At Cononley 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.
Online safety is very important at Cononley 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.
- A Responsible Use of ICT and E-Technology Policy which all staff, volunteers and governors are required to read and sign.
- An On Line Safety Policy which is regularly reviewed and updated.
- On line Safety Rules for pupils in KS1 and KS2 which are discussed on school. The rules have been sent home and parents/carers have been asked to discuss the rules at home with their children as well.
- The On-line Safety Policy includes a section summarising responsibilities for Parents and Carers and and On-line Safety agreement for Parents / Carers.
- 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.
What our pupils will learn (intent):
As a school, we have chosen the Purple Mash Computing Scheme of Work from Year 1 to Year 6. The scheme of work supports our teachers in delivering engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. The scheme of work provides flexibility and strong cross-curricular links as well as excellent supporting material for less confident teachers. Our EYFS curriculum also uses some Purple Mash units to support learning, for example, in Expressive Arts and Design.
What our pupils will learn in Early Years Foundation Stage (EYFS):
In EYFS, Computing is integrated into all areas of the EYFS Curriculum and is centred around play-based learning that focuses on building children’s listening skills, curiosity and creativity. Children in EYFS learn how to use a range of technology including some of the programs in Purple Mash:
- taking a photograph with a camera or tablet
- playing games on the interactive whiteboard
- viewing different objects in a light box
- exploring an old typewriter or other mechanical toys
- using a Beebot
- watching a video clip
- listening to music
- using 2Paint and 2Paint a picture
- Mashcam pictures
In EYFS, the broad introduction to technology, use of some Purple Mash programs and associated vocabulary provides foundations which can be built on in the Key Stage 1 Computing curriculum.
What our pupils will learn in Key Stage 1:
A rolling programme ensures that the Computing topics are taught to all pupils during the Key Stage, taking into account the mixed-age structure of our classes. Please see the table below for the content of the curriculum.
What our pupils will learn in Key Stage 2:
In Key Stage 2, Year 3 and Year 4 pupils follow the single age planning and Years 5 and Year 6 pupils follow a 2 year rolling programme. This ensures that pupils have access to the full curriculum within the mixed-age group structure of our classes.
|Key Stage 1||Key Stage 2|
How the Computing Curriculum will be taught (implementation):
In Key Stage 1, pupils will be taught each week in small groups to ensure that they master basic skills in preparation for Key Stage 2.
In Key Stage 2, the computing lessons are weekly and last approximately one hour.
Progress and Assessment in Computing
Pupils' learning is assessed during and at the end of the unit, using the assessment documents which are part of the Purple Mash computing scheme. To see the progression in knowledge and skills which is taught through Purple Mash, please see the links below.
The impact of the curriculum will be reviewed at the end of the year, using information from end of unit assessments, observations and of pupils’ learning, reviews of pupils’ work and through pupil discussions about their learning.