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Confidence, respect and a love of learning

Computing

 

Confidence, respect and a love of learning

Article 17 (access to information from the media) Every child has the right to reliable information from a variety of sources and governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them.

At Bonner Primary School, we offer children and teachers an easily accessible platform that will engage, stimulate, and enhance the teaching and learning of computing safely. Our vision is to contribute to the delivery of a broad and balanced curriculum that prepares pupils to ‘use computational thinking and creativity to understand and change the world’. Computing is taught within classes weekly and is also embedded across the entire curriculum. We want our children to have confidence, respect and a love of learning.

Digital Technology undoubtedly involves more thought and effort for teachers. At Bonner, we are passionate about giving plenty of opportunities to teachers and children to be involved or engage with new technologies and digital opportunities. Our teachers are given a choice to engage with this new technology on their own terms. They attend courses through Google, Barefoot and NCCE allowing them to achieve their own goals and shape their own targets. As a result, they can be equipped with powerful knowledge and skills that they own and are able to transfer to the children.

Our approach to technology and computing is realistic and involves children and teachers. It is collaborative and reflective. It generates questions and discussions and teaches that tenacity, perseverance and problem-solving skills are essential for everyone.

Computing Curriculum

At Bonner Primary School we believe that Computing and the use of ICT are central to the education of all children. After much research and development, we adopted the NCCE’s scheme of work to our Computing teaching.  We compliment the resources with ideas and lessons from Barefoot and CAS.

We aim to give each pupil the opportunity to apply and develop their technological understanding and skills across a wide range of situations and tasks and develop the children’s skills for the world of the future. Bonner wants all children to develop as learners who have effective and transferable life skills. We encourage them to develop a confident and safe approach to Computing.

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.

Curriculum

The National Curriculum for Computing aims to ensure that all pupils: Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation; can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems; can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems; are responsible, competent, confident and creative users of information and communication technology.


KS1 Pupils should be taught to:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital
    content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

KS2 Pupils should be taught to:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and
    correct errors in algorithms and programs
  • Understand computer networks including the internet; how they can provide multiple
    services, such as the world wide web; and the opportunities they offer for communication
    and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that
    accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

At Bonner Primary School, we make Computing an engaging and challenging learning experience. We are using a plethora of approaches in computing: Experimenting, Making, Discussion, Connecting, Direct Instruction.  As a school, we believe it is important to keep up to date with the technological changes that go on in the world. We regularly review new technology and follow new research initiatives. We collaborate with outside agencies and write case studies, involving our children in the process. Our aim is to give children the skills that will allow them to thrive in the modern world.

In EYFS, the children use technology on a daily basis to support the teaching and learning across the  curriculum. Children are taught how to use computers safely;  

  • To not access websites that they are not familiar with or have not been given permission to  use  
  • To call for an adult if something unusual appears on the screen  
  • To only use features/programmes what has been shown to them by an adult  

The use of the class computer is encouraged to carry out activities in relation to their Topic teaching  as children use mixed media to explore different ways to create.  

They use ‘Busy Things’ to support phonics, literacy and maths – there are a number of activities for  children to engage with. As we are aware of how screen time can impact cognitive abilities and  vision, the children are given the responsibility (with adults overseeing) to use the 10 minute timer  to ensure they are not spending too much time at the computer. During teaching inputs they use the  IWB as a main teaching resource. The children are often called up to use the IWB to engage in the  main teaching. 

In KS1 and KS2, our curriculum allows children to engage with the National Curriculum objectives in  a range of ways using a variety oftools including iPads, pi tops, Ohbots, Chromebooks, laptops and  desktop computers. Children’s learning is carefully planned, ensuring that skills are taught at an  appropriate age and are being built on each term and year. Children in the Early Years use Barefoot  Resources, BeeBots and other physical devices to create and execute simple algorithms. This is built  on in Key Stage 1 where children learn to write and debug more complex algorithms using physical  devices as well as coding software. In Key Stage 2 children develop this further by using a range of  software to write their own computer programmes. We provide suitable learning opportunities for  all children by matching the challenge of the task to the ability and experience of the child. 

E-Safety

Computing and the use of technologies at Bonner Primary School is underpinned by e-safety being  central to the curriculum. While showing children the benefits of using new technologies we are also  rigorous in teaching them about how to use technology safely and responsibly.  

In today’s world, it is more important than ever that children know how to keep themselves safe.  We make e-safety a high priority and children are taught the basics of online safety in every year  group, in regular special assemblies and through our Digital Leaders. 

The Digital Leaders scheme is an innovative new internet safety programme from UK charity,  Childnet International. Childnet is a UK-based charity set up to empower children, families and schools in the digital age, and its vision is to make the internet a great a safe place for children. The programme aims to empower young people to champion digital citizenship and digital creativity within their schools and  to educate their peers, parents and teachers about staying safe online. 

By signing up to the programme our leaders join an exciting online community, where they access training and support from Childnet’s expert team, record achievements, and collaborate and share inspiration with schools across the UK. Once their training is complete they become ‘digital leaders’,  delivering impactful e-safety messages in school throughout the year through providing training,  resources and activities. We believe that our leaders contribute and encourage others to make the  internet safe for all. We also regularly look into Project Evolve for lesson ideas on E-Safety and follow UKCIS Education for a Connected World which are designed to equip children with the skills required for a digital life. 

However, there are only so many schools that can. It is incredibly important that parents take the time  to talk to their children and set rules within their homes. We strongly suggest that you put a filter in  place at home to prevent your children from accessing adult sites and that you monitor your child’s  screen time and computer access. Talk to your child today! Our E-Safety Policy outlines further  information about our School’s approach to E-Safety.  

Safer Internet Day 2022 will be on 8th February. Safer Internet Day 2022 will be celebrated globally  with the theme: All fun and games? Exploring respect and relationships online. There will be  assemblies for the children and information to be shared with the parents.

Links:

https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2022

https://www.internetmatters.org/schools-esafety/primary/

https://beinternetlegends.withgoogle.com/en_uk

https://saferinternet.org.uk/guide-and-resource/parents-and-carers 

https://www.childnet.com/resources/parent-and-carer-toolkit/

Progression, Continuity and Assessment

At Bonner Primary School, we plan activities in Computing so that they build on the children’s prior learning. Whilst we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also plan for progression for KS1 and progression for KS2 into the scheme of work, so that there is an increasing challenge for the children as they move up through the school. We track progress through class blogs, reflections, retrieval practices and feedback. The children document their computational thinking processes by focusing on challenges they faced or the problems they had to overcome. Other approaches involve interviews  with the children on what and how they have learnt and samples of work. Teachers assess children’s  work in computing by making informal judgements as they observe them during lessons and low  stakes quizzes. When appropriate, computing work is saved on the school network. Other work may  be printed and filed within the subject from which the task was set. At the end of the year, the  teacher makes a summative judgement about the work of each pupil in relation to the skills they  have developed in line with the National Curriculum and these are reported to parents as part of the  child’s annual school report.  

Teachers and coordinators work collaboratively to support each other in the teaching of computing,  understanding and applying current developments in the subject and providing direction for the  subject in the school. We regularly evaluate the strengths and weaknesses of the subject and  indicate areas for further improvement through surveys for teachers, parents and children. 

SEND

We teach computing to all children, whatever their ability, providing a broad and balanced  education to all children. Teachers provide learning opportunities matched to the needs of children  with learning difficulties. Different technologies are used to allow children with special educational  needs to have access and contribute to lessons. Within computing lessons, children are given the  opportunity to work collaboratively and communicate effectively with each other. We encourage  children to reflect on evaluating their ability to work together and to discuss how their  communication had an effect on their learning. 

Resources

Our school is equipped with wireless hubs in each room and trolleys of laptops and tablets which the children use at their desks.  Years 5 & 6 have 1-1 access to Chromebooks, whereas Years 3 & 4 have 1-2 access to Chromebooks.  Years 1 & 2 have their own laptop trolleys, as well as access to the ICT suites. We have Chromebooks, iPads, microphones, recorders, Bee-Bot, Raspberry Pi, crumble, micro: bit, pi-top for Physical Computing, Ohbot-programmable robot heads, NXT EVO Mindstorms robots and a wide range of exciting software. Each classroom also has a SMART board and visualiser for use in most lessons.  As technology changes at a fast pace, at Bonner, we evaluate and inform ourselves on our use of different resources and equipment and set targets.

Clubs and Trips

Bonner Primary School supports the use of technology throughout the wider  community and with the use of the school website and social media we share  children’s work, latest information, developments, newsletters and policies  with parents and carers. Opportunities are also planned for children to experience the necessities of technology in the wider community and in working environments. Our Computing Clubs help to engage and enthuse children-girls and boys to develop and extend their skills in programming. We currently run Digital  Leaders Club, Code Club run by volunteers from Lloyds Banking Group and Ohbot Club. Our children  also take part in pilot program research initiatives with Gender Balance Research, Discovery  Education, Childnet and pitop.

Curriculum overview

bonner computing curriculum overview.pdf

 Year 1

Autumn 1 - Technology around us

knowledge organiser computing year 1 autumn 1.pdf

Autumn 1 term overview

term overview year 1 autumn 1 .pdf

Autumn 2 -  Digital painting

knowledge organiser computing year 1 autumn 2.pdf

Autumn 2 term overview

term overview year 1 autumn 2.pdf

Spring 1 - Digital writing

knowledge organiser computing year 1 spring 1.pdf

Spring 1 term overview

term overview year 1 spring 1.pdf

Spring 2 - Grouping data

knowledge organiser computing year 1 spring 2.pdf

Spring 2 term overview

term overview year 1 spring 2.pdf

Summer 1 - Moving a robot

knowledge organiser computing year 1 summer 1.pdf

Summer 1 term overview

term overview year 1 summer 1.pdf

Summer 2 - Introduction to animation

knowledge organiser computing year 1 summer 2.pdf

Summer 2 term overview

term overview year 1 summer 2.pdf

Year 2

Autumn 1 - IT around us

knowledge organiser computing year 2 autumn 1.pdf

Autumn 1 term overview

term overview year 2 autumn 1.pdf

Autumn 2 - Digital photography

knowledge organiser computing year 2 autumn 2.pdf

Autumn 2 term overview

term overview year 2 autumn 2.pdf

Spring 1 - Making music

knowledge organiser computing year 2 spring 1.pdf

Spring 1 term overview

term overview year 2 spring 1.pdf

Spring 2 - Pictograms

knowledge organiser computing year 2 spring 2.pdf

Spring 2 term overview

term overview year 2 spring 2.pdf

Summer 1 - Programming A: Robot algorithms

knowledge organiser computing year 2 summer 1.pdf

Summer 1 term overview

term overview year 2 summer 1.pdf

Summer 2 - Programming B: Programming quizzes

knowledge organiser computing year 2 summer 2.pdf

Summer 2 term overview

term overview year 2 summer 2.pdf

Year 3

Autumn 1 - Connecting Computers

knowledge organiser computing year 3 autumn 1.pdf

Autumn 1 term overview

term overview year 3 autumn 1.pdf

Autumn 2 - Animation

knowledge organiser computing year 3 autumn 2.pdf

Autumn 2 term overview

term overview year 3 autumn 2.pdf

Spring 1 - Desktop publishing

knowledge organiser computing year 3 spring 1.pdf

Spring 1 term overview

term overview year 3 spring 1.pdf

Spring 2 - Branching databases

knowledge organiser computing year 3 spring 2.pdf

Spring 2 term overview

term overview year 3 spring 2.pdf

Summer 1 - Sequence in music

knowledge organiser computing year 3 summer 1.pdf

Summer 1 term overview

term overview year 3 summer 1.pdf

Summer 2 - Events & actions in programs

knowledge organiser computing year 3 summer 2.pdf

Summer 2 term overview

term overview year 3 summer 2.pdf

Year 4

Autumn 1 - The internet

knowledge organiser computing year 4 autumn 1.pdf

Autumn 1 term overview

term overview year 4 autumn 1.pdf

Autumn 2 - Audio editing

knowledge organiser computing year 4 autumn 2.pdf

Autumn 2 term overview

term overview year 4 autumn 2.pdf

Spring 1 - Photo editing

knowledge organiser computing year 4 spring 1.pdf

Spring 1 term overview

term overview year 4 spring 1.pdf

Spring 2 - Data logging

knowledge organiser computing year 4 spring 2.pdf

Spring 2 term overview

term overview year 4 spring 2.pdf

Summer 1 - Repetition in shapes

knowledge organiser computing year 4 summer 1.pdf

Summer 1 term overview

term overview year 4 summer 1.pdf

Year  5

Autumn 1 - Sharing information

knowledge organiser computing year 5 autumn 1.pdf

Autumn 1 term overview

term overview year 5 autumn 1.pdf

Autumn 2 - Vector drawing

knowledge organiser computing year 5 autumn 2.pdf

Autumn 2 term overview

term overview year 5 autumn 2.pdf

Spring 1 - Video editing

knowledge organiser computing year 5 spring 1.pdf

Spring 1 term overview

term overview year 5 spring 1.pdf

Spring 2 - Flat-file databases

term overview year 5 spring 1.pdf

Spring 2 term overview

term overview year 5 spring 2.pdf

Summer 1 - Selection in physical computing

knowledge organiser computing year 5 summer 1.pdf

Summer 1 term overview

term overview year 5 summer 1.pdf

 Summer 2 - Selection in quizzes

knowledge organiser computing year 5 summer 2.pdf

Summer 2 term overview

term overview year 5 summer 2.pdf

Year 6

Autumn 1  - Communication

knowledge organiser computing year 6 autumn 1.pdf

Autumn 1 term overview

term overview year 6 autumn 1.pdf

Autumn 2 - 3D Modelling

knowledge organiser computing year 6 autumn 2.pdf

Autumn 2 term overview

term overview year 6 autumn 2.pdf

Spring 1 - Web page creation

knowledge organiser computing year 6 spring 1.pdf

Spring 1 term overview

term overview year 6 spring 1.pdf

Spring 2 - Spreadsheets

knowledge organiser computing year 6 spring 2.pdf

Spring 2 term overview

term overview year 6 spring 2.pdf

Summer 1 - Variables in Games

knowledge organiser computing year 6 summer 1.pdf

Summer 1 term overview

term overview year 6 summer 1.pdf

Summer 2 - Sensing

knowledge organiser computing year 6 summer 2.pdf

Summer 2 term overview

term overview year 6 summer 2.pdf

Online Policy and Acceptable Use Policies

online safety policy .pdf

acceptable use policies.pdf