Computing and E-safety

At Bridgelea, we want our children to love computing. We want them to have no limits to what their ambitions are and grow up wanting to be software engineers, video game designers, web developers or IT consultants or even if they are not in a Computing industry, be confident users of transferable ICT skills, as well as being able to keep themselves safe online in their daily lives. The computing curriculum has therefore been carefully designed so that our children develop their skills in all areas of computing. We want our children to remember their computing lessons and experiences in our school, to cherish these memories and embrace the opportunities they are presented with, using technology in the future to help make their lives easier! 

We want to equip them with not only the minimum statutory requirements of the computing national curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. We use Purple Mash as a cohesive scheme of work addressing the statutory aspects of the National Curriculum, but in addition to this, taking the complex needs of our children at Bridgelea into account. The curriculum has been designed to go into extra depth with the teaching of E-Safety with strong links to PSHE, ensuring that when the children leave in Year 6, they know how to keep themselves safe and be responsible citizens when using ICT in their future lives.  

E-Safety: 

As part of our E-Safety teaching at Bridgelea, we will teach dedicated units about ways to keep safe online, but it will also be part of every computing session where children are taught how to use computers safely.  In addition to this, there will also be extra E-safety sessions taught through the PSHE and other curriculum areas to reinforce all of the lessons taught, to help ensure our students know how to keep themselves safe online. 

Useful Links: 

Below are some useful links explaining and showing the benefits, risks and ways to stay safe online, which parents and children may find useful. 

  • support for parents and carers to keep children safe online, which outlines resources to help keep children safe from different risks online and where to go to find support and advice 
  • guidance on staying safe online which includes information on security and privacy settings 
  • Thinkuknow provides advice from the National Crime Agency (NCA) on staying safe online 
  • Parent info is a collaboration between Parentzone and the NCA providing support and guidance for parents from leading experts and organisations 
  • Childnet offers a toolkit to support parents and carers of children of any age to start discussions about their online life, to set boundaries around online behaviour and technology use, and to find out where to get more help and support 
  • Internet matters provides age-specific online safety checklists, guides on how to set parental controls on a range of devices, and a host of practical tips to help children get the most out of their digital world 
  • London Grid for Learning has support for parents and carers to keep their children safe online, including tips to keep primary aged children safe online 
  • Net-aware has support for parents and carers from the NSPCC, including a guide to social networks, apps and games 
  • Let’s Talk About It has advice for parents and carers to keep children safe from online radicalisation 
  • UK Safer Internet Centre has tips, advice, guides and other resources to help keep children safe online, including parental controls offered by home internet providers and safety tools on social networks and other online services 

Using Purple Mash covers the core curriculum of Computer Science: 

  • (Programming and Coding) 
  • Information Technology (Data and Multimedia)  
  • Digital Literacy (E-safety).  

Key stage 1 

Pupils should be taught to: 

  • understand what algorithms are; how they are implemented as programs on digital devices; and those programs execute by following precise and unambiguous instructions 
  • create and debug simple programs 
  • use logical reasoning to predict the behaviour of simple programs 
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content 
  • recognise common uses of information technology beyond school 
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. 

Key stage 2 

Pupils should be taught to: 

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output 
  • use logical reasoning to explain how some simple algorithms work 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 world wide web; and the opportunities they offer for communication and collaboration 
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content 
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information 
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. 

Implement 

We encourage staff to teach a weekly computing lesson. This helps to ensure sufficient time is allocated to computing and that the subject matter can be revisited frequently, securing progression and supporting children to remember their learning and increase fluency. 

We believe that by crafting our curriculum in this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make, ensuring they can reap the benefits of the online world and minimise risk to themselves and others. 

Impact 

The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in computing are progressive and build year on year. Our staff use computing monitor key skills in computing to systematically assess what the children know as the strand progresses and informs their future planning.  

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