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How

Will the lesson meet our curriculum needs?

All aspects of DSH have been developed based on research into the curriculum challenges facing both primary and secondary schools. The new computing curriculum is now in force, and each of the Digital Schoolhouse lessons have been carefully mapped onto the curriculum programmes of study. In addition, all workshops have cross-curricular themes, and the lesson objectives for each workshop reflect the programmes of study for the additional subjects. Materials are also mapped onto the CAS Progression Pathways and the Computational Thinking Framework.

We use your feedback questionnaires, online pupil voice and work with our network of primary schools to continually develop the quality and range of services we offer. 

How do you collect feedback?

The DSH has successfully gathers pupil feedback both during and after the sessions. The questionnaire consists of carefully selected closed and open questions to gather insights into pupils views as well as assessing pupil understanding. Schools are able to request the raw data from any such survey for their own purposes if they wish.

The adult questionnaire is a side of A4 paper and currently includes ten open questions. These questionnaires are given to each member of the teaching staff at the start of the day. Furthermore, if the visiting class teacher is an experienced member of staff or a subject specialist, he or she is encouraged to perform a slightly more formal observation during the morning sessions. Feedback on how the DSH can be improved usually takes place during the lunch break.

What do you do with the feedback collected?

These questionnaires, combined with the work with local schools are vital for the development of the DSH as they provide the information for analysis to inform the process of setting priorities for new and existing objectives. 

How do you ensure pupils make such progress?

The DSH accelerated learning model enables this teaching of traditionally KS3 and KS4 concepts to Key Stage 2 pupils. It is achieved by challenging pupils perceptions and their expectations when working in a computer suite, with Computing concepts being taught without the use of computers and related to pupils existing ‘real world’ understanding.

This model focuses on investigating and developing new and more engaging ways of teaching existing Computing principles and concepts. We aim to inspire and engage pupils, to encourage enthusiasm and passion for the subject as well as foster creativity

The DSH is also leading in the creation of teaching pedagogy for emerging disciplines within Computing i.e. Philosophy of Computing. The aim of introducing Philosophy of Computing at KS2 is to prepare pupils to not only use technology but to become more reflective about how it works, and its use by themselves and others as a tool for learning and for life. This is achieved through getting pupils to collaboratively address issues such as safety, equity of access, security, privacy, and licensing by developing their reflective and critical thinking skills (and philosophies!).

Visiting primaries are requested to participate in a brief survey before and after attending the workshop. The pupil survey is based on the new computing curriculum and CAS Progression Pathways and asks pupils to judge their own confidence and understanding of the different concepts. Completion of the survey will result in us being able to make initial judgements regarding impact and pupil progression. Although pupils remain anonymous to us, through using our nickname system the class teacher will be able to individually identify the responses of each of the pupils within their class. Therefore, we can send you this data if you wish for your own use for assessment and reporting purposes.

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