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On 16th May, Ofsted published their research review into the computing curriculum, aiming to 'identify factors that can contribute to a high-quality computing teaching and learning and including factors such as the curriculum itself, pedagogy, assessment and systems in place'. 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.

On the final day of our 4 part series, we examine pedagogy and assessment.

On 16th May, Ofsted published their research review into the computing curriculum, aiming to 'identify factors that can contribute to a high-quality computing teaching and learning and including factors such as the curriculum itself, pedagogy, assessment and systems in place'. 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.

For day 3 of our series, we look at computational thinking and problem solving, information technology, and digital literacy.

On 16th May, Ofsted published their research review into the computing curriculum, aiming to 'identify factors that can contribute to a high-quality computing teaching and learning and including factors such as the curriculum itself, pedagogy, assessment and systems in place'. 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.

On day 2 of our series, we examine declarative and procedural knowledge, as well as computer science.

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.

Ofsted have recently released their new Education Inspection Framework (EIF) with several changes that replace the current Common Inspection Framework (CIF). Concerns were raised that the curriculum became second place to performance measures and preparation for tests, meaning many, especially in disadvantaged and SEND schools, were not getting access to a rich, broad and deep curriculum. The new framework includes 4 key judgements; the quality of education, behaviour and attitudes, personal development and leadership and management. One thing we know several teachers are worried about is the Ofsted Deep Dive.