Computing at Hollywell

Computing at Hollywell Primary School intends to develop confident and adaptable users of technology through an inspirational and relevant curriculum.

We want to equip our pupils with the ability to become active and safe online users in a world where computing is an integral part of everyday life.

Our aim is to provide a skills and knowledge-based computing curriculum that is diverse in experiences and allows the pupils to apply learning in a range of digital contexts. We aim to give the pupils at Hollywell the opportunity to apply their skills throughout selected units of our interwoven curriculum.

 

Curriculum Overview

Computing is a fundamental part of the Hollywell curriculum. There are three main ways that computing is delivered in the curriculum.

It is taught discretely in our hourly computing sessions in Years 1–6 once a week, which builds on the introduction to computing established in EYFS.

The second part involves using computing as part of the children’s personal development. This involves the teaching of a movie-making unit as part of the progressive Community Action strand of GROWTH Enrichment. It also incorporates assemblies delivered to the whole school and in classes. The inclusion of Safer Internet Day also covers this part. 

Finally, computing is delivered across the interwoven school curriculum that encourages children to use technology as a means for research, presentations, data collection and analysis. This involves such things as Times Tables, Rock Stars, My Maths, Microsoft Teams and the use of iPads to aid analysis for the use of PE.

The discreet aspect of the Computing curriculum is underpinned by the Purple Mash scheme of work, which provides a structured approach to teaching computing and supports progression in pupils’ knowledge, understanding and skills across the school.

Purple Mash provides children with opportunities to explore a wide range of digital tools and technologies, developing their confidence, creativity and problem-solving skills. Through practical, engaging activities, pupils learn how to use technology purposefully, develop computational thinking and become responsible, informed members of the digital community.

The scheme provides a clear framework for teaching key computing skills, while allowing flexibility to adapt lessons and activities to meet the needs of our pupils and reflect our whole-school curriculum. We make meaningful links between computing and other curriculum areas wherever possible, enabling children to apply their digital skills in relevant contexts.

Curriculum Progression 

EYFS

Computing in EYFS is interwoven throughout the curriculum. Children are introduced to basic technology within the classroom, such as using the interactive whiteboard, CD players, iPads and digital cameras.

The children will talk about different ways that we use technology in school and outside of school. Furthermore, EYFS children are also introduced to a Bee Bot and this will give them their first experience of coding in computing by inputting instructions to the bot and seeing the outcome.

Year 1

In Year 1, children develop their confidence in using technology and begin to understand how digital tools can support learning and creativity. Through Purple Mash, pupils are introduced to basic computer skills, including logging in, navigating programmes and using a mouse or touchscreen. They explore simple algorithms and instructions through introductory coding activities, learning to predict and test outcomes. Children also begin to create digital artwork, use simple word-processing tools and understand how technology is used in everyday life. Online safety is introduced, with a focus on keeping personal information private, using technology respectfully and telling a trusted adult if something makes them feel uncomfortable.

Year 2

In Year 2, children build on their foundational computing skills and become more independent when using digital tools. They develop their understanding of algorithms, sequencing and debugging through Purple Mash coding activities. Pupils use technology to create and edit text, pictures and simple animations, developing their creativity and digital communication skills. They are introduced to organising and presenting information using simple data-handling tools, such as pictograms, charts and tables. Online safety learning focuses on protecting personal information, communicating kindly and recognising that not everything encountered online is reliable or appropriate.

Year 3

In Year 3, pupils develop their computational thinking and begin to use a wider range of digital applications. They explore more complex coding concepts, including sequencing, repetition and debugging, and learn to create and improve simple programmes. Children develop their ability to combine text and images to produce digital content, including presentations, animations and other multimedia projects. They begin to collect, organise and interpret information using databases and spreadsheets. Pupils also develop their understanding of online safety, including password security, respectful communication, age-appropriate content and evaluating the reliability of online information.

Year 4

In Year 4, pupils build on their coding knowledge by developing programmes that use more complex sequences, repetition and logical reasoning. They learn to identify errors and improve their solutions through testing and debugging. Pupils use Purple Mash tools to create and edit multimedia content, including audio recordings, animations and presentations. These skills can be applied across the wider curriculum, such as creating podcasts linked to the Ancient Egyptians topic. Children also develop their data-handling skills through the use of spreadsheets and databases, learning to organise, analyse and present information. Online safety learning explores digital footprints, privacy, reliable information and the potential consequences of online actions.

Year 5

In Year 5, pupils apply their computing skills to increasingly complex tasks, demonstrating greater independence, creativity and problem-solving. They develop their understanding of coding by working with variables, selection, repetition and logical structures where appropriate to their learning sequence. Pupils use digital tools to plan, create and refine multimedia projects, including videos and presentations linked to other curriculum areas, such as the Vikings topic. They develop their ability to organise and interpret data using spreadsheets and databases and consider how technology can be used to communicate information effectively. Online safety learning focuses on digital identity, privacy, manipulated content, responsible sharing and the impact of online behaviour.

Year 6

In Year 6, pupils consolidate and extend their computing knowledge, applying their skills confidently and independently across a range of digital contexts. They develop more sophisticated programmes, using logical reasoning, variables, selection and repetition to solve problems and debug errors. Pupils use digital tools to create purposeful multimedia products, presentations and other digital content, selecting appropriate tools and evaluating the quality of their work. They further develop their understanding of spreadsheets, databases and information management, using technology to organise, analyse and communicate data. Online safety learning encourages pupils to evaluate digital content critically, understand the benefits and risks of online communities, protect personal information and consider the long-term implications of their digital footprint. By the end of Year 6, pupils are prepared to use technology creatively, safely and responsibly as they transition to secondary school.

 

A high-quality computing education equips pupils to use computational thinking and 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. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.’–Computing Curriculum, Programmes of Study, 2013