Purple Mash and Ofsted's High Quality Computing Curriculum: Day 1

On 16th May, Ofsted published their research review into the computing curriculum, to ‘identify factors that can contribute to high-quality school computing curriculums, assessment, pedagogy and systems. We’ve taken a close look at the report and identified how Purple Mash meets each of those factors, and throughout this week we're posting a series of blog posts outlining exactly how it does this. Each daily blog will cover 2-3 of the factors in depth, looking at what the report says and highlighting where Purple Mash supports them.

Today, we start by looking at teacher technical and pedagogical content knowledge of computing, as well as the curriculum structure: called the pillars of progression within this report.

Teacher technical and pedagogical content knowledge

‘High-quality computing education may have the following features

Teachers have access to high-quality computing CPD to develop and maintain their subject knowledge.
Leaders and teachers use the expertise of subject communities to develop teachers’ subject knowledge.
Adequate curriculum time is allocated to computing.
Stakeholders work together to ensure that risks are weighed up and do not limit the ambition of the computing curriculum.’

‘this research highlights the importance of subject-specific continuing professional development (CPD) in primary schools.’

CPD options

Every Purple Mash subscription for schools includes one free CPD session and more can be booked at any time throughout the year, either online or on-site depending on your needs. All our courses are fully accredited by the CPD Certification Service and delivered by experienced trainers who all have backgrounds in primary education. Learn more about your CPD options here.

In addition to these CPD sessions, we also have a wide range of other CPD options to suit you. You could attend one of our live webinars, or if you can’t make it you can watch it back on our YouTube webinar playlist, where you can find a huge selection of our past webinars.

If you’d rather speak to a member of our CPD team on a 1-to-1 basis, then Mash Chats are for you. These free 30-minute phone calls or screen shares can be booked at a convenient time and could cover just about anything Purple Mash related.

Supporting teachers within Purple Mash

Purple Mash is packed full of features that support teachers’ technical knowledge. The Computing Scheme of Work includes:

teacher videos to accompany lessons in more technical units (coding and spreadsheets).
key terms explained videos for coding knowledge.
assessment ‘toolkits’ to support teachers building up a picture of what good progress looks like and how children demonstrate this through their work.
computing vocabulary glossaries.

The scheme itself is designed to build teachers technical knowledge by explaining teaching in digestible practical steps and introducing tools that can then be used for the further curriculum to enhance digital literacy in school, such as blogging, Display Boards and use of QR codes. Clear steps help teachers to gain confidence in what they are teaching and how to unpick children’s misunderstandings.

But Purple Mash isn’t just a Computing Scheme of Work. There are also a range of Subject Leader’s Toolkits to support leaders on their journey to expertise and therefore be better able to support staff. There are currently six toolkits covering Computing, Maths, English, Science, Computing and PE. These are all available as free downloads outside of Purple Mash.

Whatever support you need with Purple Mash, we’re always on hand via email, live chat, twitter and Facebook.

Curriculum – Pillars of Progression

‘High-quality computing education may have the following features

The planned curriculum includes a breadth of knowledge relating to computer science, information technology and digital literacy.
Declarative knowledge (‘knowing that’) and procedural knowledge (‘knowing how’) are identified, sequenced and connected in the curriculum.
Skilful use of technology is underpinned by procedural and declarative knowledge.’

‘Children make progress in computing by knowing and remembering more about and, importantly, across each of these categories,[footnote 47] and being able to apply this knowledge. However, these pillars do not sit separately from each other. Knowledge from each pillar complements the others and some subject content only exists at the interplay between these 3 pillars.[footnote 48]’

The Purple Mash Computing Scheme of Work

The Computing Scheme of Work units link to all the strands in the report. Namely, computer science, information technology and digital literacy. Take a look at the overview for details of the principle strand that each unit fits into.

The scheme takes a spiral approach which means that themes, knowledge and skills are revisited throughout, building in the opportunity to deepen knowledge and understanding and to make connections whilst also building upon knowledge and skills.

Features of information technology are part of every ‘computer science’ lesson. For example, incorporating art and design or sound into programs that children are designing and coding.

Links to computer science are made when working through an information technology unit. For example, using the practice of algorithmic thinking to plan out an animation, a story or a presentation in logical chunks of information that flow together as a whole.

Digital literacy is taught in discreet online safety units but also integrated throughout all units where children share work, collaborate and discuss features of online safety. Digital literacy is a core part of units such as blogging and email but the connection is supported for children whenever the opportunity arises in all units.

In the real world, we know that children move between schools so might come into a school with very little computing knowledge. This awareness is built into the recapping of knowledge and revision of skills that children have been introduced to, aiding teachers in supporting children whose previous experience requites this.

This is Part 1 of a series, to read the next parts see below:

Purple Mash and Ofsted's High Quality Computing Curriculum; Day 2

Purple Mash and Ofsted's High Quality Computing Curriculum; Day 3

Purple Mash and Ofsted's High Quality Computing Curriculum; Day 4

Read the full report here