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St Margaret Clitherow Catholic Primary School

We act with love, build our faith and grow as people

Computing

COMPUTING INTENT, IMPLEMENTATION & IMPACT POLICY

 

Intent 

At St Margaret Clitherow Primary School we use the Purple Mash scheme of work and resources to ensure we offer an exciting, rich, relevant and challenging Computing curriculum for all pupils using a wide variety of topics and themes. Our curriculum will enthuse and equip children with the capability to use technology throughout their lives. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their computing learning - the ultimate aim being that pupils will feel confident to use computing in a range of different ways.

 

The intent is that all content will be continuously updated and reviewed annually, creating a dynamic programme of study that will be clearly outlined in both long-term and short-term planning. This will ensure that the computing knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements.

 

In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality Computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, how they are designed and programmed and how technological developments contribute to society. By the time they leave SMC, children will have gained key knowledge and skills in 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). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond. Children leave SMC confident and competent to use their skills to further their learning and widen their opportunities. They know the importance of Online Safety to themselves and others and how to keep themselves safe.

 

The three strands are taught through weekly computing lessons. In addition, computing is utilised in other areas of the curriculum where children use their digital literacy skills to create content in subjects such as Mathematics, English, History, Geography, Science, RE and Design and Technology. We support the children to fine tune their research and data gathering skills using ICT. Through this approach we aim to give our pupils the life-skills that will enable them to use computational thinking and creativity to change the world.

 

 

Implementation 

At SMC, Computing is taught using a blocked curriculum approach. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their Computing topics. Teachers use the ‘Purple Mash’ Computing scheme, published by 2simple, as a starting point for the planning of their Computing lessons, which are often richly linked to engaging contexts in other subjects and topics.

 

We have an iPad trolley to ensure that Computing is embedded in classroom life. Laptops are also used to ensure 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. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is 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.

 

Children are assessed using the Purple Mash assessment tool which assesses each learner against National Curriculum objectives. The tool enables staff to accurately identify attainment of pupils through the detailed exemplification it has for each key learning intention. Teachers keep accurate records of pupil attainment by entering data using the 2Simple Computing Assessment Tool. The outcome of these assessments are used to judge a child’s attainment at the end of a unit and at the end of the year as well as informing next steps and future planning. Formative assessment is undertaken each session/interaction in Computing and pupils are very much encouraged to be involved in that process. Through using the progression of skills documents and displays from 2Simple, both teachers and pupils can evaluate progress. Features such as preview and correct in Purple Mash are used to further support feedback and assessment.

 

Computing, British Values and SMSC British Values – Pupils consider the different ways technology can be used and develop an understanding that there are positive and negative uses. They also begin to consider the consequences and impact of this. They will explore how technology enables us to express our views positively, whilst also developing tolerance and respect for the opinions and viewpoints of others. Technology will enable them to broaden their horizons and develop a better understanding of the diverse world they live in. SMSC – Pupils are encouraged to ask meaningful questions to extend their understanding about how technology works and the world they live within; to use and apply their learning purposefully and creatively; reflect on the impact of technology in the wider world, and how technology can be used to explore beliefs and new experiences. Pupils will explore different concepts of right and wrong when using technology and how to use technology safely, respectfully and lawfully. Pupils will use technology to effectively communicate and collaborate with others, whilst appreciating the diverse views of others.

 

Impact

Our curriculum aims to expand the children’s knowledge and their understanding of the role technology has in school and around the world. Learners will develop a respect for technology and its uses, know how to use technology safely, develop their problem-solving skills through enquiry and hopefully develop a love of computing. Our curriculum has been structured to demonstrate a progression of knowledge and skills and ensures that children can build on their understanding, as each new concept and skill is taught with opportunities for children to revisit skills and knowledge as they progress through the school.

 

Children become digitally literate and are ready to confidently use technology at home and at school. We believe 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 create, understand and use computer-based technology, and so are better prepared for today’s world and future.

 

Evidence of progression in computing is collected in the children’s files within the purple mash system. Teachers complete on the spot assessment, assessing through observation of work on tasks and contributions to class and peer discussions. Progress is tracked and monitored using the purple mash tracking tool. We believe that when assessing computing it is important to look for evidence of knowledge of understanding as well as technical skills, focusing more on the process than the end product.

 

We aim to have a significant number of children judged to be at least expected against Age Related Expectations (ARE).

We measure the impact of our curriculum through the following methods:

  • Learning Walks
  • Pupil Voice - Asking pupils to talk about what they have learnt provides important evidence of learning.
  • Work Scrutiny

 

Evaluation and Feedback will be achieved through:

  • Dedicated Computing Leader and Assessment Leader time.
  • Using recognised standards documentation for end-of-year expectations.
  • Using recognised national standards for benchmarking Computing provision in primary schools.
  • Written feedback on evaluation of monitoring activities to be provided by the Computing Leader in a timely manner.
  • Feedback on whole school areas of development in regard to Computing to be fed back through insets/AOB/staff meetings.

 

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