Computing
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Subject leader Linked governor |
Stacey Orchard Lauren Macare |
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Intent |
To ensure that all children leave school with a good understanding of the benefits and risks of using technology and to equip them with transferable skills that can be applied to a rapidly changing digital world.
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What do we expect pupils to know by certain points? |
CLP Computing Curriculum Pupils to leave school with an understanding of the following 3 ideas: 1. That programs are written to perform tasks (Computer science). 2. That the use of technology has both benefits and risks, and should be used responsibly. 3. That software is used to accomplish goals and hardware enables us to do this. a) Understanding how specific software packages work b) Understanding the role of hardware and how to use it
EYFS ELG 15 - Technology Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
National Curriculum 2014 Key Stage 1: - Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions - Create and debug simple programs - Use logical reasoning to predict the behaviour of simple programs - Use technology purposefully to create, organise, store, manipulate and retrieve digital content - Recognise common uses of information technology beyond school - Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies |
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What is the clear sequence in which the children will encounter the curriculum? Is it logical? Does each year build on the last/prepare for the next (including Year 3?) |
The CLP Computing Curriculum shows clear progression of what the children will encounter throughout each year group. Objectives covered in previous year groups are identified in grey font to show progression of skills. In each year group the 3 main ideas are taught and each progress appropriately into the KS2 curriculum.
Link to Unit covers to be added here |
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Why have we chosen to teach this and not alternatives? |
We have chosen to predominantly follow the Purple Mash scheme after discussion of successful planning and assessment with other subject leaders in the CLP trust and with school staff and SLT. Purple Mash enables children to explore and enhance their knowledge in a fun and creative way. It has a range of software which addresses all the key aspects of the curriculum and immediately engages the children’s interest. In addition, we will be following ThinkUKnow animated series which aims to equip 4-7 year olds with the knowledge, skills and confidence they need to help them stay safe from sexual abuse and other risks they may encounter online. |
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How will we monitor that the teaching planned matches the content? |
Teaching of computing and impact will be monitored regularly by the SL and SLT, through collection of plans in each year group and the review of the children’s purple mash profiles. |
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Is there clear progression of skills considering prior learning (revisiting previously taught knowledge including linking with other subjects), which takes into account what will be taught in the next school? |
All year groups spend time revisiting skills previously taught and subject leader meets with middle schools to identify the key skills required for children to be successful moving on.
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Have we carefully considered why work has been placed in specific year groups including Reception and at particular points in the year?
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Subject leader and CLP working party have spent time looking at progression of skills across KS1 and in EYFS to ensure each stage prepares the children effectively for the next stage.
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Implementation |
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The curriculum is ambitious and meets the needs of all pupils including disadvantaged and SEND. |
All children are carefully tracked and monitored with a specific focus on disadvantaged and SEND. Subject leader to check these children are receiving quality first teaching and additional support. |
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Does teaching include key elements such as explanation, modelling, scaffold, practise?
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Planning will predominately follow the Purple Mash scheme of work. Scaffolded opportunities include: copying code, targeted tasks, shared coding, guided exploration, project design and code, and tinkering (Purple Mash SoW).
The children will encounter computing in each half term and in each topic. Internet Safety lessons will be taught every half term in sequences and as one-off lessons (e.g. Internet Safety Day).
Children will be taught by modelling, discussion (which can be done in the classroom) and guided activities before given the opportunity to practise independently.
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We have carefully considered why work has been placed in specific year groups including Reception and at particular points in the year. |
Subject Lead has been a member of the HLP Computer Curriculum planning party, which has spent time looking into the progression of skills from EYFS to KS4, in order to ensure that each stage prepares the children effectively for the next stage.
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Can you articulate why teachers are teaching your subject in a particular way? |
Teachers will use the computer suite and IPADs to enable children to develop skills with the rapidly changing technology and to prepare children them for the next phase of their education. Children being able to adapt effectively to technological developments will be a key skill that they will need to have mastered for adulthood. This includes mouse skills, keyboard skills, saving and locating work plus touch screen technology etc. |
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All our leaders across the school, including governors, regularly review and quality assure the subject is implemented sufficiently well. |
Subject leader to provide a termly reports to SLT regarding curriculum implementation. Subject leader also to meet termly with link governor to review and quality assure subject. |
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Impact |
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How do you know that the children have learnt the things that we expect them to learn? |
Teachers to use the ‘Purple Mash Computing Scheme of Work Assessment Tool’ to monitor children’s progress on Purple Mash with children’s names along the top and NC strands. SL to review half termly to ensure children’s progress is in line with planning and to report back to SLT – this is a new assessment model and we need to be reacting quickly. Scaffolded opportunities include: copying code, targeted tasks, shared coding, guided exploration, project design and code, and tinkering (Purple Mash SoW).
SLT to maintain clear oversight – dates for reports/meeting to be set/SL time to be allocated half termly. |
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What do we do if the children haven’t learnt them? |
Teachers will carefully monitor progress throughout the lesson and will plan the next session carefully in order to enable children who need further support to achieve the LO and those who have achieved the LO to extend their learning in the next session / challenge.
SL to monitor half termly with the clear expectation that any children who are still not meeting their LO will be flagged asap and further support put in place. |
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Are there regular opportunities for retrieval practise? |
There are clear links across year groups (for example, in year 1 the main focus is writing algorithms and in year 2 the focus is turning an algorithm into a simple programme). There are regular opportunities for retrieval (see grey font on HLP Computing Curriculum). Children need to be secure with the basic skills (logging in / saving / retrieving files) before they can move on. Each lesson should start with revisiting previously taught skills. |
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How can we see that children’s fluency and mastery is incrementally improving? If we can see/evidence this we can demonstrate IMPACT |
Scaffolded opportunities include: copying code, targeted tasks, shared coding, guided exploration, project design and code, and tinkering (Purple Mash SoW). Clear, first-hand evidence (photos, videos, electronic evidence etc.) linked to curriculum plan CLEAR link between intent and impact evident. |
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CPD |
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How do you identify the CPD needs of staff? What are this year’s priorities? How do you identify your own SL needs? Where do you get inspiration/advice? |
A staff questionnaire was sent at the beginning of the 19/20 academic year to gain an insight into staff confidence of teaching / assessment and ideas for software. This is repeated annually and informs staff CPD. Staff expertise is monitored throughout the year by the SL lead – informal chats/formal lesson observations. Staff meetings are planned so that more experienced staff can mentor less experienced. Planning sessions purposefully ask the question – are you confident to teach this? Have you practised this? Are you clear on the tricky parts/what could go wrong? Inspiration / advice gained from: CLP working party / CLP experienced subject leads / National Centre for Computing Education NCCE (newsletter) / Childnet |
School leaders (especially subject leaders) should be able to demonstrate what, specifically, children are supposed to learn, how they go about teaching these things and how they know whether children have learnt what is taught.