1. Further investigate how to use databases and spreadsheets.
2. Look at how to improve the learning of pupils with SEN through the use of computing.
3. Look at different apps that can be used within the classroom to further pupil's learning.
4. Gain more experience teaching computing in a KS1 setting.
Audit- 21.01.2017
Key: A- I am very competent and confident. B- I am competent and confident. C- I have an adequate level of competence but wish to strengthen my skills. D- I feel competent at few or no aspects and need considerable training and support
Level of knowledge and/or skill in the following:
KS1 floor turtles e.g. Bee-Bot, Pro-Bot: C B
KS1 programming language e.g. ScratchJnr, Daisy the Dinosaur, Lightbot: D B
KS2 programming languages e.g. Scratch, Kodu: D B
KS2 physical computing devices e.g. Crumble controller, Codebug, Makey Makey: D C
Coding in HTML: D B
Computer networks e.g. LAN, Internet, workings of search engines: B A
Presentation software e.g. Prezi, PowerPoint: B A
Spreadsheets: C C
Databases: C C
Graphics: D D
Video editing e.g. Movie Maker: D B
Music creation and podcasting e.g. Garage Band, Audacity: C C
Animation e.g. I can animate app: C C
Blogging: B A
Twitter: A
Facebook: A
Mobile app publishing e.g. Blippit: C C
Ability to demonstrate and use the following Computing hardware and equipment:
Tablet/mobile devices: B A
Video recording/cameras: B A
Printers (trouble shooting): B B
Interactive Whiteboard/Projectors: C B
Voting/handheld devices: C B
Ability to harness technology as a primary teacher:
Identify areas of the curriculum that could be enhanced by Computing: C A
Use Computing so that it does not obscure the subject control/message: C A
Access information relevant to teaching from the internet: B A
Locate and access computer and non-computer materials, resources, support: B B
Use Computing to prepare and adapt teaching materials: C A
Use Computing administration systems for recording progress: C B
Ability to develop lesson plans that integrate the effective use of computing across the curriculum to:
Support teaching and learning: C B
Cover the programmes of study of the National Curriculum for Computing: C B
Teach Computing elements of the other core and foundation curriculum subjects: C C
Identify and detail the resources, software/hardware to support the lessons: D B
Improve learning of able children and those with special educational needs: C C
Knowledge and skills relating to classroom management of Computing including:
How to organise and manage group work: B B
How to approach whole class teaching: B A
How to organise computing equipment to allow pupils access: C A
Ability to monitor and assess children's use of Computing:
Identifying where they need extending and supporting: C B
Identifying how computing influences objectives and outcomes: C A
Deciding whether or not all pupils have access to the objectives and outcomes: C A
Determining how group work may affect pupil capability: C A
Awareness of issues and legislation relating to pupils' access to information:
Awareness of the role of the teacher in respect of child protection and Computing: B A
Protection of pupils from unsuitable areas of the internet: B A
Copyright regulations: C B
The Data Protection act: C B
Health and safety regulations: C A
Action Plan- 30.09.2016
From the audit, I have identified the following areas to target in order to develop my knowledge of computing
1. Borrow a Bee-Bot and spend time exploring how to use it.
2. Find out how computing can be used within the classroom to extend children's knowledge.
3. Discover different resources that can be used to help plan lessons.
4. Look at how computing can be integrated into other lessons. 5. Look at policies for E-Safety and how this can integrated into the classroom.
Audit- 30.09.2017
Key: A- I am very competent and confident. B- I am competent and confident. C- I have an adequate level of competence but wish to strengthen my skills. D- I feel competent at few or no aspects and need considerable training and support
Level of knowledge and/or skill in the following:
KS1 floor turtles e.g. Bee-Bot, Pro-Bot: C
KS1 programming language e.g. ScratchJnr, Daisy the Dinosaur, Lightbot: D
KS2 programming languages e.g. Scratch, Kodu: D
KS2 physical computing devices e.g. Crumble controller, Codebug, Makey Makey: D
Coding in HTML: D
Computer networks e.g. LAN, Internet, workings of search engines: B
Presentation software e.g. Prezi, PowerPoint: B
Spreadsheets: C
Databases: C
Graphics: D
Video editing e.g. Movie Maker: D
Music creation and podcasting e.g. Garage Band, Audacity: C
Animation e.g. I can animate app: C
Blogging: B
Twitter: A
Facebook: A
Mobile app publishing e.g. Blippit: C
Ability to demonstrate and use the following Computing hardware and equipment:
Tablet/mobile devices: B
Video recording/cameras: B
Printers (trouble shooting): B
Interactive Whiteboard/Projectors: C
Voting/handheld devices: C
Ability to harness technology as a primary teacher:
Identify areas of the curriculum that could be enhanced by Computing: C
Use Computing so that it does not obscure the subject control/message: C
Access information relevant to teaching from the internet: B
Locate and access computer and non-computer materials, resources, support: B
Use Computing to prepare and adapt teaching materials: C
Use Computing administration systems for recording progress: C
Ability to develop lesson plans that integrate the effective use of computing across the curriculum to:
Support teaching and learning: C
Cover the programmes of study of the National Curriculum for Computing: C
Teach Computing elements of the other core and foundation curriculum subjects: C
Identify and detail the resources, software/hardware to support the lessons: D
Improve learning of able children and those with special educational needs: C
Knowledge and skills relating to classroom management of Computing including:
How to organise and manage group work: B
How to approach whole class teaching: B
How to organise computing equipment to allow pupils access: C
Ability to monitor and assess children's use of Computing:
Identifying where they need extending and supporting: C
Identifying how computing influences objectives and outcomes: C
Deciding whether or not all pupils have access to the objectives and outcomes: C
Determining how group work may affect pupil capability: C
Awareness of issues and legislation relating to pupils' access to information:
Awareness of the role of the teacher in respect of child protection and Computing: B
Protection of pupils from unsuitable areas of the internet: B