"Technology alone is not enough"
At Manor Primary school, we believe computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that our children have every opportunity available to allow them to achieve this.
We intend to build a computing curriculum that develops pupil’s learning and results in the acquisition of knowledge of the world around them.
Technology is everywhere and will play a pivotal part in our students' lives. Therefore, we want to model and educate our pupils on how to use technology positively and safely.
We want our students to be confident and competent using a range of technology and our broad computing curriculum includes computer science, digital literacy and online safety. We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible.
We recognise that technology can allow pupils to share their learning in creative ways.
We will achieve this objective by developing children’s:
Class teachers use the medium terms planning sheet to ensure the above claims are encompassed into a creative curriculum delivered through a range of teaching styles. Teachers incorporate as much of the ICT and computing curriculum into topic teaching, however each class has a set ICT slot once a week in order to address all parts of the curriculum. Staff work alongside Hi-Impact curriculum consultants to deliver a wide ranging ICT curriculum from a range of sources.
The school have an ICT suite (16 PCs and 6 Macs) where children are able access majority of the computing curriculum. As well as this there is a class set of ipods and 3 ipads to develop further skills. Computers have been taken off the RM network and re-built by Hi-Impact. Children have access to a range of internet based resources to broaden their knowledge and understanding of the ICT and computing curriculum including Scratch and Code.org.
We will measure impact of this through:
Unfortunately not the ones with chocolate chips.
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