“Never before in history has innovation offered promise of so much to so many in so short a time.”
Vision and INtent
We live in a digital world where technology is at the forefront of everyday life. At Cheadle Primary School, our vision is to equip the children with the skills they will need growing up in such a technological world. We recognise that as a school we have a responsibility to prepare the pupils for their future in a rapidly developing and changing technological world. By improving their knowledge and understanding of how imperative technology is as an aid to learning and the world beyond education, we are preparing them for a future in a world of technological unknowns.
My name is Mrs Kowarin and I lead computing at Cheadle Primary School. Technology now plays a huge role in all of our lives on a daily basis and it is important to me that we ensure that the children at our school are equipped with the necessary knowledge and skills to enter an increasingly digital world.
The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Cheadle Primary School we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively.
Core Knowledge and skills
Please click on the links below to see our subject progression documents for art.
Teachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the national curriculum. We assess the children’s work in Computing by making informal judgements as we observe the children during lessons. We mark each piece of work against the lesson objective- marking G for achieved, A for working towards or R for not achieved. Once the children complete a unit of work, we make a summary judgement of the work for each pupil as to whether they are working at, below or above age-related expectations. We record the results in Otrack under the titles: Algorithms and Programming, Digital Literacy and Information Technology. These are used to plan future work, to provide the basis for assessing the progress of the child and to pass information on to the next teacher at the end of the year. Computing work is saved on the school network; each class has a folder in which to store work. Other work may be printed and filed within the subject from which the task was set. Evidence folders are in place from Y1 – Y6 to evidence a selection of work completed throughout the year. This are passed up each year to the next teacher.
cultural capital and enrichment
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
What our pupils say
Barefoot (KS1 and KS2)