Action Plan for Computing

September 2016 to July 2017

The vision: The focus for this academic year is setting up and running a bespoke whole-school computing
curriculum (1st year of a 2-year cycle) which will be aligned as closely as possible with the learning challenge
curriculum for each phase within the school. By the end of summer term, I hope to have a team of staff who
are more confident with the delivery of the new computing curriculum and see the value and opportunities in
linking it closely to the rest of their topic work. In turn, this will lead to a wide range of computing
opportunities for children across the school in which they can practice a variety of skills and can create,
present and evaluate their work through a range of media. A core element of this will be the development of
computational thinking and programming skills which will be evident in all phases within the new scheme. E-
safety will remain a focus as and when appropriate, through any interaction with technology. In particular, a
range of activities and opportunities in and around E-Safety week will promote safe and appropriate usage for
staff, parents and children alike.

Priority 1: The creation and implementation of a bespoke whole-school curriculum (with accompanying assessment)
Key issues: * Creating the new bespoke curriculum * Staff confidence/skills/familiarity *Aging equipment
 Actions What are the How will I know I What has the impact Next steps Costs
timescales, have achieved the been?
including priority?
termly
milestones

Create a medium-term level plan that will give A whole-school

anywhere between 1 and 3 different computing To be written by medium-term level
ideas matching (where possible) to learning the start of plan will be created
challenges for KS1, LKS2 and UKS2. (Some Autumn 2 and given to all
content will have to be delivered discretely but teaching staff in KS1
ideas for this will be given at the same medium- and KS2.
term level).
Staff RAG
Distribute new scheme to teaching staff at By 13.11.16 questionnaires will
phase meetings and have an initial discussion have been
outlining the overview for their phases. completed and
acted upon.
Staff complete a RAG confidence questionnaire
for each of the topics in which they can put By 20.11.16 Hardware and
comments of why they may feel amber or red software issues will
for certain areas in order to ascertain what be limited and dealt
training/support would be necessary prior to with effectively
delivery. throughout the year
to ensure
Liaise with Matt (technical support) to ensure On-going teaching/learning
that hardware/software will be set up and opportunities run
working properly when needed. smoothly.
To be updated
Create an e-portfolio (where possible) of work at the end of An e-portfolio of
carried out in each learning challenge. each learning work will have been
 challenge added to
throughout the year
Give staff blank assessment documents that During the initial and will act as a
they can then add the appropriate I can meetings where showcase of best
statements that accompany each computing scheme is work.
suggestion within the scheme and assess the introduced and
children in their class as red, amber or green then on-going at Children will have
(Emerging, Expected, Secure) at the end of each the end of each been assessed
learning challenge. learning throughout the
challenge. year, culminating in
an overall best-fit
Staff fill in end of year tracker (on o-track if assessment.
possible) for Computing a best-fit judgement By end of
of emerging, expected or secure based on the Summer term Children will talk
evidence collected through I can positively and
assessments through the year. confidently about
the skills they have
Complete pupil voice with representatives By end of gained, knowledge
from all key stages to talk about views on Summer term they have learned
Computing in school generally and also and projects they
specifics of the areas they have covered during have completed.
the year.
Priority 2: The provision of on-going staff support and training in order to raise confidence in delivering the computing curriculum.

Actions What are the How will I know I have What has the impact Next steps Costs
timescales, achieved the priority? been?
including termly
milestones

Staff to complete a RAG confidence Results of start and end of Potential

questionnaire for each of the topics in which By 20.11.16 cost for
year staff confidence RAG
they can put comments of why they may feel externally
questionnaires will show
amber or red for certain areas in order to provided
ascertain what training/support would be increased levels of training
necessary prior to delivery. confidence in delivering unknown.
computing lessons.
Bespoke individual/phase training or support On-going, as
as needed provided by AV on-going in needed prior to Staff will report feeling
advance of the delivery of each unit (in the the delivery of supported to an
form of mini-tutorials/examples of end piece each unit. appropriate level and will
expectation/support with lesson plans etc.) have delivered the
curriculum that is
Identification and booking of any externally On-going when
expected for their phase.
provided training that may be beneficial to appropriate and if
staff in terms of delivering the curriculum. needed

Termly phase meetings to evaluate the topics In the final week

covered looking for issues/extensions for of each term.
next time it is delivered.

Staff complete RAG confidence questionnaire By the end of

as in Autumn to assess confidence levels if Summer 2.
they were to teach again in 2 years.

Priority 3: To continue to promote safe and appropriate technology use and enable children to talk confidently about the issues
involved and appropriate responses and actions.
Actions What are the How will I know I have What has the impact been? Next steps Costs
timescales, achieved the priority?
including termly
milestones
. Staff e-
All classes to complete a range of e-safety Week beginning Staff will feel confident learning
activities as part of a whole-school e-safety 6.2.17 in understanding the around
week with some classes producing an end main issues surrounding e-safety
product that can be shared with parents e.g. their own and childrens course
posters, adverts and videos with key uses of technology and approx.
messages. will have received 5 per
7.2.17 training around these staff
E-safety assembly issues. member.

Whole-school e-safety competition to Week beginning Children will feel

promote safe and appropriate technology 6.2.17 confident to talk
use (link to any national competition that are honestly and openly
being run) about safe technology
use, will be able to cite
Parent workshops on key issues relating to e- Week beginning dangers and
safety. (Ask supportive parents what they 6.2.17 appropriate responses
would want to know/how to attract more including confidently
parents to attend e.g. timings/involving the stating what they would
kids etc.) do/who they could go to
in certain situations
Staff online-learning training on e-safety Week beginning involving e-safety
using Strong Safeguarding. 6.2.17 issues.

Attend Salford Internet Safety Roadshow

with five Y 5/6 children and one other 7.3.17
member of staff.

Following on from the roadshow, if able, the By 21.3.17

children who attend to plan a session to
disseminate what they have learned from the
roadshow to KS2 classes.

Pupil voice around e-safety with a range of By 29.1.17 and

pupils from KS2. repeated with
different but
matched children
by 28.3.17