or practices using techniques such as worked examples and live coding. Modelling is particularly beneficial to novices, providing scaffolding that can be gradually taken away. We use supportive frameworks when planning lessons, such as PRIMM (Predict, Run, Investigate, Modify, Make) and Use-Modify-Create. These frameworks are based on research and ensure that differentiation can be built in at various stages of the lesson.