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At Milestone, we want every child to be happy and enthusiastic learners of Computing, and to be eager to achieve their very best in order to fulfil their enormous potential. We firmly believe that the recipe for success is high-quality first-wave teaching in Computing, which is central to the life of our happy, caring academy.

At Milestone Academy, we are DIGITAL INNOVATORS! We want our children to understand the potential of technology and start to build computing skills for the future. We want them to become digital creators and communicators, using technology to support other areas of their work and lives including the use of electronic control technology, and also to understand the responsibilities of being digital consumers on their time, relationships and wellbeing. 

As a school we know that the digital world is continually developing, providing new opportunities for our students to experience and interact with the world; including developing skills that can be transferred into further study or places of work where appropriate. 

Our computing curriculum strives to develop resilient, reflective and creative learners; allowing them increasing levels of independence and opportunities to communicate as technology and experience develop. It is designed to increase the level of engagement from students across the curriculum, through enriching the learning opportunities they are exposed to by way of  the creative use of technology. 

We teach students to become good digital citizens, to know how to stay safe and keep others safe online, to be aware of the need to test out what and who they see, and the importance of what they share in creating their own digital footprint.

  • The subject leader for Computing will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Computing is highly effective. Where necessary, staff will receive coaching and training in Computing.
  • Carefully designed, interleaved learning in Computing ensures consistency and progress of all learners.
  • The vehicles which drive learning throughout the term are the central idea and associated lines of inquiry. Therefore, Computing is taught through these vehicles.
  • Clearly defined end goals are set in order to guide children to achieve their potential. 
  • High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.
  • High-quality input from experts and educational resources complement the delivery of specialist learning admirably. Children understand how Computing is used in the wider world.
  • We endeavour to expose students to a variety of software, programs, and equipment in order to offer a range of appropriate challenges, experiences and increasing levels of engagement. 
  • Spaced repetition and chunking within the curriculum allows pupils to develop their recall of embedded knowledge and ensures that each phase works on an aspect of each of the three areas of Computing.
  • Our schemes of work remain flexible and children share their thoughts on their ‘computing learning journeys’ to help enable sessions to be adapted to their interests and needs.
  • Children are happy learners who have a thorough grasp of computing knowledge. They experience a wide range of learning and are encouraged to be creative and collaborative in order to express their ideas and challenge themselves. 
  • Children of all abilities and backgrounds achieve well in Computing, reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning and are eager to further their learning in the next stages of their education.
  • Finding the right balance with technology is key to an effective education and a healthy life-style.
  • The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through Google tools and observing learning regularly.
  • Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.

Our approach is underscored by the National Curriculum. The schemes allow for appropriate sequencing and aims to secure the enjoyment and necessary curiosity of learning history.  The link is:

Computing National Curriculum

The three key areas of computing are concerned with: 

  • Computer Science – the understanding of coding and programming across a range of physical devices and digital resources.
  • Information Technology – the range of skills required to operate and manipulate specific programs, systems and content.
  • Digital Literacy – the knowledge required to use technology safely and to evaluate and react to any potential risks of the online/digital world.