Computing

Computing

Intent:

(the framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage)

Our curriculum has been designed with our Christian Vision and core values at its heart: love, respect and responsibility. Through our school vision ‘do everything in love’ we seek the abundant love that Jesus promises (John 10:10) and we aim for all children to experience a curriculum that offers a full, rich and broad experience and opportunities.

At Ide Hill CE Primary School we believe that computing is a vital and enriching part of the curriculum that is an integral part of modern life. Through teaching computing and online safety we equip our children to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. 

We aim that by the end of Oaks, all our children become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Our computing curriculum enables our children to find, explore, analyse, exchange, present and create information for a range of purposes and audiences across the curriculum.  We also focus on developing knowledge and skills necessary for children to be able to use information in a discriminating and effective way.  Computing skills are a major factor in enabling our children to be confident, creative and independent learners.

The National Curriculum defines three clear aspects of the computing curriculum: computer science, information technology and digital literacy.  Our children are given the opportunity to develop their knowledge and understanding in each of these areas from Year 1 to Year 6.  In Early Years Foundation Stage we ensure the children build knowledge and skills that underpin their future learning in computing.

The National Curriculum for computing aims to ensure that all children:

In EYFS, we aim that the children develop an interest in technology and an understanding of how to use different types of technology. We also ensure that our children learn how to use it safely and how to get support.

  

Implementation:

(the translation of that framework over time into a structure and narrative, within an institutional context)

 

At Ide Hill CE Primary School we use the "Purple Mash" curriculum to support our teaching and learning in computing.  This enables us to ensure we meet all of the aims of the National Curriculum, the expectations of Keeping Children Safe in Education, as well as giving our children a secure understanding of online safety.

The Purple Mash scheme becomes increasingly more challenging as the children move through the school and our children have the opportunity to apply their growing skills in a range of contexts.  Teachers regularly adapt and enhance this learning to meet the needs of their class and to ensure we keep up to date with the latest technology. Teaching and Learning is supported by the PSHE curriculum, where children learn about the importance of healthy relationships in the real and digital world. To further enrich the children's understanding of online safety we take part in Safer Internet Day each year. In recent times this has included assemblies and workshops to meet the needs of the families within our school context. 

Within each class, computing is taught weekly. Throughout the school, classes also use the computers to support other areas of the curriculum too. Technology is also used for individual children/groups of children to support learning and development.

 

Impact:

(the evaluation of what knowledge and skills learners have gained against expectations)

 

Through Purple Mash, children are able to submit their work at the end of each session for the teachers to view. Teachers are able to review this work in order to plan for future teaching and learning. Throughout the lessons, teachers also carousel around the room monitoring computer safety, as well as supporting, challenging and addressing any misconceptions.

At the end of each unit, teachers complete an assessment sheet that aligns with the learning intentions of the unit. These sheets provide an overview of the unit, highlight any misconceptions, and outline next steps for future learning. This structured approach ensures that both teachers and children have a clear understanding of progress and areas that need further attention.