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Guidance for Observing Primary Computing Lessons

Student’s use of computing to support their teaching

1. Confidence using the interactive whiteboard

What is presented on the board:

  • Is relevant
  • Supports and complements the teaching and learning
  • Engages the children
  • Enhances the flow and pace of the lesson
  • Allows the children to interact with the resources without slowing the pace of the lesson
  • Allows opportunities for the collection and sorting of children’s own ideas

2. Use of appropriate digital resources to support their teaching

  • External resources have been well researched and rehearsed
  • Resources complement and enhance the teaching points
  • Resources are seamlessly integrated into the teaching

3. Preparation of their own interactive whiteboards to support their teaching

  • Boards are clear and engaging with a clear purpose
  • Teaching points are well supported
  • Boards complement other resources, equipment or apparatus being used
  • Inclusion of an appropriate range of media – text, images, clipart, video
  • A sequence of prepared boards support the flow of the lesson

4. Use of other elements to support learning

  • Use of laptops, digital cameras, data loggers, digital microscopes etc., to support the children’s learning
  • A clear purpose to the use of digital technology
  • Children accessing digital technology to support their own learning

Teaching of Computing and IT skills

  1. The use of computing is given a real life context
  2. The skills being taught are being introduced within a context – i.e., cross-curricular.
  3. There is clear demonstration and modelling of the skills being developed.
  4. Correct Vocabulary is used, with key words being identified and explained.
  5. Children are given a task which gives them an engaging opportunity to develop the skills being taught.
  6. The task is suitably differentiated, ideally using pre-prepared files to support and extend.
  7. The planning and execution of the lesson include opportunities for individual assessment.
  8. While children are engaged with the task, identified misconceptions or extension opportunities are shared with the whole class.
  9. The plenary includes an introduction to future learning.