At St Hilda’s CE VC Primary School, we believe that every child should have the right to a curriculum which provides support and challenge to all of our pupils, helping them to achieve to the very best of their abilities. We understand the immense value technology plays in supporting the Computing Curriculum and other curriculum subjects.
As a school, we have carefully considered and selected the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential by developing fluency and mastery in the three areas of computing including Computer Science, Information Technology and Digital Literacy (all necessary for business, industry and individuals to benefit from the global technology revolution). With some extra supplementary materials during upper KS2, we are confident that the scheme of work more than adequately meets the requirements for the National Curriculum for Computing and although the Understanding the World – Technology section of the Early Years curriculum has been removed, there are opportunities within each area of the framework to enable practitioners to effectively prepare children for studying the computing curriculum. The scheme of work provides flexibility and strong cross-curricular links as well as excellent supporting material for less confident teachers.
We aim to:
- provide an engaging, inspiring and challenging curriculum which will enthuse and equip pupils with the capability to use technology throughout their lives.
- Teach pupils to become responsible, respectful and competent users of data, information and communication technology.
- Equip pupils with skills, strategies and knowledge that will enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.
Online safety is very important at St Hilda’s CE VC Primary School. We ensure this profile is maintained and that pupil needs are met by providing the following:
- A relevant up-to-date online safety curriculum which is progressive from Early Years to the end of Year 6.
- A curriculum that is threaded throughout other curriculums and embedded in the day-to-day lives of our pupils.
- An Internet and E-Safety Policy which is regularly reviewed and updated.
- Online Safety Rules for pupils in KS1 and KS2 which are discussed in school.
- Training for staff and governors.
- Filtering and monitoring systems for all on-line access in school.
- Data policies which stipulate how we keep confidential information secure.
Our Curriculum Intent:
All pupils have the right to have rich, deep learning experiences that balance all aspects of computing. With technology playing such a significant role in society today, we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world. A high-quality computing education equips pupils to use creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. In Computing lessons, pupils are introduced to a wide range of technology, including laptops, iPads and interactive whiteboards, allowing them to continually practice and improve the skills they learn. This ensures they become digitally literate so that they are able to express themselves and develop their ideas through information and computer technology– at a level suitable for the future workplace and as active participants in a digital world.
We teach a curriculum that enables children to become effective users of technology who can:
- Understand and apply the essential principles and concepts of Computer Science, including logic, algorithms and data representation;
- Analyse problems in computational term, and have repeated practical experience of writing computer programs in order to solve such problems;
- Evaluate and apply information technology analytically to solve problems;
- Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.
Internet Safety We take internet safety extremely seriously. We have an E- Safety Policy that provides guidance for teachers and children about how to use the internet safely. Every year group participates in lessons on e-safety and children understand how to stay safe when using technology. These safety lessons are reinforced during each session.
Teachers need to plan the following:
- A knowledge organiser which outlines knowledge (including vocabulary) all children must master;
- A cycle of lessons for each subject, which carefully plans for progression and depth;
- A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory;
- Challenge questions for pupils to apply their learning in a philosophical/open manner;
- Trips and visiting experts who will enhance the learning experience;
- Internet Safety RSHE units (Online Relationships and Internet Safety and Harms) are an integral party of PSHE and Computing lessons.
Substantive Knowledge: Substantive knowledge in computing is understanding how to use technology, how to be safe and knowing how to program. This is developed through deliberate practice and
by children applying their knowledge of how to be computational thinkers.
Concepts and Approaches
• Logic – Predicting and analysing
• Algorithms – Making steps and rules
• Patterns - Spotting and using similarities
• Abstraction – Removing unnecessary steps
• Evaluation – Making judgements
• Creating – Designing and making
• Debugging – Fixing and finding errors
“Computational thinking is an important life skill, which all pupils now need to develop. It is central to both living in and understanding our digitally enriched world. It is a cognitive process involving logical reasoning by which problems are solved across the whole curriculum and through life in general.” (Computing at School, 2015)
In order to develop as computational thinkers children engage with computational concepts and approaches:
Disciplinary knowledge in computing is the use and interpretation of substantive knowledge in order to develop original digital content and programs.
This is the knowledge of facts, rules and principles and can be summed up as ‘knowing that’. For example, it is knowledge of programming syntax or spreadsheet formulae.
This is the knowledge of methods and processes, or ‘knowing how’. For example, it is knowledge of how to perform an advanced web search or implementing a repeat in a programming language.
• The curriculum should include a breadth of knowledge relating to computer science, information technology and digital literacy.
• Declarative knowledge (‘knowing that’) and procedural knowledge (‘knowing how’) should be identified, sequenced and connected in the
At St Hilda’s CE Primary School staff select resources from the Purple Mash EYFS curriculum to support the teaching of the Early Years curriculum. EYFS pupils are taught in variety of ways through adult-led and supported tasks and child-initiated learning in provision areas.
EYFS is centred around play-based, unplugged (no computer) activities that focus on building children’s listening skills, curiosity and creativity and problem solving.
Technology in the Early Years can mean:
- taking a photograph with a camera or tablet
- searching for information on the internet
- playing games on the interactive whiteboard
- exploring an old typewriter or other mechanical toys
- using a Beebot
- watching a video clip
- listening to music
Allowing children the opportunity to explore technology in this carefree and often child-led way (supplemented with adult guidance and teaching), means that not only will they develop a familiarity with equipment and vocabulary but they will have a strong start in Key Stage 1 Computing and all that it demands.
Key Stage 1
The Purple Mash computing curriculum for Key Stage 1 is taught weekly using the mixed age planning for KS1. Computing sessions and learning are extended further by applying/developing skills during opportune moments when teaching other areas of the curriculum.
Key Stage 2
As children move into Key Stage 2, the Purple Mash computing curriculum is taught to a full class, splitting the input as required to provide age-appropriate content for upper and lower KS2. These sessions are weekly and last approximately one hour. Computing sessions and learning are extended further by applying/developing skills during planned and opportune moments when teaching other areas of the curriculum.
In all key stages, lessons are differentiated to ensure that challenge is provided for all pupils, including those with SEND (please refer to the ‘Including Children with SEND in Computing’.
Resources for Computing:
Every child in Year 1 – Year 6 has a personal login for the laptops and for Purple Mash. This means they can independently save their work and edit it on another device if necessary. Children in EYFS have a class login for the laptops and their own personal Purple Mash login.
Cross Curricular Links
Children will also use computing in most other subjects (English, maths, science, history/geography, music, DT, Art etc) in a number of ways including: to type, create posters, create musical compositions, research topics and use photo editing software (KS2).
Progression and Assessment EYFS
Regular observations and assessments of learning are recorded using an on-line journal and contribute to a summative assessment at the end of EYFS using the New Framework and Early Years Outcomes.
KS1 and KS2
Assessments are made at the end of each unit using the and these contribute to a summative assessment at the end of the year using assessment documents within the Purple Mash scheme. Assessment focuses on the knowledge and skills identified in the curriculum and formative assessments are used to identify and address misconceptions early.
Internet Safety and Harms (Updated February 2021)
Know that for most people the internet is an integral part of life and has many benefits.
Know about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
Know why social media, some computer games and online gaming, for example, are age restricted.
Know how to consider the effect of their online actions on others and know to recognise and display respectful behaviour online and the importance of keeping personal information private.
Know that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
Know how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
Know where and how to report concerns and get support with issues online.
Online Relationships (Updated February 2021)
Know that people sometimes behave differently online, including by pretending to someone they are not.
Know that the same principles apply to online relationships as face to face relationships, including the importance of respect for others online including when we are anonymous.
Know how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
Know how information and data is shared and used online.
Know the rules and principles for keeping safe online, how to recognise risks, harmful content and contact and how to report them.
Our Computing curriculum is high quality, well thought out and is planned to demonstrate progression. Computing has a positive impact across the whole school. There is a clear progression of knowledge and skills which are assessed at the end of each unit. Children in Key Stage 1 develop confidence and experience using different programs and platforms, enabling them to use computing software much more independently in Key Stage 2. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
- A reflection on standards achieved against the planned outcomes
- Children can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation;
- Children can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems;
- Children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems;
- Children are responsible, competent, confident and creative users of information and communication technology.
- A celebration of learning for each term which demonstrates progression across the school;
- Tracking of gains in each quiz;
- Pupil discussions about their learning;
Children look forward to computing lessons in school and love to share their work with other children and staff. Using Purple Mash makes it easier for children to share their work at home with their parents: they can log in at home or can take QR codes home to show their pieces of work.
The impact of the curriculum will be reviewed at the end of the year through observations and assessments of pupils’ learning and through pupil discussions about their learning.
We understand the importance of promoting the fundamental British Values that are recognised around the world. It is our aim as a school to address these values wherever possible in the curriculum, including in computing.
Computing is becoming an increasingly vital part of the curriculum as it is an integral part of modern daily life. Wherever possible we find it important to immerse the children in these values which are important to our identity. Children can do this through research on the internet. We can use computing to learn about different cultures and to discuss the similarities and differences between them and our own.
We are starting to use computing to communicate with other people around the world. We educate children on online safety and have this as a basis when using the devices in school. The children engage in regular online safety lessons to continually update their knowledge and understanding of staying safe linked to current affairs.
Use the internet as a gateway to big life issues.
Promote self-esteem through opportunities to present their work to others.
Consider how we can connect with others through the world wide web.
Understand the advantages and limitations of ICT.
Use online safety lessons to explore the moral issues surrounding the use of data, social media and online safety.
Create an awareness of encouraging respect for and developing a tolerance of people’s views and opinions.
Consider the benefits and potential dangers of the internet.
Discuss the moral implications of cyberbullying
Use digital media services to link with other schools and communities.
Highlight ways to keep safe when online, especially using social media.
Encourage collaborative learning through paired activities.
Discuss the impact of ICT on the ways people communicate e.g. Skype.
Develop a sense of awe and wonder at human ingenuity.
Develop an awareness of their audience when communicating in a digital world