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Skip Navigation LinksUsing the Scheme

The scheme of work has been created to save teachers planning time by completing the planning for them. It uses many resources that we hope teachers are familiar with through delivering the previous programme of study. However it is likely that some teachers will need to be supported with developing an understanding of the concepts and with using some of the software and peripherals as the programme of study is far more challenging than the previous one. Below are some aspects to consider when looking to use this scheme.

Readiness for Delivery

  1. Audit your resources to ensure you have those in place to teach the scheme. While we suggest use of some resources you may have altenatives in place in your school. If there are resources that you do not have available planning may need to be adapted. 
  2. Arrange for installation of free resources if they are not already installed. 
  3. Audit staff skills to ensure staff have sufficient understanding of the concepts and provide training if required. 
  4. Check staff have skills with the relevant software and provide / arrange training if required.

Introducing the Scheme

Children have to know and understand the programme of study for Computing by the end of the key stage. Our scheme revisits different elements of the programming strand a number of times across the key stages using different resources so that children will develop transferrable skills across a range of resources leading to a deep understanding of these concepts involved. This means that the scheme can be introduced across a period of time while stille delivering the program of study. A key element of understanding is that children need to be able to explain their thinking and debug programs. This means any difficulties children may be having with an activity can be used to provide a context for other children to solve a programming problem.

  1. Look at the skiils and experience of the children to identify the starting point of the scheme.  They may need to start with a unit from a previous year group if they don't have the skills.  
  2. Children may be albe to move more quickly through some units and may not need to do all of the activities in order to understand the concepts. 
  3. Consider pairing teachers up to work together for example with years 1 and 2 working on year 1 materials, years 3 and 4 working on year 4 materials and years 5 and 6 working on year 5 materials.  
  4. Appoint children as digital leaders in each class to support other children with how to use resources.
  5. Ensure children are given sufficient time to plan for a program and to explain how they think it will work. If their program does not work as expected encourage a climate where they need to ask another child / pair to help them to debug their program.
  6. Teachers should take account of the previous skills of learners and may not get through all the learning for a unit if children have limited prior knowledge.
  7. Teachers should use their professional judgement to adapt the planning to meet the needs and experience of their learners as with any other subject.