At Brambles Primary Academy we want pupils to be confident and responsible users of technology. Technology is everywhere and will play a crucial part of student’s 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 (including social media) to model positive use. We recognise that the best prevention for a lot of negative 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 is 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 use 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, children have the independence and confidence to choose the best tool to fulfil the tasks and challenges posed to them.
"How do you use Computers at school?" (Pupil survey, Autumn 2021)
"Make numbers on the iPad at school. Make sounds [phonics]" Reception
"We search on the iPad and laptops. We look for answers- writing about intestines." Year 2
We, at Brambles believe our children should see computing as part-and-parcel of everyday life, and as such we embed computing into everyday learning. Our provision across the school encourages children to develop their digital literacy and confidence through using iPads, smartboards and other technology from their start with us in reception. Children are encouraged to develop their research skills during continuous provision and to use technology responsibly to develop into responsible, competent, confident and creative users of information and communication technology.
Our main aim at Brambles is to produce learners who are confident, independent and responsible users of computing. Children use their confidence in expressing themselves using technology to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems. As the children move into Key Stage One and Two, they study the area of Computer Science in more formal computing lessons. We use the Switched On Computing scheme of work which is used as a planning tool in conjunction with Brambles’ Computing Progression and Vocabulary Document. Both the scheme and the progression document follow the National Curriculum key skills and programs of study for the primary phase. Staff integrate these units of work in a cross-curricular thematic way where possible links can be made. Early years follow their own programme of work, in line with the Early Learning Goals.
As the children move into Key Stage Two, they start to use laptops and our new Media Suite to develop their computer science skills which help them understand the
Organisation of the Computing Curriculum
At Brambles, our curriculum follows the Switched on Computing scheme provided by Rising Stars, which is used as a planning tool in conjunction with our Computing Progression and Vocabulary Document. Both the scheme and the progression document follow the National Curriculum key skills and programs of study for the primary phase. Staff integrate these units of work in a cross-curricular thematic way where possible links can be made. Early years follow their own programme of work, in line with the Early Learning Goals.
Class teachers have worked to develop these lessons into everyday learning; whether through continuous provision or through more formal computing lessons.
Teachers, senior leaders and the Computing coordinator review coverage against the ‘Switched on’ Computing scheme as well as our Progression and Vocabulary Document.
Planning and Teaching
Using the Switched on computing scheme and our Progression and Vocabulary Document, staff then have ownership over the activities that they choose to plan to best match the objectives, skills and vocabulary needed to be taught as well as the needs of the children in their class. Children have the opportunity to use iPads, which have a variety of applications in- stalled to support the teaching of the computing curriculum and will continue using computers in Key Stage Two for more formal lessons. These devices are not only used in computing lessons but they are often used to support all other areas of the curriculum, for example using an iPad to film and evaluate performances in P.E or to aid digital literacy and self-expression. Computers, tablets, programmable robots, are tools we have at Brambles that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. A typical computing lesson allows pupils to explore the internet safely, peer support, develop and implement new skills as well as evaluate products and performance.
Our Computing learning character allows children to understand what lesson they are taking part in, determining the key aspect of learning, especially if links are made across other subjects.
We encourage our children to enjoy and value the curriculum we deliver. We encourage our children to think about why they are using computing, rather than just how. We discuss the real-world applications of each computing lesson. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being.
Using our curriculum rationale, we encourage our children to become digitally inspired by the world around them and ready and excited for the next stage of their education. 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 pupils’ knowledge and digital literacy skills through computing lessons and discrete computing in other lessons.
Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.