Computing
Computing at Chennestone Primary School
The use of computers and computer systems is an integral part of the national curriculum and knowing how they work is a key life skill. Children are exposed to wealth of software, tools and technologies that can be used to communicate, collaborate, express ideas and create digital content. Children are given a broad and balanced computing education with a structured, progressive approach to learning how computer systems work, the use of IT and the skills necessary to become digitally literate and participate fully in the modern world. Our intent is that all children are ready for the next stage of their education and for a life with computers.
We follow the Purple Mash computing scheme of work which is a comprehensive set of resources aligned to the National Curriculum:
Computing - Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Technology - Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Digital Competence - 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.
The scheme contains everything that is needed to support the delivering of engaging lessons whilst allowing for the flexibility to meet our individual school needs. We adapt the scheme to include other widely used software such as MS Excel in preparation for High school and beyond.
Each year group builds on prior learning skills. Computing is taught weekly. Children use their own logins, using laptops and iPads, and their work is stored within Purple Mash and folders within our network.
EYFS
For our very youngest learners in the foundation stage we provide children with a broad, play-based experience of computing in a range of contexts, including outdoor play. We believe that Computing is not just about computers, and so our Early years learning environments feature computing scenarios based on experience in the real world, such as in role play.
Children gain confidence, control, and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy. Outdoor exploration is an important aspect of the EYFS, supported by ICT toys such as metal detectors, controllable traffic lights and walkie-talkie sets. The Early Years, in accordance with the EYFS Framework also regularly use Beebots (programmable robots), Learn Pads and paint programs as well as using the interactive whiteboard in the classroom to access and play games.
EYFS cover E-Safety regularly throughout sessions using technology. Teachers also use the topic packs within Purple Mash covering all Early Years topics, each containing a range of themed activities and resources. With simple visual navigation, it covers all the areas of prime development in an engaging way.
Key stages 1 and 2
Our Computing progression model is broken down into KS1 and KS2. Each progression model contains 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. To ensure that UKS2 have a rounded view of communication, multimedia and data representation and handling, teachers will incorporate Microsoft programs such as Word, PowerPoint and publishers using a cross -curricular approach.
Through our Purple Mash subscription our teachers deliver thematic, cross curricular lessons providing flexibility, using 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 teaching delivers these requirements through discrete units.
Key Stage 1:
Children are taught to:
- 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.
Key Stage 2
Children are taught to:
- Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- Use sequence, selection, and repetition in programs, work with variables and various forms of input and output
- Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
- Use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
E-Safety
We provide a variety of opportunities for computing learning inside and outside the classroom. Computing and safeguarding go hand in hand 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 Lead alongside class teachers plan additional internet safety lessons and activities linking to current trends and potential issues. Internet Safety assemblies are also held as well as parent internet safety workshops and parent home activities. The E-Safety curriculum works in conjunction with our PHSE curriculum.
Enquiry approach
Through using Purple Mash and cross-curricular link we ensure that a child’s learning is engaging, broad and balanced. Using an enquiry approach is central to Computing learning; when engaged in inquiry, students can describe objects and events, ask questions, construct explanations, test those explanations against current computing knowledge, and communicate their ideas to others. They can identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding by combining computing knowledge with reasoning and thinking skills.
Independent learning
Teachers ensure that ICT and computing capability is also achieved through core and foundation subjects and where appropriate and necessary ICT and computing is incorporated into work for all subjects.
Children are expected to work as independently as they can during a lesson so that they demonstrate their ability to complete the ICT task and achieve the learning intention on their own. Adults give targeted support to those who require it. 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 laptops or iPads independently, in pairs, alongside 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.