Computing
Intent
At Marsh Hill Primary School, we understand that a high-quality computing education is essential for pupils to understand modern information and communication technologies (ICT), and for them to use these skills to become responsible, competent, confident and creative participants of an increasingly digital world. Computing allows us to solve problems, design systems, and understand the power and limits of human and machine intelligence. It is a skill that empowers, and one that all pupils should be aware of and develop competence in. Pupils who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for today’s world and the future.
Aims of Computing Curriculum- To develop children’s individual computing capability and understanding
- To ensure all children know how to stay safe online
- To enhance teaching and learning in other areas of the curriculum by cross curricular use of computing
- To develop computing as a tool for learning and investigation
- To equip pupils with the confidence and capability to use IT throughout their education, home and further work life.
- To recognize the potential, and deepen the necessity of computing in everyday life
- To stimulate interest in new technologies
We intend for children to:
- have gained the digital skills that they need to further their education at secondary school.
- enjoy using digital technologies to support learning in other subjects
- Inspire and motivate children to pursue a career in computing – especially girls.
(Women are underrepresented in both the uptake of digital qualifications and in digital roles. Just 17% of people who work in the tech sector and only 9.5% of students taking computer science A level courses are female. Yet women make up almost half of the workforce. UK Digital Strategy)
Implementation
At Marsh Hill Primary, we primarily follow the Purple Mash Computing Scheme of Work. Each child has their own individual username and passwords so their work can be saved in their own folders automatically and can be easily reviewed and assessed by their class teacher. Children are supported by having their printed login cards to hand. Years 1 to 6 have a set of 30 Chromebooks to share between them. This allows each class to be able to teach a computing lesson each week as well as plan for computing skills to be developed across the curriculum. In EYFS, there are 16 Chromebooks which allow small groups to work to develop their computing skills. Children have a QR code and a Wonde login which enables the children to login independently and quickly.
The key concepts in computing that we plan a progression for are as follows:
- Computer Science
- Information Technology
- Digital literacy
At Marsh Hill to enhance the teaching and learning of all curriculum areas within the school, teachers employ a range of strategies including:
- Demonstrating to the whole class/group using the IWB.
- Discussion with the whole class/group.
- Individual or paired working.
- Collaborative group work.
- Encouraging pupils to demonstrate new skills to others
At Marsh Hill, the computing curriculum incorporates cross curricular links and discrete computing skills. Children are taught computing every week and also have the opportunity to further their computing skills in other subjects. There are eight areas of learning within the Purple Mash Computing Scheme of Work and these have been integrated into the computing LTP (long term plan).
- Coding and computational thinking
- Spreadsheets
- Internet and Email
- Art and Design
- Music
- Databases and graphing
- Writing and Presenting
- Communication and networks
EYFS
Despite computing not being explicitly mentioned within the Early Years Foundation Stage (EYFS) statutory framework, there are many opportunities for the children at Marsh Hill to use technology to solve problems and produce creative outcomes. They are taught a well-planned computing curriculum ensures that they enter Year 1 with a strong foundation of knowledge, but Computing lessons in the EYFS also ensure that children develop listening skills, problem-solving abilities and thoughtful questioning — as well as improving subject skills across the seven areas of learning. Our computing provision for the EYFS is centred around play-based, unplugged (no computer) activities that focus on building children’s listening skills, curiosity and creativity and problem solving. Children also have the opportunity to use the Chromebooks to complete work on Purple Mash (Mini Mash).
Technology in the Early Years can mean: taking a photograph with a camera or tablet; searching for information on the internet; playing games on the interactive whiteboard; exploring an old typewriter or other mechanical toys; using a Beebot; watching a video clip; listening to music. Allowing children the opportunity to explore technology in this carefree and often child-led way, means that not only will they develop a familiarity with equipment and vocabulary but they will have a strong start in Key Stage 1 Computing and all that it demands.
E-Safety
E-Safety is high profile at Marsh Hill. The subject lead provides the children with a weekly Thunk for them to respond to. When possible, the Thunk is linked to the school’s value of the month and children have the opportunity to respond to it on the whole school blog on Purple Mash as well as on the internet safety board in the hall. At Marsh Hill, staff, pupils and parents are made aware of the importance of e-safety and sign an acceptable use agreement on entry to school and this is reviewed yearly. Staff, pupils or parents with concerns about e-safety are to contact the Headteacher if they have any concerns.
Assessment
At Marsh Hill, children are assessed against their progress in understanding and applying computing against their year group expectations. Each child, from EYFS to Year 6, has a computing assessment booklet. The exemplar of what a child at an expected level would be able to demonstrate for each Purple Mash unit are divided into whether it is computer science, information technology or digital literacy. They are in child friendly speak. Children are given the opportunity to self-assess against them in computing lessons. Teachers then highlight the objectives in green if they think it is achieved, orange if it is partially achieved and pink if it is not yet achieved. This will be self-evident from the work produced in a situation where no teacher support is given once a task has been assigned. If a child is achieving approximately 75% of the objectives, then overall they will be assessed as working at ARE.
Impact
We measure the impact of our curriculum through the following methods: assessing children’s progress in computing against year group expectations; talking to the pupils about their learning (pupil voice); staff voice; regularly reviewing the curriculum to make sure that it is meeting the needs of our children; lesson observations/learning walks/drop ins; monitoring of children’s work on the cloud; annual reporting of standards across the curriculum to SLT and Governors.
Documents:
Progression of Skills document
