Computing at Bolton

Subject Lead: Debbie Tinkler (Since September 2020)

Monitoring Governor: Jane Morris 

As the Computing lead and also the main teacher of discreet computing sessions across the school from Reception to Year 6, it has allowed me to develop a curriculum that moves children on through the knowledge and skills needed and ensures that there is a clear progression in all areas of Computing. In September 2020, I worked with Sarah Zaman (Stem Computing Specialist) to develop our Computing Curriculum and to ensure that we had coverage of all the key areas of learning, including Computer Science, Digital Literacy and Information Technology. We used this curriculum from 2020 until March 2023. In March 2023, I completed some training called ‘Raising Standards in The Classroom Through Technology’, which inspired me to make our Computing Curriculum more memorable and magical. I made the decision to buy into the scheme called D.A.R.E.S. My aim would be that by the time children leave in Y6, 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 task and challenge set by teachers and in the real world.

D.A.R.E.S. Scheme:

D.A.R.E.S is an innovative approach to teaching computing which encourages pupils to be critical thinkers, problems solvers and computational thinkers while creating purposeful content to demonstrate how learning can be applied across the wider curriculum.

Through these projects, pupils are able to deepen their knowledge of computing by applying it to solve problems and create content. These may take place in computing lessons over a half term to then allow pupils to apply these creative ideas more regularly across the curriculum. D.A.R.E.S. scheme does not want to make these projects too prescriptive as we know some classes may need some more time to complete different elements.

As the teacher, I know the ability of the class and have been able to change or adapt some of the projects to fit the ability of the class.

The stages which can be adapted into lessons are as follows:

D - Design: Pupils start to discuss the desired outcome for their project and are given time to tinker with the software before planning what they will do to achieve their outcome.

A - Apply: Pupils are given the opportunity to create, make and produce content using the app or software explored in the Design lesson(s)

R - Refine: Pupils spend time considering ways to modify and improve their projects to get the best results possible.

E - Evaluate: Upon completing their desired outcome, pupils are given the opportunity to reflect and consider how effectively they have achieved their goal.

S - Share: Learners are given the opportunity to publish and exhibit their work to the world embedding skills from the Digital Literacy curriculum.

Bolton Primary School has now used the D.A.R.E.S. scheme over a year and we are really happy with the resources and support given. We love that it incorporates advances in Technology such as AI and VR. It also provides children with the opportunity to explore a range of apps on iPads which can then be used in other areas of the curriculum. Further to this new scheme, an area of the curriculum that we have worked hard to develop is physical computing with each class. We have been able to share resources with other school within our cluster meaning that the children have been able to access resources, such as Ozobots, crumbles and Microbits. We also have been able to offer opportunities for our children to join in with Computing cluster events such as drone workshops. As Computing is taught each week, we have built into our curriculum that one lesson each half term is focussed on basic IT skills, such as using word/PowerPoint/Excel etc as well as these programs being used within the other areas of the curriculum. Following the changes with Mary Myatt within other areas of the curriculum, I have introduced the unit Hidden Figures by Margot Lee Shetterly & Winfred Conkling. This is a KS2 unit looking at Equity and Racism. Black women have been vital in the roles they have played in Space Exploration, but they had to fight for this to be the case. (This also introduces intersectionality. Being black and a woman increased discrimination).

Here's a brief summary of each aspect of the computing curriculum:

1. Computer Science: This aspect focuses on understanding the principles of computation and how computers work. It covers topics such as algorithms, data structures, programming languages, and computer architecture. Students learn how to write code, solve problems, and develop software applications. Key skills include computational thinking, coding proficiency, and understanding the theoretical foundations of computing.

2. Information Technology (IT): Information Technology deals with the practical application of computing in various domains. It involves using hardware, software, networks, and other IT resources to solve real-world problems and meet business needs. Students learn about databases, network systems, cybersecurity, software development methodologies, and project management. IT skills are essential for managing technology infrastructure, supporting users, and ensuring the efficient operation of IT systems.

3. Digital Literacy: Digital literacy focuses on developing the skills and knowledge necessary to navigate and utilize digital technologies effectively. This includes understanding how to use software applications, browse the internet safely, evaluate online information critically, communicate digitally, and protect personal information and privacy online. Digital literacy empowers individuals to participate fully in the digital age and make informed decisions about technology use.

Key Points:

At Bolton Primary School, a computer specialist teaches computing across the school while other specialists teach their expertise to the other classes.  

• In Y1 – Pupils need to learn the basic skills e.g., mouse skills, keyboard and typing skills, how to log on and off devices properly. They need to create instructions through algorithms using programs such as Beebots. They develop coding skills through robotics. They use programs such as Scratch to develop their computing. KS1 use simple programs like Paint. Need to embed their skills – just like embedding their handwriting.

• Lower KS2 – Pupils begin using programs independently. Focus continues to be on coding and robotics. Also introduce elements of Minecraft. Important to give the children some freedom to play with programs.

• By Y6, expect pupils to take the skills they’ve learned through the computing curriculum and apply them to other contexts, for example through problem and project-based work.

• E-safety element is emphasised throughout primary to ensure that children use technology safely, including looking at fake news. 10 minutes taught at the beginning of each discrete computing lesson and then teachers build this in throughout the week to give consistent messages.

Other areas of the curriculum

• Computing knowledge and skills are weaved into other areas of the curriculum – as long as it adds value to learning in that subject

• Aim to do a blended approach well and work hard to get CPD right for teachers

• In maths sessions, we uses TT RockStars as a starter in Maths then back to normal traditional lessons. This is thinking about what is fit for purpose and making sure that it adds value to learning. When we are planning, we ask ourselves – ‘What will make this lesson purposeful? What piece of tech might help the children here?’ It’s about blending the tech with a well-planned lesson

• Every child has a device (whole class rotation model)

“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 practice experience of writing computer programs in order to solve such problems; can evaluate and apply information technology, including new and unfamiliar technologies, analytically to solve problems; are responsible, competent, confident and creative users of information and communication technology.”

We offer a structured sequence of lessons on a unit, helping teachers to ensure that they have covered the skills required to meet the aims of the National Curriculum. The content allows for a broad, deep understanding of computing and how it links to children’s lives. It offers a range of opportunities for consolidation, challenge and variety. This allows children to apply the fundamental principles and concepts of computer science. They develop analytical problem-solving skills and learn to evaluate and apply information technology. It also enables them to become responsible, competent, confident and creative users of information technology. This progression of skills helps teachers to monitor learning and the successful acquisition of skills; the two-year plan indicates areas of IT/computing that are not covered in discreet Computing lessons and these will be planned into other areas of the curriculum. 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. Building our knowledge in this subject will allow pupils to effectively demonstrate their learning through creative use of technology.

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.

Through the D.A.R.E.S. scheme, each lesson contains revision, analysis and problem solving. Through the sequence of lessons and medium-term plans, we intend to inspire pupils to develop a love of the digital world, see its place in their future and give teachers confidence. These are taught on a two-year program (Y1/2, Y3/4 and Y5/6). Cross curricular links are also important in supporting other areas of learning. Our lesson plans and resources help children to build on prior knowledge at the same time as introducing new skills and challenges. In KS1, the focus is on developing the use of algorithms, programming and how technology can be used safely and purposefully. In KS2, lessons still focus on developing the use of algorithms, programming and coding but in a more complex way and for different purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology. Data handling is featured more heavily in UKS2. Skills learnt through KS1 and LKS2 are used to support data presentation. Assessments are carried out throughout the unit, so staff can feel confident in the progression of skills and knowledge and that outcomes have been met. We encourage that key words are displayed and the use of Knowledge organisers, where appropriate, showing the progression of specific language involved in children’s learning so that teachers can also assess understanding and progress through vocabulary.

Learning in computing will be enjoyed across the school. Teachers will have high expectations and quality evidence will be presented through the use of Seesaw Online learning journeys, which will include samples of work from sessions and pupil and teacher comments. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. Children will see the digital world as part of their world, extending beyond school, and understanding that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.

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/Google Classroom 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.