Computing follows the Rising Stars Computing scheme which was updated for 2020. Teachers have six topics to choose from in each year group and choose four to teach in a half term. Teachers have the choice to base this around another subject, making it cross-curricular or leave it as a stand-alone. Within this scheme, Rising Stars provides teachers with a lesson plan which can be adjusted as necessary to the pupils needs to meet the curriculum objectives. Espresso Coding is also taught for two half terms, teaching pupils how to design and debug programmes, change input, and output variables and detect errors in algorithms. Throughout school, pupils start with block coding and in Year 5 are taught python coding, while in Year 6 are taught HTML coding thus giving a range of coding styles. Rising Stars also provides lessons with key vocabulary that needs to be taught in each topic.
Subject leaders check the overview of the computing topics chosen by staff each year to check that throughout KS1 and KS2, all curriculum objectives are hit more than once.
At Snapethorpe, we also ensure that we cover a broad curriculum through Rising Stars and Espresso Coding. Annually, we cover topics on E-Safety through our Safer Internet Day, work for this then goes onto an E-Safety display for pupils to see around the dinner hall. Hardware across the school has been updated and modernised to ensure that Computing lessons can now take place with issues ensure pupils are exposed to the newest technology to enable them to achieve their learning. This includes a Computing suite with new desktops to give pupils a range in technology accessed. Annually we hold a Christmas card competition to promote the use of Purple Mash across school too which opens children up to a wide range of skills they can practice when at home.
Data from 2020-2021 was difficult to measure due to several factors. Covid-19 impacted Computing being taught within school due to school closures from January to March. This affected Spring 1 and Spring 2 as units could not be fully taught. However, because of remote learning, pupils were using technology to access learning which showed real world examples of how children incorporated technology into their education. The school closure then impacted Summer 1 data as KS1 needed to catch pupils up on reading, writing and maths, as it was part of the school catchup plan, which sacrificed the amount of time spent on Computing. Staff were not allowed to mix between classes and therefore observing lessons in Computing was not feasible.
Data from Autumn 1 showed pupils in Year 1 - 3 with higher percentages of pupils WTS compared with Years 4 - 6. This is understandable as the older year groups have had longer time to consolidate learning within the subject prior to the Covid-19 pandemic. It was also clear that pupils with SEND were more likely to be WTS than non-SEND children.