The aim of Computing at The Brent is to give children every opportunity to develop computational thinking and creativity in an ever-changing world.

Our world is built around technology to which children are exposed to from a very young age. We build resilience in our children through problem solving enabling them to face unknown challenges. Whilst using technology, they are taught how to be respectful towards others as well as confidently express themselves. Thus they learn to value their own and respect other people’s identities.

We teach children to understand how digital systems work and the skills required to use this technology when programming or creating a range of content. We also ensure that pupils become digitally literate, and are able to use, create and share in a digital world.

Using their Growth Mindsets children take responsibility for their learning showing resilience and respect for the world around them.

• Computing INTENT 2022-23
• Curriculum Overview

Our Computer Science Journey Through The Brent

In EYFS, we develop computational thinking through a range of activities to develop their approaches to learning. They do this through experimenting and playing, creating, working out problems, never giving up and working together. They play games that need them to follow instructions and listen to commands. 

In Year 1, children develop an understanding of what an algorithm is by writing simple sequences and predicting program outcomes using Bee Bots. They begin to understand how to do this by reading code one line at a time and testing it to see the effect of the program. With Purple Mash, children in Year 1 begin to organise blocks of code (event, object and action) to run a program. Scratch Jr animations are used to design and programme the movement of a character on screen.

In Year 2, children build on their knowledge of algorithms and begin to understand why clear, unambiguous instructions are important. Using Bee Bots, they create and debug programs, and use logical reasoning to make predictions. They design algorithms and programs that use events to trigger sequences of code in Scratch Jr. Using Purple Mash, children start to predict what their code will do, check it for errors and begin to debug their code.

In Year 3, children improve their knowledge of coding. They continue to develop their understanding of Purple Mash code blocks by considering how to code, run and debug their program.

Following on from Scratch Jr in KS1, children move onto using Scratch and begin to sequence events. In Year 3, they are introduced to physical coding using a Crumble Kit, where they code a physical system using repeat blocks.

In Year 4, children further refine their understanding of coding and begin to explore what happens when different variables are used. In Scratch, children build on their learning from Year 3 to explore how loops/repetitions can be used within programming. They start to demonstrate a more logical approach in their designs and programming sequences using a Crumble Kit. In Year 4, the children use Purple Mash to experiment with variables and IF statements.  

In Year 5, pupils apply their knowledge of coding to a range of problems by decomposing them into smaller parts. They use sequence, repetition and various forms of input and output when designing and building with a Crumble Kit. They are beginning to use logical reasoning to explain how some simple algorithms work and are starting to detect errors in them. Building on their understanding of Scratch, pupils in Year 5 learn how to use the IF…THEN…ELSE statement.

In Year 6, children connect all of their prior knowledge to enable them to create, write and debug programs to achieve a specific goal. They can write an algorithm for controlling or simulating physical systems. Children are able to explain in depth how simple algorithms and programs work and are able to detect and correct errors in them. Using Scratch, children will build on learning and use variables to create a simulation. Children will be able to use Crumble Kits to design and code their own projects to meet a set criteria.

Our Information Technology Journey Through The Brent

In Year 1, pupils learn how to log in, create work and then save it for retrieval another time. They can follow simple instructions to access online resources, such as Purple Mash. Children in Year 1 learn to find and recognise letters on the keyboard and can use these to type their name and a sentence.

In Year 2, we build on Year 1 by further securing their ability to log in, create or retrieve work. They are begin to edit and improve work already created and continue to improve their keyboard skills by using capital letters and full stops when typing sentences. 

In Year 3, children carry out simple searched using a search engine to find information using the internet. Pupils begin to understand that they need to be careful with the information they find and to check more than one website. They build on their learning from KS1 to create and present information using Word or PowerPoint. They further develop their typing by using basic short cuts, for example holding shift for a capital letter and copy and paste. 

In Year 4, pupils build on Year 3 and start to understand how a search engine works and the need to check websites for credibility. They continue to improve their ability to create content using different software and can make improvements based on feedback.

In Year 5, children can explain why it is important to check a website for credibility. Children develop their ability to make appropriate improvements to work created and can discuss why they have made those changes based on feedback given.

In Year 6, pupils secure their understanding of how to use a search engine and can apply filters to search for digital content. They are able to apply their learning from previous years to create content based on a given criteria using a range of software. They are able to critically analyse their own and others content, suggesting ways to improve it.

Our Digital Literacy Journey Through The Brent

In EYFS, children can identify technology around them and begin to say what it is used for. Children learn about being safe when using technology and who they should talk to if they don’t understand something they see.

In Year 1, they build on their understanding from EYFS and start to understand how they can use technology responsibly. They understand that the internet provides a way to communicate with real people. Children are taught how to stay safe when using technology and begin to learn to recognise when something might be bad or wrong and who they can tell.

In Year 2, children can identify different technologies and how their responsible use improves our world; both in school and beyond. Children start to develop their understanding of how they can leave a ‘digital footprint’ and the importance of keeping personal information private. They learn why it is important to stay safe online and can list some of the dangers of using the internet. They build their understanding of keeping passwords safe and know they know ways of reporting inappropriate behaviour or content to a trusted adult.

In Year 3, children use their prior learning from KS1 to further develop their understanding of technology. They identify that devices have digital inputs, processes and outputs and how they can be connected to make networks. Building on their learning from Year 2, they know what being safe means and understand why they need to be safe when online. They are taught how to use technology in a respectful way and can understand why people should be respectful online. They begin to learn the difference between acceptable and unacceptable behaviour and know how to report this.

In Year 4, pupils begin to recognise the internet as a network of networks including the WWW, and why it we should evaluate online content. They refine their understanding of a ‘digital footprint’ from Year 2 and what this means when they go online. They develop an understanding of what their responsibility is and why people should be responsible online. Building on Year 3, they can explain the difference between acceptable and unacceptable behaviour and the importance of online safety. They know a range of ways to report anything that they feel is inappropriate or unacceptable online behaviour.

In Year 5, pupils identify and explore how information is shared between digital systems. Pupils have a secure knowledge of online safety rules and apply this by demonstrating respectful behaviour when using technology. Pupils build on their learning from Year 4 to secure their understanding of a ‘digital footprint’ and how they have a responsibility to manage their own behaviour online. They explore the right to share information; the dangers associated with doing this; and how it can affect themselves and others.

In Year 6, pupils will recognise how the WWW can be used to communicate and how they can use it to effectively search for relevant information. Children bring together everything they have learnt from learning to refine their understanding of sharing information online. They will develop their understanding of the benefits and risks associated with sharing their location and personal information with a range of software. The learning is connected with their understanding of a ‘digital footprint’ and how they can protect themselves from online abuse. Year 6 pupils will recognise the importance of their privacy when online.

SMSC and Computing

At The Brent we use computing to support SMSC education. We teach our students to value their own and respect other people’s identities. Using their Growth Mindsets children take responsibility for their learning showing resilience and respect for the world around them. They play games that need them to follow instructions and listen to commands. Children understand how their actions and responsible use of different technologies improves our world; both in school and beyond. Our children understand the difference between acceptable and unacceptable behaviour online and know how to report this.

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