Computing and DT
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
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.
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.
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.
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.
At Stoke Canon design and technology should be fully inclusive to every child. Our aims are to: fulfil the requirements of the National Curriculum for design and technology, provide a broad and balanced curriculum, ensure the progressive development of knowledge and skills, to learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens through evaluation of past and present design and technology, develop a critical understanding of its impact on daily life and the wider world, to participate successfully in an increasingly technological world using the language of design and technology.
To ensure high standards of teaching and learning in design and technology, we implement a curriculum that is progressive throughout the whole school. Design and technology is taught as part of a termly topic, focusing on knowledge and skills stated in the National Curriculum. At Stoke Canon, we ensure that design and technology is given the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences.
Within design and technology, we strive to prepare children to take part in the development of tomorrow’s rapidly changing world. We aim to encourage children to become creative problem-solvers, both as individuals and as part of a team. Through the study of design and technology, children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impact.
We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.