Melling Approach to Computing

MELLING APPROACH TO COMPUTING

"Computers are incredibly fast, accurate, and stupid. Human beings are incredibly slow, inaccurate, and brilliant. Together they are powerful beyond imagination." – Albert Einstein

OUR RATIONALE

Computing is essential for success. The ability to understand, apply, and harness digital technology effectively opens doors and enables young people to take advantage of opportunities in education, employment, and modern life. Conversely, pupils who struggle to engage with mobile technology or lack digital confidence are likely to face challenges across the wider curriculum and in an increasingly digital world.

The spoken word is important. Children first develop logical reasoning and problem-solving through talk. Interactions with adults enable them to articulate their ideas, break down complex problems, and explain their processes. This is vital for learning about computational thinking, algorithms, and digital content creation.

The value of talk to children’s mastery of computing is as important as it is for literacy, and pupils should be taught how to engage in dialogue (such as paired programming on shared iPads and collaborative debugging) that enhances learning.

Computing is complex, and it involves both theoretical understanding and practical application. Computing is more than simply using screens; it requires logical reasoning, systematic thinking, and digital responsibility, which must be explicitly taught. Both computational thinking and practical digital execution are necessary for proficient learning. Computing places demands on working memory, requiring learners to manage everything consciously, from touchscreen navigation and app interface controls to logical sequencing and debugging. These are the necessary precursors to creating digital media and coding effectively.

AIMS

Our intent is for all pupils – irrespective of their needs, abilities or background to learn to become confident, creative, and responsible digital citizens. We aim to meet, and where possible exceed, the expectations laid out in the Early Learning Goals and National Curriculum, with pupils progressing appropriately across school. We recognise that spoken language underpins the development of computational thinking. The quality of language that pupils hear and speak is vital for developing their technical vocabulary and logical reasoning. We believe that children need to develop a secure knowledge-base in Computing, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis for digital literacy and computing skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society.

We cultivate a curiosity for technology through engaging, hands-on iPad applications (often including partner/team work) and real-world tools. By inspiring an appreciation of how software and apps shape our world and providing meaningful and exciting provocations to create and code, we develop a habit of problem-solving widely and often. We recognise the importance of nurturing a culture where children take pride in their digital work; can present information clearly using tactile media; and adapt their digital apps and style for a range of contexts.

We aim to develop a passion for technology and help children to see how powerful computational tools can be. In line with National Curriculum, computing skills are divided into three core strands:

• Computer Science (abstraction, logic, algorithms, and app-based block coding)
• Information Technology (creating, organising, storing, manipulating, and retrieving digital content across app suites)
• Digital Literacy & Online Safety (using tablet technology and online spaces safely, respectfully, and responsibly)

All these elements are essential to success, and we teach the acquisition of these skills through various methods. These areas are clearly linked to other aspects of learning: mathematics, science, art, design technology, and speaking and listening. We develop the child’s growing ability to solve problems and convey meaning digitally through carefully planned app-based activities and opportunities.

In Melling Primary, we have identified that being digitally literate is part of our Learner Profile. In the teaching of computing we aim to ensure the following:

• that children can use iPads and creative apps for a variety of purposes and for a range of different audiences;
• that computing enables them to develop their thinking across a range of subjects;
• that they can express themselves clearly using interactive media, audio/video recording, and app-based code;
• that they enjoy their computing and technology learning;
• that their computing skills provide a communication tool for learning across subjects, in everyday situations and in future life.

OUR HIGH-QUALITY TEACHING APPROACH

The key principle of the Melling Approach to Computing

YR & Y1

• Unplugged & Tactile Foundations: In Reception and Year 1, children develop early computational thinking through physical routines, directional language, positional play, tactile iPad camera features, and floor robots (e.g., Bee-Bots).
• The Power of Talking & Logic: Children are encouraged to discuss and sequence steps (algorithms) verbally before carrying out actions on screen or device. They explain what they think will happen and test their predictions.
• Basic iPad Skills: Children learn touchscreen gestures, opening and closing apps, taking photographs, capturing audio, scanning QR codes, and foundational online safety rules.

Y2 – Y6

Our computing curriculum is designed to provide a broad and balanced education that meets the needs of all children. We follow the Knowsley Scheme of Work, utilising iPads and dedicated educational apps to develop confident, independent, and creative computational thinkers with high aspirations. Our computing curriculum is research-informed and impact-proven, carefully designed to support all children to master foundational tablet skills, programme logic, and digital media production. Through the use of high-quality app software (e.g., ScratchJr, Scratch, Book Creator, GarageBand, iMovie, Stop Motion), physical computing, and real-world projects, we provide exciting and meaningful reasons to create. Children are immersed in technology and taught to craft digital products with precision, using a range of pedagogical approaches, including live teacher airplaying/modelling, paired app programming, and systematic debugging.

We value spoken language as a foundation for computing. Through structured talk, collaborative app programming, and technical vocabulary exploration, children learn how to organise and express their logical thinking clearly before building or coding.

Our aim is for every child – regardless of need – to develop digital fluency and take pride in their work. We want our pupils to leave primary school as enthusiastic digital citizens, ready for the next stage of their education.

Our Computing curriculum is developed around a sequence of high-quality, age-appropriate units from the Knowsley Scheme of Work. We use each unit to create opportunities to:

• develop technical knowledge and logical understanding to use and apply across the wider curriculum using mobile devices;
• explore the structure and features of different app interfaces, digital media, and block-programming environments;
• plan, design, and build digital projects with a clear context and purpose before evaluating their effectiveness through testing and editing;
• compile an ongoing digital portfolio of learning (e.g., via Book Creator or Seesaw) where pupils capture screenshots, screen recordings, and audio reflections to record their learning journey.

Building on this foundation, we teach computing using a range of strategies which include:

• Group Discussion: Children discuss and interrogate technological concepts or safety scenarios in a small group or whole-class setting. They listen to and value each other’s ideas whilst taking on board feedback to improve their project design.
• Partner Talk / Paired Programming: Children work in pairs sharing an iPad (driver and navigator) to discuss their ideas. They explain their logical reasoning and prepare their algorithms before coding.
• Questioning: Teachers use a range of questioning strategies to establish children’s current understanding, probe logical reasoning, and develop their learning.
• Modelled Demonstration: Teachers model app navigation, live coding, and debugging by mirroring an iPad to the main display to demonstrate high expectations. They verbally ‘think aloud’ in order to make the problem-solving process explicit and provide a rich technical vocabulary for children to utilize.
• Shared Creation / Collaborative App Coding: Teachers use ideas from the children to construct code or digital media together on screen. This enables children to see the debugging and refinement process in action as well as have pride and ownership over the finished piece.
• Testing & Debugging: All children are signposted to regular opportunities for reviewing, testing, and debugging their own and others' app projects.
• Working Walls & Digital Portfolios: Teachers and children regularly update physical working walls and digital learning journals to ensure key terminology, app workflow steps, algorithm flowcharts, and code blocks are documented.

Class teachers ensure that the computing sequence is clearly evident on working walls and digital journals, with modelled examples and key code blocks being available to all pupils as the sequence of lessons develops.

INCLUSION – ADAPTIVE TEACHING

Some children experience learning difficulties which affect their progress in Computing – this may be due to special educational needs, motor skill challenges, or lack of prior exposure to technology. Class teachers will adapt their teaching to support these children in their computing journey. This may include:

• scaffolds and supports the development of computational thinking and vocabulary acquisition (e.g., physical block-coding cards, unplugged visual maps);
• iPad accessibility features to support access (e.g., Dictation/Speech-to-Text, VoiceOver, Guided Access, Display & Text Size modifications);
• explicit instruction, including live iPad modelling of programme design, app tools, and debugging – with opportunities for children to practice modelling techniques;
• a focus on cognitive and metacognitive strategies to help children articulate their logical reasoning;
• flexible groupings (e.g., paired tablet work) to ensure peer support and an appropriate level of challenge.

DIVERSITY & EQUALITY

We actively promote diversity in STEM by exploring historically significant and modern figures from varied backgrounds in technology (e.g., Ada Lovelace, Alan Turing, Katherine Johnson). We ensure digital examples, media, and app content reflect a broad, global perspective, actively breaking down stereotypes around computing and technical careers.

ORACY

Oracy is central to our computing curriculum. Children are taught to explain how algorithms work, defend their choice of digital apps, and articulate their debugging steps using technical terminology. Through paired programming, audio-recording reflections directly onto iPad digital learning journals, and class presentations of digital media, pupils develop articulate, confident voices in tech discussions.

ASSESSMENT OF THE SUBJECT

Assessment in computing is continuous and formative:

• Formative Assessment: Ongoing teacher observation during practical iPad tasks, questioning during unplugged activities, and evaluating how pupils explain their debugging strategies.
• Summative Evaluation & Digital Journals: Reviewing final digital media projects, programmes, or online safety entries stored within each child's digital portfolio (e.g., Book Creator / Seesaw) against the Knowsley Scheme learning objectives and progression maps.

 

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