Computing
Computing
At Brierley, we want every child to become a confident, creative and responsible user of technology. Technology is an important part of children's lives and the world around them. Our Computing curriculum helps pupils understand how technology works, develop the skills to create with it and learn how to use it safely and thoughtfully. Through practical experiences, programming, problem-solving and creative projects, children build their knowledge across computer systems and networks, programming and debugging, creating media, data and information and online safety. We want children to see technology not simply as something they consume, but as something they can understand, control and use purposefully.
Strong Foundations from the Beginning
Computing begins with exploration, curiosity and problem-solving in our Early Years. In Little Bears Nursery, children begin to recognise technology around them and think about what it is used for. They use technology to help answer questions, explore digital mapping and begin to use positional language when programming a Bee-Bot.
In Reception, these foundations are developed further. Children learn to identify parts of a computer, interact with touchscreen technology, use a paint program, log on, develop mouse control and programme a Bee-Bot using more than one instruction. These experiences help children develop confidence with technology alongside early problem-solving, logical thinking and an understanding that digital devices respond to instructions. They provide strong foundations for the more structured Computing curriculum children encounter from Year 1 onwards.
How We Teach Computing
Computing at Brierley is practical, purposeful and carefully structured. Children learn best when they understand what they are doing and why. Teachers therefore explicitly teach important knowledge, vocabulary and processes before giving pupils opportunities to practise and apply them.
Our teaching follows the principle of I do, we do, you do. Teachers initially model new knowledge, processes and skills clearly, children then practise with support before increasingly applying what they know independently.
Visuals, worked examples, demonstrations and step-by-step modelling are used where helpful. Support is gradually reduced as children become more secure and confident. Children are also encouraged to experiment, solve problems, identify errors and improve their work. We want pupils to understand that making mistakes and debugging are normal and valuable parts of learning in Computing.
Computer Systems and Networks
Children gradually develop their understanding of the technology and digital systems that surround them. In Year 1, pupils begin by recognising technology in school and considering how it can be used responsibly. In Year 2, they explore information technology in the wider world and how it can help us. In Year 3, children begin to look inside digital systems, learning about inputs, processes and outputs and how computers can be connected to form networks. This develops into understanding the internet and World Wide Web in Year 4, including why online content should be evaluated carefully. In Year 5, pupils explore computer systems and searching before Year 6 considers communication, collaboration and how data is transferred online. We want children to understand that computers, networks and the internet are systems created by people, rather than simply technologies that work by magic.
Programming and Computational Thinking
Programming develops children's ability to think logically, solve problems and give clear and precise instructions. Our youngest children begin with simple programmable devices such as Bee-Bots. In Year 1, pupils write short algorithms for floor robots and begin to predict what their programs will do. Year 2 develops this through robot algorithms, debugging and creating interactive quizzes. As children move through Key Stage 2, the programming becomes increasingly sophisticated.
Year 3 pupils create sequences and use events and actions in programs. Year 4 introduces repetition and loops. Year 5 develops selection and conditions, including work with programmable microcontrollers. By Year 6, children work with variables and physical inputs when designing and coding their own projects.
Children learn that successful programming involves planning, testing, predicting, finding errors and making improvements.
We want them to become confident problem-solvers who are willing to persevere when something does not work first time.
Creating Media
Technology gives children powerful opportunities to communicate ideas and be creative. Children learn to create and edit different types of digital content while thinking carefully about purpose and, as they become older, audience and design. In Year 1, pupils explore digital painting and digital writing. Year 2 develops this through digital photography and music.
In Key Stage 2, children encounter an increasingly wide range of media. This includes stop-frame animation and desktop publishing in Year 3, audio production and photo editing in Year 4, video production and image editing in Year 5, and website creation and 3D modelling in Year 6. As their skills develop, pupils are encouraged to make choices rather than simply follow instructions. They consider which tools are most suitable, how their work could be improved and how digital content can be changed or manipulated. Children also learn about copyright and the importance of using digital content responsibly.
Data and Information
Children learn that computers can help us collect, organise, represent, search and interpret information. This begins in Year 1 with grouping objects according to their properties and develops into pictograms in Year 2. Year 3 pupils build and use branching databases, while Year 4 children explore data logging and investigate how information can be collected over time. In Year 5, children use flat-file databases to organise information and create charts to answer questions. By Year 6, pupils use spreadsheets to organise information, perform calculations and answer questions using data. Through this progression, children learn that data can be useful when it is collected, organised and interpreted carefully.
Online Safety and Digital Citizenship
Keeping children safe online is a fundamental part of Computing at Brierley. Online safety is not treated as a single lesson or an annual event. It is revisited regularly and forms part of our wider approach to safeguarding, relationships, wellbeing and responsible behaviour.
Computing lessons begin with an age-appropriate online safety input, helping children gradually build their understanding across the following areas:
* Self-image and identity
* Online relationships
* Online reputation
* Online bullying
* Managing online information
* Health, wellbeing and lifestyle
* Privacy and security
* Copyright and ownership
As children grow older, discussions become increasingly sophisticated. Pupils learn about personal information, passwords, online relationships, respectful communication, digital footprints, reliability of information, copyright, privacy and what to do if something they encounter online makes them worried or uncomfortable. Children also learn to think critically about online information. They are encouraged to consider whether something is trustworthy, recognise that digital images and information can be changed and understand that not everything encountered online should automatically be believed.
At Brierley, children's access to the internet in school is supervised. Pupils and parents are also asked to agree to our acceptable use expectations so that there is a shared understanding of safe and responsible use.
Revisiting and Remembering
We know that important Computing knowledge needs to be revisited if children are to remember it and use it confidently. Computing lessons regularly begin with a short Flashback activity, giving pupils opportunities to retrieve previous learning, revisit key vocabulary and make connections with what they are learning now.
Termly revisit opportunities allow children to return to important concepts, strengthen understanding and address any gaps or misconceptions. Ideas such as algorithms, programming, networks, data, digital content and online safety are encountered in increasingly complex ways as children move through school.
Our teaching follows the principle of I do, we do, you do. Teachers initially model new knowledge and processes clearly, children then practise with support before increasingly applying their computing skills independently. Questioning, discussion, retrieval and practical application help teachers identify what children remember and where understanding needs further strengthening.
A Sequenced Curriculum
Our Computing curriculum is carefully planned from the Early Years through to Year 6 so that knowledge and skills build progressively. The progression is particularly clear within programming. Children move from positional language and simple Bee-Bot instructions in Early Years to algorithms and simple programs in Key Stage 1. They then encounter sequence, events, repetition, selection and variables as they progress through Key Stage 2.
The same progression can be seen in computer systems. Children move from recognising technology around them to understanding devices, networks, the internet, searching, data transfer and online collaboration.
Creating media develops from simple digital painting and writing to photography, animation, publishing, audio, video, web design and 3D modelling. Our long-term plans ensure that children encounter new learning while regularly drawing on concepts and skills that have been introduced before.
Supporting Every Child
We have high expectations for every child in Computing. Teachers consider pupils' starting points and make appropriate adaptations so that all children can take part successfully. Support may include clear modelling, visual prompts, carefully sequenced instructions, paired work, vocabulary support, adapted input methods, additional practice or breaking a complex task into smaller steps. Scaffolds are reduced as children's confidence and independence increase.
Computing can provide particularly valuable opportunities for pupils to demonstrate their understanding in different ways. Practical programming, visual media, audio, physical computing and collaborative problem-solving allow children to draw on a wide range of strengths. Our aim is always to remove barriers while maintaining ambition.
Assessment and Feedback
Assessment happens throughout Computing lessons. Teachers use questioning, observation, discussion and children's practical and digital work to understand what pupils know and how confidently they can apply their learning. Because Computing is practical, teachers pay attention not only to a finished digital product but also to the thinking behind it.
For example, they may consider whether a child can explain an algorithm, identify and correct an error, choose an appropriate tool, explain how a network works or justify a decision about online safety. Teachers use this information to provide further modelling, revisit knowledge, address misconceptions or offer additional challenge. The purpose of assessment is to understand what children have learned and what they need next.
Computing Beyond the Computing Lesson
We want children to understand that Computing has a purpose far beyond the Computing lesson. Technology is used appropriately across the wider curriculum to research, communicate, create, present information, collect data and solve problems. Children may draw on their computing knowledge when creating written or multimedia work, using data in Mathematics or Science, exploring digital mapping in Geography, programming technology within Design and Technology or communicating ideas in creative subjects. Our long-term plans also provide opportunities for physical computing across subjects. For example, Year 6 Design and Technology includes programming a micro:bit activity counter. These experiences help children understand that digital skills are useful across learning, everyday life and an enormous range of future careers.
How You Can Help Your Child at Home
Parents and carers play an important role in helping children develop a positive and responsible relationship with technology.
You do not need to be a computing expert to help.
You can support your child by:
talking about the technology you use in everyday life and what it helps you to do
encouraging children to create with technology as well as consume content
trying simple coding and problem-solving activities together
talking about what makes a strong password
discussing which information should and should not be shared online
encouraging children to tell a trusted adult if something online worries or upsets them
talking about whether information, pictures and videos found online can always be trusted
discussing healthy routines around screen use and sleep
checking the privacy and parental control settings on devices and games
taking an interest in the games, websites and apps your child enjoys
talking regularly about kindness and respectful behaviour online
Open conversations are particularly important. We want children to know that if something goes wrong online, they can ask an adult for help without being afraid to talk about what has happened.
Computing Learning Links
Families who would like to explore Computing together may find the following resources useful.
Barefoot Computing provides free home-learning activities that develop computational thinking, including many activities that can be completed without a computer.
Barefoot Computing Home Learning https://www.barefootcomputing.org/homelearning
Scratch allows children to create their own interactive stories, animations and games through block-based programming. It is primarily designed for children aged 8 to 16 and also provides information specifically for parents. The children love using this within school.
Scratch for Parents https://scratch.mit.edu/help/parents/
The micro:bit website provides free coding activities and home-learning projects. Its home activities are designed for children aged around eight and above and include short projects that families can explore together.
micro:bit Home Learning https://microbit.org/get-started/home-learning
The NSPCC provides regularly updated advice for parents about online safety, including conversations with children, parental controls, online games, social media and online wellbeing.
NSPCC Online Safety Advice https://www.nspcc.org.uk/keeping-children-safe/online-safety
CEOP Education, part of the National Crime Agency, provides information and advice to help parents protect children online and explains how to seek help or report concerns.
CEOP Education for Parents and Carers https://www.ceopeducation.co.uk/parents
Most importantly, we encourage families to explore technology together, talk openly about online experiences and help children understand that technology can be an exciting and creative tool when it is used safely and thoughtfully.
Knowing Our Curriculum Is Working
We work closely with staff to make sure that the curriculum remains ambitious, coherent and progressive. Pupils' digital work, assessment information, discussions with children, lesson visits and curriculum monitoring help us understand how securely children are learning and remembering the Computing curriculum.
We consider both what children know and what they can do. This includes their understanding of computer systems and networks, programming, creating media, data and information and online safety. We want to know that children can explain important ideas, apply what they have learned to new tasks, solve problems and make increasingly independent choices when using technology. This helps us celebrate strengths, identify gaps or misconceptions and make informed decisions about future teaching and curriculum development.
Confident, Creative and Responsible Digital Learners
By the time children leave Brierley, we want them to have the knowledge, confidence and curiosity to use technology successfully and responsibly. We want pupils to understand some of the important ideas behind the digital world, create rather than simply consume, solve problems through programming and make thoughtful choices about the information and technology they use.
We also want every child to know how to keep themselves and others safer online, where to seek help and why kindness, responsibility and respect matter just as much online as they do face to face. We aim to develop confident, creative and responsible digital learners who are ready for the next stage of their education and for a world in which technology will continue to change.
