At Bournebrook we want our children to become digitally literate by developing a range of transferrable skills which can make them active participants in an ever-changing digital world. We recognise that future generations will rely heavily on their computational confidence and digital skills in order to support their progress within their chosen school and career paths. We aim to give the children a wide range of experiences in order to encourage the children to be independent, creative and resilient problem solvers. Computing allows the opportunity for children to become “computational thinkers”, tackling complex problems, making mistakes, learning from them and using their learning to make adaptations. We also want to ensure that the children are reflective and responsible digital citizens who are able to understand how to keep themselves and others safe online. As a school we work to understand and apply fundamental principles of computing, including logic, algorithms, data representation, multimedia presentation and communication.
At Bournebrook we teach computing as a standalone subject but will make relevant cross-curricular links if they are appropriate. This means that the children are able to develop depth in their computing knowledge and skills over the duration of each of their computing units. Children regularly use the school’s computer suite of desktop computers to develop their skills and complete activities. This is also supplemented by the use of other ICT equipment such as Beebots, Lego Wedo, iPads and video and audio recording equipment.
All computing lessons at Bournebrook follow National Curriculum 2014. The computing curriculum is delivered through our own scheme of work, based initially on Warwickshire scheme of work but enhanced by other resources. We have designed our computing curriculum so that the children cover all of the three core areas of computing:
· Computer Science – the understanding of coding and programming across a range of physical devices and digital resources.
· Information Technology – the range of skills required to operate and manipulate specific programs, systems and content.
· Digital Literacy – the knowledge required to use technology safely and to evaluate and react to any potential risks of the online/digital world.
In our teaching of Computing we endeavour to expose students to a variety of software, programs, and equipment in order to offer a range of appropriate challenges and experiences. During each lesson, children will develop their use and understanding of key vocabulary. As well as using computing equipment to increase their skills, the children also regularly undertake “unplugged activities” which allow them to embed their knowledge and understanding, particularly of logic and algorithms. Sessions are adapted to meet the requirements of a specific cohort and lesson content is frequently reviewed by class teachers and the subject lead.
Online safety learning is of paramount importance at Bournebrook. We ensure that children are constantly considering the safety and digital footprint implications through referencing it whenever appropriate within lessons. We also teach a discrete unit every year to all year groups to ensure online safety messages are embedded. Bournebrook also participates in Internet Safety Day every year. We ensure we keep up-to-date with resources we use to adapt to the ever-changing digital world that the children are experiencing.
The impact of our curriculum and the quality of children’s learning is evident in their work, which is saved and shared on the school’s Shared Area and in their Design and Technology books. Photographs and screenshots are used to evidence work that is unable to be saved. This work is assessed by the teacher against the skills that were taught, and regularly monitored by the subject leader. We also assess the children’s understanding through the use of pupil voice and regular discussion about learning with the children. Through this we can assess the children’s understanding of key vocabulary and application of the skills they have been taught. All this information also feeds into teachers’ future planning and enables assessment of pupils’ knowledge and skills. Through cross-curricular uses of computing in other subjects, teachers are able to revisit misconceptions and knowledge gaps in computing in tandem with other curriculum areas.