Computing

Teaching Computing at Over Hall Community School

'Be supported, feel supported - make a difference'

Computing lead: Miss Marshall 

At Over Hall through our high-quality computing curriculum, Purple Mash, all children finish their primary education equipped with computational thinking and creativity in order to understand and change the world. It provides opportunities for our children to understand the core principles of computing which encompasses computer science made up of information and computing, how digital systems work, and how to put this knowledge to use through programming. Over time children at Over Hall become digitally literate meaning that they are able to use, express themselves and develop their ideas through information and communication technology. This will equip them with the skills for the future workplace and living in a digital world.

We aim to ensure that all children:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and communication technology.

By the end of each key stage, children are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Please see the attached documents where you will find our Computing Curriculum, outlining the learning across EYFS, Key Stage One and Key Stage 2. The Progression of Knowledge and SKills in Computing which shows pupil outcomes against the National Curriculum Statements, For EYFS this document shows the Computing knowledge and skills they will aquire in Reception plus the EYFS Framework statements taught through Computing. Finally, the Computing Policy. 

Implementation

Computing is an integral part of the National Curriculum and is a key skill for everyday life. Computers, tablets, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Over Hall, we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. We have a range of iPads, Chrome Books and Laptops available in all classrooms and seek to maximise their use in all areas of learning.  

Following the National Curriculum strands for Computing our children are provided with the following opportunities.

In KS1 children:

• Learn mouse handling, keyboard skills and how to save work.
• Use the internet for research.
• Use paint programmes
• Take photos.
• Understand how to use technology safely.
• Understand what algorithms are.
• Create talking ebooks.
• Use 2Code program for coding.
• Learn about e-safety.

In KS2 children

• Use search engines.
• Control and Coding.
• Learn about e-safety and cyber bullying
• Electronic art programs.
• Word Processing.
• Use Spreadsheets.

Leadership:

All staff receive training and support in order to have the knowledge, expertise and skills to successfully implement ICT within their year group. Staff have access to support from the subject leaders to support their teaching of new topics and skills, as well as indepth training provided by Purple Mash experts at least once a year. 

Equal opportunities:

All children are given sufficient time to produce, plan and save work.

Planning:

The long-term plan for computing is progressive in terms of both knowledge and skills. The key areas are built upon and expanded each year in accordance with the growing knowledge of the children.

Breadth and depth:

By making our curriculum progressive, our children are better prepared to remember and build upon learning from previous topics, years and key stages. 

Wherever possible, opportunities for the use of ICT are incorporated into all subject areas, allowing children to consolidate learning and to use it in real contexts.

Additionally, opportunities to take learning beyond the classroom are sought to allow pupils to see ICT used in real-life settings. First-hand experiences have the ability to engage the whole child and make learning memorable and meaningful.

Assessment: 

During lessons, teachers check that the children have learnt the necessary knowledge and have the skills required to complete the key learning tasks – this is demonstrated through discussion, observation and via short quizzes at the start or end of lessons. Teachers also use this assessment in a timely manner to identify common misconceptions and feedback which informs planning and adjustments to their teaching.

Teachers carry out assessments of the children as part of everyday teaching, and at the end of a unit of work to check learning. Both types of assessment help teachers to plan the next steps and they also help to monitor children’s progress and provide reports for parents and carers.

On entry to Reception, children take part in a national Baseline Assessment to assess skills in all areas. Reception staff record children’s progress using the Foundation Stage Profile. Teachers and Teaching Assistants observe and assess children whilst they are engaging in a variety of activities. The assessments cover all the areas taught in the Foundation Stage, including the child’s emotional and social adjustment to school. The staff use the information they gather to plan appropriate work for all the children in their care. A copy is given to the parents at the end of the school year, and termly updates are sent out.

Teacher Assessment takes place in all year groups throughout the year across the curriculum. Teacher assessments are guided by the subject specific end points presented on each year group's knowledge organiser - accessible to children, parents/carers and staff.

Verbal and summary reports that detail current attainment, progress alongside attendance are given at parent consultation evenings which are held in Autumn and Spring Terms. Parents/Carers are also informed if their child is/is not identified as SEND at these consultations.

An annual report is written by staff and shared with parents in the Summer Term. Detailing achievement and progress, a statement and target within the core subjects; alongside an indication of achievement and effort in the foundation subjects; and a final comment upon the whole child.

Subject leaders have a firm grasp of performance and delivery as a result of pupil voice, staff voice, work scrutiny and data scrutiny alongside lesson observation.

Impact

Through our teaching and learning of computing children will become creative, logical thinkers, who analyse problems in computational terms. They will appreciate the relevance of digital literacy in our society and see it as an essential tool for learning, communication and finding information. As children's confidence grows they will be able to make informed and discerning choices about their use of information technology and most importantly know how to keep themselves safe when using all forms of technology.

 

There are a vast range of non-fiction books centred around computing; for example Why Are There Different Computer Languages? by Kirsty Holmes. If your child would like to learn more about this exciting subject there are books available to look at in school or to borrow from Winsford library. Some other texts that lend themselves to a musical focus but provide a fiction setting are: Troll Stinks by Jeanne Willis and Tony Ross (EYFS/KS1), Ant Clancy: Games Detective by Ruth Morgan (KS2), In The Key of Code by Aimee Lucido (KS2), Virtual Kombat:Gamer by Chris Bradford and Andres Frang (KS2), The Person Controller by David Baddiel and Jim Field (KS1). For more books based on themes or subject areas please visit:   https://www.booksfortopics.com/ 

If you require any further information please see the specific year groups curriculum overview on the class page, speak with a class teacher or the music coordinator - Miss Marshall.