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Why do we need technology in our classrooms?

We want our children to move from being merely consumers of information to creators of content. In a technologically-driven world, we must give our children the knowledge and skills to succeed in life.

Technology not only supports learning, but can transform and enhance it, giving children wider experiences and more contextual understanding.

Apps, add ons, extensions can work seamlessly alongside Google services such as Classroom and Slides to help facilitate learning, allowing children to utilise the all-important ‘four Cs’ – communication, collaboration, critical thinking and creativity.

Our Vision

Our computing vision is to ensure all pupils leave school with the skills and knowledge to navigate a world where technology is increasingly commonplace.

We invest in Chromebooks, computer science resources and interactive whiteboards across the trust to enhance each child’s capabilities and encourage them to take ownership of their learning.

Computing is also used largely as a tool for cross-curricular learning within day-to-day lessons, to maximise the opportunity for communication, collaboration, critical thinking and creativity. Elements of computing such as coding and debugging are also taught discretely, interlinked with wider curriculum learning.

The skills and concepts sit broadly under the headings of Computer Science (CS), Information Technology (IT) and Digital Literacy (DS).

  • Computer Science: Logical Reasoning and Solving Problems Through Coding

  • Information Technology: Search, Collect, Design and Evaluate Information

Digital Literacy: Use Technology Responsibly and safely, Recognise acceptable and unacceptable Behaviour, Identify how to Raise Concerns, Understand Collaborative Opportunities

Curriculum Connectedness, Progression, Assessment and Evidence

Our computing curriculum, based on Ebor’s progression of knowledge and skills, is mapped through cross curricular opportunities woven within all areas of learning.  This means computing can be taught alongside other areas of the curriculum, allowing for a creative, holistic and cross curricular approach. Having the computing objectives mapped out across the year for every year group based on the progression of knowledge and skills allows us to ensure all children have solid platforms to build upon as they move through school, diminishing any gaps in understanding. Morever, giving teachers the confidence, tools and clear expectations of what they must teach throughout school.

Please see below for examples of our progression documents.

Ebor Progression of Knowledge and Skills – Strand Progression

Progression of Knowledge and Skills – Year Group Specific

Progression of Computer Science Knowledge and Skills

Please see below for an example of our cross curriculum knowledge and skills organisers

Knowledge and Skills Topic Overview Example

Knowledge and Skills Topic Overview Example – Highlighted

The document above is an example of our cross curricular knowledge and skills organisers. As highlighted within, the computing objectives are taught alongside and interlinked with other aspects of the curriculum. Knowledge and skills objectives are mapped flexibly to ensure they fit with wider curriculum learning and link to our wider topics. The objectives covered are mapped out at he beginning of the year within out long term plan and are monitored throughout the year to ensure full coverage of the computing curriculum.

The above document also acts as our assessment tool. Each child has a copy of the knowledge and skills organiser within their Curriculum Chronicle books. Once they have demonstrated a secure understanding, the objective is highlighted (a note will be made of where to find the evidence of this secure learning: SS – Seesaw or GC – Google Classrom). We at Haxby are aware, just because an objective has been taught, does not mean it has been learnt. This assessment method alllows us to identify any children who have not demonstrated a secure understanding of the objectives taught and therefore enables us to provide individualised intervention or overteach – ensuring children can keep up not catch up.

As stated above, evidence of secure learning will be available within the curriculum chronicle books as physical pieces of learning or within online platforms such as Seesaw and Google Classroom.

Please see the Curriculum Page for our Long Term Plan – including the computing kowledge and skills mapped across the year withtin connected learning opportunities.

Remote Teaching and Learning

HRPA NS26 – Remote Teaching and Learning Policy (V1 – Sept 2020) (1)

The document above highlights our Remote Teaching and Learning Policy and includes our specific contextual school offer and what we will provide for our children with regards to remote teaching and learning.

Seesaw and Google classroom will largley facilitate remote teaching and learning across school to ensure all children have access to immediate high quality education in the event of bubble or individual isolation.

A mixture of asynchronous and synchronous activities will be provided. Asynchronous activities refer to tasks which the children complete on their own and at their own pace (E.G. Hyperdocs and Google slides). Pre-recorded teacher inputs and support will also be provided within the slides through apps such as Vidyard or Loom, which therefore ensures all pupils (even at home) have access to teacher modelling. These activities will encourage children to become more autonomous, whilst also offering teacher support. Learning opportunities provided will mirror ongoing curriculum design (based on the national curriculum). Apps, add-ons and extensions such as quiz based platforms will allow children to develop retention skills in order for them to know more and remember more. Synchronous learning refers to live lessons or check ins which will take place through Google Meet. For example, enrichment and interventions lead by staff at home. 

As teachers already use Google slides to deliver lessons, our procedures in place mean the children at home have access (where available) to the exact same learning as the children in school, also supported by teacher videos and SEND provisions. Immediate feedback will also be provided verbally or written within the platforms to ensure children have continual contact with teachers but also have a clear picture of how to progress their learning.

All remote teaching and learning is monitored daily to ensure children and familes have access to ther learning and are completing their work as well as receiving meangingful feedback.

Example Resources and Provisions

SEND Year Group Essentials KS1

SEND Year Group Essentials KS2

Google Slides Example – Normal Planning (home learning prompts)

Hyperdoc Example Amazon Rainforest

Apps for Chromebooks – specific for independent learning