Mr Oliver Deadman
Teacher (Computing lead)
At our school we want pupils to be MASTERS of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students' lives,. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. . We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists. We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.
We have bought into a comprehensive progression scheme for staff to follow to best embed and cover every element of the computing curriculum. The knowledge/skills statements build year on year to deepen and challenge our learners. ‘Purple mash’. This is coupled with cross curricular activities such as resourcing and google classroom to further embed taught skills.
We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being. Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this.
The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through tools like Google Drive and Seesaw and observing learning regularly.
Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.
E-Safety is becoming a huge part of our lives and the children at Bishop Bronescombe are taught about the dangers that using the internet can bring and how they can protect themselves to get the full enjoyment out of going online,
As young people continue to spend more and more time working and socialising in a digital world, it is more important than ever that we equip them with the knowledge and skills needed to enable them to remain safe and confident whilst online.
Key Stage 1 outcomes
· Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
· Write and test simple programs.
· Organise, store, manipulate and retrieve data in a range of digital formats.
· Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.
Key Stage 2 outcomes
· Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
· Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
· Use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
· Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
· Use logical reasoning to explain how a simple algorithm works 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 worldwide web; and the opportunities they offer for communication and collaboration.