Intent

 

At The Grange Primary School we deliver the computing National Curriculum objectives through the Purple Mash Scheme of learning. Via Purple Mash, computing is organised into three core strands outlined in the National Curriculum: computational thinking, digital literacy and information technology. These three strands are taught through weekly hourly computing lessons. In addition, via our Cornerstones topics 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, Science 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 understand and change the world.

 

An integral element of computing at The Grange is teaching children how to use the internet safely and responsibly both in the school and in the wider community. We aim to achieve this objective through termly assemblies, parent workshops and focused lessons throughout the school year. Additionally, across the school in Autumn 1 there will be a focus on using technology safely following the objectives set out in the National Curriculum for KS1 and KS2.

 

Through our computing curriculum, we want to ensure every child leaves The Grange Primary School with the knowledge, skills and understanding to be a responsible, competent, confident and creative user of information and communication technology.

 

Implementation

 

As Computing is a statutory subject, all classes teach and learn Computing at least once a week as well as discreetly with other subjects. Computing is mapped out across the curriculum using the Purple Mash scheme of work focusing on the objectives stated in the National Curriculum. Additional Cornerstones scheme of work also enables the children to cover strands of the Computing National Curriculum in relation to the focused topic per half term. This allows the children to demonstrate their knowledge and understanding of topics and digital literacy in a meaningful way that is then shared with their classmates, during celebration assemblies and with parents during our express days.

 

Children in the Early Years will have access to a range of devices and remote controlled toys and resources so that they can explore simple technologies independently and use them in their learning and play. Throughout Key Stage 1, children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. In Key Stage 2, children select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplishes given goals. Children across school are encouraged to use technology where appropriate to support their learning in all subjects and to share their work on relevant platforms. 

 

 

 

 

Impact

 

Our Computing 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 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 named school files on the server where pupils pick and save work to include and it is shared with their peers to assess and discuss. We believe that when assessing computing it is important to look for evidence of knowledge of understanding as well as technical skills. Asking pupils to talk about what they have learned as well as showing the work they have completed, provide important evidence of learning. We assess through observation of work on tasks, contribution to class discussion and peer discussions. 

 

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

 

• Learning walks

• Scrutiny of digital portfolios

• Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.