Rationale for Computing at Pondhu Primary School
Intent
At Pondhu we follow the 2014 National Curriculum for Computing using the Purple Mash Computing Curriculum. This is fully aligned with the National Curriculum for computing at KS1 and KS2 and the EYFS Statutory framework and Early learning goals. This scheme of work is progressively designed in a spiral curriculum so that pupils revisit learning, knowledge, skills and vocabulary from previous year groups and build on this before moving on to more advanced learning. Our aim is to provide each child with a high-quality and relevant computing education which they can use in an ever changing technological age. The curriculum we teach provides children with the key knowledge about how computers and computer systems work and are linked, and the way they can be designed and programmed.
Our aim is when children leave Pondhu, they will have gained key knowledge and skills based upon the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). Our intention is that as a child progresses through each key stage, every key area taught provides a solid foundation for future learning.
Implementation
At Pondhu, computing is taught in both discrete sessions (E-safety and programming) but also integrated into other areas of learning. This ensures children are able to develop and build a good understanding of the core knowledge and skills required within each year group, in line with the National Curriculum.
Teachers use a supportive collection of resources as a starting point for the planning of their computing lessons, which are often richly linked to engaging contexts in other subjects and topics. These resources are organised within a skills and objective based document, in which each year group has a clear requirement on content they must teach following the National Curriculum.
Pondhu offers its teachers and pupils the use of a class set of 15 Chromebooks and a classroom based teacher and child Samsung tablet. The Chromebooks from other classes are used to supplement the number available for lessons for whole class teaching. This ensures that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. This allows for a wide range of children to be supported with both specific and individual needs.
We aim to deploy and use ICT to build cross-curricular links which motivate pupils and supports them to make connections, remembering the skills they have been taught. These links are reinforced with the use of ‘Stay Safe’ workshops within KS2 and a school focus during ‘Internet Safety Day’.
The implementation of the curriculum at Pondhu is built upon a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group and will produce work which is both evident within their Topic Books and also saved within their individual logins. The subject knowledge we instil becomes increasingly specific and in depth, with more complex skills being taught, to ensure learning is extended and built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World’ and the technology within it.
Impact
Impact of the curriculum in Computing is monitored through:
- Learning Conversations – pupils are able to talk confidently about their learning in Computing to adults and to each other.
- Monitoring of work in books, displays, on devices and pupil response within lessons.
- Images and videos of the children’s practical learning.
- Lesson visits
- Additional Assessment opportunities:
- self-assessment
- peer assessment
- group assessment
- targeted questioning
