Computing

A Three Rivers computational thinker will:

• be a confident digital learner that has an understanding of staying safe on the internet.
• design, write and debug programs that achieve a specific goal
• use technology purposefully to create, organise and retrieve digital content.
• to be able to translate learnt skills when using new technologies
• have the ability to connect with others safely and recognise acceptable and unacceptable behaviour.
• to be able to see opportunities for the use of new technologies in their everyday life

Intent

At Stoke Canon C of E Primary School, we understand the real value that technology plays not only in developing the whole school curriculum but in our everyday lives and the day-to-day life of our school. Our aims are to fulfil the requirements of the National Curriculum for Computing whilst also providing collaborative learning opportunities and understanding of new concepts which support the needs of all our pupils.

Our Computing curriculum aims to develop learning across the curriculum. Computing teaching has links with mathematics, science and design and technology and our aim is to provide a broad and balanced curriculum whilst ensuring that pupils become digitally literate and digitally resilient. Technology is ever changing and we aim to develop pupils who can use and express themselves, develop their ideas through, information and communication technology at a suitable level for the future workplace and as active participants in a digital world.

The aims of our Computing curriculum are to develop pupils who:

• Become responsible, respectful,confident and creative users of data, information and communication technology.
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
• Can analyse problems in computational terms, and have repeated practical experience in order to solve such problems.
• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
• Become digitally literate and are active participants in a digital world.
• Are equipped with the capability to use technology throughout their lives.
• Utilise computational thinking beyond the Computing curriculum.
• Understand the E-Safety messages can keep them safe online.
• Know who to contact if they have concerns.

Implementation

To ensure high standards of teaching and learning in computing, we implement a curriculum that is progressive throughout the whole school. Our implementation of the computing curriculum is in line with 2014 Primary National Curriculum requirements for KS1 and KS2 and the Foundation Stage Curriculum in England. This provides a broad framework and outlines the knowledge and skills taught in each key stage.

Computing teaching will deliver these requirements through our half-termly units. Our Computing progression model is broken down into three strands that make up the computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses all of which are covered whether combined or discreetly.

We use and follow the Purple Mash scheme of work from Year 1-6, ensuring consistency progression throughout the school. We use ‘serial mash’ for the EYFS

We recognise that computing is a specialist subject and not all teachers are computing specialists. Computing lessons are taught by our teaching staff with additional support from our member of staff in charge of IT Support. The Purple Mash scheme of work enables clear coverage of the computing curriculum whilst also providing support and CPD for less confident teachers to deliver lessons.

Lessons are broken down into weekly units, usually with two units taught per half-term. Units are practical and engaging and allow computing lessons to be hands on. Units cover a broad range of computing components such as coding, spreadsheets, Internet and Email, Databases, Communication networks, touch typing, animation and online safety. Alongside Purple Mash we use Google Classroom which is the way we deliver our Remote Learning Offer.

Google Classroom is used throughout the school and pupils access Google and other software through Wonde Badges in Reception and Key Stage 1. In Key Stage 2 pupils are taught to book mark their passwords

When teaching computing teachers can follow the children’s interests to ensure their learning is engaging, broad and balanced. Teachers should ensure that ICT and computing capability is also achieved through core and foundation subjects and where appropriate and necessary ICT and computing should be incorporated into work for all subjects using our wide range of interactive ICT resources.

Through our Purple Mash subscription our teachers can deliver thematic, cross curricular lessons that also follow children’s interests and provide flexibility. Purple Mash has an online portal of age-appropriate software, games and activities as well as topic materials and materials to support children’s learning in other subject areas for all key stages.

Computing lessons will also use the Purple Mash software to ‘make music’ using the 2Sequence program, design and make using the 2Animate software and make links with maths through spreadsheets using 2Calculate.

Computing teaching is practical and engaging and a variety of teaching approaches and activities are provided based on teacher judgement and pupil ability. We have a wide range of resources to support our computing teaching. Pupils may use Chromebooks or tablets independently, in pairs, alongside a IT support or in a group with the teacher. Teachers and pupils are also aware of the importance of health and safety and pupils are always supervised when using technology and accessing the internet. We have filtering via Buzz for our Chromebooks and the SWGFL.

Our pupils are fully encouraged to engage with ICT and technology outside of school. Each teacher and pupil at has their own unique Purple Mash login/password and Google passwords. Computing work can be stored in the Google Drive or within Purple Mash and homework ‘2do’s’ can also be set for pupils to access and complete tasks at home that link with their current class learning or within Google Classroom.

Internet safety is an integral part of our safeguarding and we provide a huge focus on internet safety inside and outside of the classroom. Additional to all pupils studying an online safety unit through their computing lessons, every year we also take part in National Safer Internet Day in February. The Computing co-ordinator alongside class teachers will plan additional internet safety lessons and activities to take part in following a specific yearly theme. Internet Safety assemblies are also held as well as parent internet safety workshops and parent home activities. We also work with a UK charity called CAP UK who also do e-safety workshops.

Impact

Our Computing Curriculum is high quality, well thought out and is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different computational components and alike other subjects discreet vocabulary progression also form part of the units of work.

If children are keeping up with the curriculum, they are deemed to be making good or better progress.

We will measure the impact of our curriculum through the following methods:

• Pupil discussions and interviewing the pupils about their learning (pupil voice).
• Monitoring with our subject computing lead visits.
• Opportunities for dialogue between teachers.
• Photo evidence and images of the pupils practical learning.
• Video analysis through recording of performance in lessons.
• A reflection on standards achieved against the planned outcomes.
• Learning walks and reflective staff feedback (teacher voice).
• Dedicated Computing leader time.
• Monitoring of children’s work.

 

Design Technology

A designer from Three Rivers Federation will:

• know that design embodies some of the highest forms of human creativity.
• have the knowledge and skills to experiment, invent and create their own designs.
• be able to think critically and develop a rigorous understanding of design.
• know how design reflects and shapes our history, and contributes to the culture, creativity and wealth of our nation.
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
• be able to learn to think and intervene creatively to solve problems both as individuals and as members of a team.

Intent:

At The Three Rivers Federation we intend to build a Design Technology curriculum which is inspiring, rigorous, and practical. We want our children to use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum. It is our aim to create strong cross curricular links with other subjects, such as Mathematics, Science, Computing, and Art. We want Design and Technology to prepare our children, to give them the opportunities, responsibilities, and experiences they need to be successful in later life.

Implementation:

Design and Technology is a crucial part of school life and learning and it is for this reason that as a federation we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through:

• A well thought out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food and electrical systems)
• Well planned and resourced projects providing children with a hands-on and enriching experience
• A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken
• Teachers being given ownership and flexibility to plan for Design and Technology; often teaching DT as a block of lessons to allow the time needed for the children to be critical, inventive and reflective on their work.
• Each project from Year 1 to Year 6 addressing the principles of designing, making, and evaluating and incorporating relevant technical knowledge and understanding in relevant contexts.
• Pupils being introduced to specific designers, chefs, nutritionists, etc. helping to engender an appreciation of human creativity and achievement and increase the cultural capital from which they can draw in the future.

Early Years Foundation Stage

During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:

• Use different media and materials to express their own ideas
• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose
• Make plans and construct with a purpose in mind using a variety of resources
• Develop skills to use simple tools and techniques appropriately, effectively and safely
• Select appropriate resources for a product and adapt their work where necessary
• Cook and prepare food adhering to good health and hygiene routines

Impact:

Children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum. Through carefully planned and implemented learning activities the pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They gain a firm foundation of knowledge and skills to see them equipped to take on further learning in High School. Pupil’s skills and knowledge are assessed by the class teacher, throughout lessons and a summative assessment is completed at the end of year 2, 4 and 6. This informs the Design and Technology coordinator of any further areas for curriculum development, pupil support and/or training requirements for staff. EYFS pupils' progress and attainment tells us whether each individual child is below expected, at expected or above expected attainment for their age.