Birchen Coppice Primary Academy

 Computing education at Birchen Coppice equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

We use the Teach Computing Framework to support our lessons; there are 12 principles that we follow and are embedded throughout our Computing curriculum.They are:

Lead with concepts
We support pupils in the acquisition of knowledge, through the use of key concepts, terms, and vocabulary, providing opportunities to build a shared and consistent understanding. Glossaries, concept maps , and displays, along with regular recall and revision, can support this approach.

Unplug, unpack, repack
We teach new concepts by first unpacking complex terms and ideas, exploring these ideas in unplugged and familiar contexts, then repacking this new understanding into the original concept. This approach (semantic waves) can help pupils develop a secure understanding of complex concepts.

Create projects
We use project-based learning activities to provide pupils with the opportunity to apply and consolidate their knowledge and understanding. Design is an important, often overlooked aspect of computing. Pupils can consider how to develop an artefact for a particular user or function, and evaluate it against a set of criteria.

Challenge misconceptions
We use formative questioning to uncover misconceptions and adapt teaching to address them as they occur. Awareness of common misconceptions alongside discussion, concept mapping, peer instruction, or simple quizzes can help identify areas of confusion.

Structure lessons
We use supportive frameworks when planning lessons, such as PRIMM (Predict, Run, Investigate, Modify, Make) and Use-Modify-Create. These frameworks are based on research and ensure that differentiation can be built in at various stages of the lesson.

Work together
We encourage collaboration, specifically using pair programming and peer instruction, and also structured group tasks. Working together stimulates classroom dialogue, articulation of concepts, and development of shared understanding.

Model everything
We model processes or practices — everything from debugging code to binary number conversions — using techniques such as worked examples and live coding. Modelling is particularly beneficial to novices, providing scaffolding that can be gradually taken away.

Add variety
We provide activities with different levels of direction, scaffolding, and support that promote active learning, ranging from highly structured to more exploratory tasks. Adapting your instruction to suit different objectives will help keep all pupils engaged and encourage greater independence.

Make concrete
We bring abstract concepts to life with real-world, contextual examples and a focus on interdependencies with other curriculum subjects. This can be achieved through the use of unplugged activities, proposing analogies, storytelling around concepts, and finding examples of the concepts in pupils’ lives.

Read and explore code first
When teaching programming, we focus first on code ‘reading’ activities, before code writing. With both block-based and text-based programming, encourage pupils to review and interpret blocks of code. Research has shown that being able to read, trace, and explain code augments pupils’ ability to write code.

Get hands-on
We use physical computing and making activities that offer tactile and sensory experiences to enhance learning. Combining electronics and programming with arts and crafts (especially through exploratory projects) provides pupils with a creative, engaging context to exploreand apply computing concepts.

Foster program comprehension
We use a variety of activities to consolidate knowledge and understanding of the function and structure of programs, including debugging, tracing, and Parson’s Problems. Regular comprehension activities will help secure understanding and build connections with new knowledge.