This is a portfolio to show the learning which has taken place in Computing so far this year.

Online safety is a key priority and the scope of it is much wider than just curriculum content. As part of their personal development, children are taught the skills needed to be safe and kind digital citizens. Within school, Safer Internet Day was n important opportunity to revisit key messages about staying safe online and to ensure all children know how to deal with tricky situations.

Linking objectives from Education for a Connected World Framework to our PSHE curriculum enables us to maintain the focus on online safety which is needed. Collaboration stimulates class dialogue, articulation of concepts and the development of shared understanding.

Year 6 have learned to insert formula, to format cells and to analyse the data in a spreadsheet. This is an extension task for the fast graspers. They have designed spreadsheets which will capture the weekly house points and analyse the totals to help the House Captains. The house captains then used it and have identified some debugging that is needed.

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Regular retrieval of key knowledge forms a vital part of lessons. In order to ensure children retain key facts and develop a growing body of knowledge, they are given opportunities to focus on retrieving the knowledge they have already learned in various ways. The start of this lesson as an opportunity to ensure that essential vocabulary is retained. The child has then been able to use their knowledge organiser to clarify and relearn where necessary.

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Year 6 created a large number of Scratch games and investigated the impact of altering different variables. Children made their own games and coded variables which included timers, scoring systems, colour changes, sound effects, text messages, sprite costume changes, different backgrounds. They peer reviewed each other's games.

Class 5's Scratch games

Peer review enables the children to assess their own projects and to show how secure their understanding of key learning is in a different context.

Practical tasks are interspersed with written opportunities to review, evaluate and understand the structure of the algorithm and the steps needed to create an effective game.

The units are carefully planned so that lessons are ambitious and inclusive. This self evaluation by a pupil with additional needs, shows that they are able to access the learning, to identify areas of strength and to explore the learning further where appropriate.