Computing Curriculum

Intent

Through our computing curriculum at Bradley Barton, we aim for all children to engage in challenge and joyful learning. We believe that learning is a pleasurable struggle and through mistakes, discoveries are created. Through our computing curriculum, we aim to give children life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to flourish. We want our children to be equipped with the language and curiousity to ask questions that will deepen learning. We aim for children to become independent users of technologies, gaining confidence and enjoyment from their activities. Not only do we want to ensure our curriculum is accessible to every child, we want every child to use technology to support learning across the entire curriculum. Through our computing curriculum, we aim for children to use Purple Mash and a range of technologies to develop their creativity, resilience, problem solving and critical thinking skills. We want our pupils to have a breadth of experience to develop their understanding of themselves as individuals within their community, but also as members of a wider global community and as responsible digital citizens.

At Bradley Barton, we use the Purple Mash progression map to teach Computing. In computing lessons, we aim for all children to find that learning is a pleasurable struggle, 

  We have adapted this to meet the needs of our pupils at Bradley Barton. 

Our progression map breaks computing into three strands for each year group.  These are;

• Computer science, where pupils learn to solve problems using computers
• Information Technology, where pupils use software to help them learn
• Digital Literacy, where pupils learn how to use technology safely, respectfully and responsibly to become active user.

The activities in each section are supported by the range of programmes on Purple Mash which engage pupils and teach them vital first steps.  These activities are used to further the children’s understanding of computational thinking and the key vocabulary and concepts which underpin the National Curriculum.  

There are further opportunities to embed and develop children’s skills and knowledge through the use of other software and hardware both in computing lessons but also when linked to the wider curriculum. 

We strongly believe that children should learn that technology can support and inspire in a range of ways and teachers therefore plan to use technology in all areas of learning.  Examples of this are;

• Coding using Sphero, Beebots and Lego
• Data logging to support science and maths understanding
• Using story-telling apps such as PuppetPals, Toontastic and Chatterkids to inspire writing
• Using Google Expeditions to have virtual tours in geography
• Garargeband to make music,
• And many, many more!

Each year group has a bank of Chromebooks and ipads to support them with their learning. 

We have Digital Leaders in KS2, who support their peers to access this curriculum during lesson times and at different points of the term, offering lunch club support.

If you wish to know more about what is covered in the National Curriculum for Computing, we recommend the following websites;

https://www.bbc.co.uk/bitesize/subjects/zft3d2p

https://www.barefootcomputing.org/

https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study

Online Safety

Online Safety is a vital part of our school curriculum and is covered regularly in lessons, assemblies and communication with parents and carers.  We are acutely aware of the challenges children face with cyber-bullying, trolling and also how technology can affect children’s mental health.  We therefore cover online safety both in computing and within PHSE sessions in order that children can ‘actively and safely use technology’ (School Curriculum so8)

At Bradley Barton, we have a comprehensive guide to online safety on our website and regularly provide updates and newsletters to parents to keep them informed of current concerns, as well as details of parent/carer workshops.

If you have any concerns regarding the safety of a child please contact our Safeguarding team or for further information about online safety please contact Andrew Wootton.  Alternatively, refer to the online safety page on our website for further advice and contacts.

Children' views of their learning

In a recent pupil voice survey, 95% of children said they always feel safe when using technology. 5% of those surveyed said they sometimes feel safe. Children in all year groups were able to explain how they kept safe whilst using technology:

· Using swiggle as a search engine,

· Looking for the padlock when browsing,

· Keeping your personal information private

In the same survey, 75% of children said they enjoy computing lessons. Children in year 6 remarked that they enjoyed the less teacher-guided, more independent approach computing provided.

When the children were asked how they have used technology to support with their learning,, they listed numerous uses:

· Research,

· Creating a website,

· TTRS,

· Siri– spelling,,

· Purple Mash.

Below are some comments from the survey:

“I like Spheros because they are fun and it teaches me how to code.“

Albie Year 3

“I like Toontastic because I like writing and this helps me to be creative.“

Annaya Year 3

“I like Toontastic because you can make your own movie and it helps to tell stories.“ Ryan Year 3

“I like Hour of Code, Chatterpix and Spheros because I love technology and have learnt how to multitask.“

Fin, year 4

Children's Learning

A section of code produced by a Year 5 child who was designing a quiz on Scratch related to her Mayan topic.

Progression map (there are further links to online safety and the personal and social aspect of computing on the PHSE progression map in line with the Education for a Connected World document)