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We aim to create a firm foundation for a lifetime of learning by enabling all children to learn computer literacy skills, including how to stay safe, to prepare them for an ever-evolving world.

Following a successful trial last year, all children in years 4-6 have exclusive access to a Chromebook device. This is supporting children in developing digital literacy and knowledge of information technology.  We saw a significant impact on the quality of writing the trial and there are encouraging signs of impact across most areas of the curriculum. 

We welcome visits from other schools seeking to improve learning experiences through new technologies.  You can arrange a visit via info@bishopgilpin.org

Computer Science

The core of our computing curriculum is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.

Pupils will learn how to:

  • Decompose, identify patterns, 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
  • Appreciate how [search] results are selected and ranked

Digital Literacy

Digital literacy at Bishop Gilpin can be defined as: “The ability to locate, organise, understand, evaluate, and create information using digital technology.” Digitally literate people can communicate and work more efficiently, especially with those who possess the same knowledge and skills. Digital literacy is the ability to understand and use digital technologies effectively for everyday tasks. 

Pupils will learn how to:

  • Understand the opportunities [networks] offer for communication and collaboration 
  • To use a range of software to create, share and evaluate information
  • Be discerning in evaluating digital content
  • Identify a range of ways to report concerns about content and contact
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; 
  • Keep 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

Information Technology

This is the teaching of how to use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Pupils will learn to:

  • Use search technologies effectively 
  • 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 e.g. web design, spreadsheets and digital images

Computing Curriculum  Approach

The key NC strands in Computing  have informed our schemas and our KS1 and KS2 curriculum planning, leading to a direct impact on children's learning as evidenced in their online files, folders stored on the computer or examples printed in their learning journals.  Throughout every year group from KS1, the Schemas are embedded and the skills/procedural knowledge follows a planned progression throughout the year group's curriculum in order to produce rich learning outcomes.

Despite computing not being explicitly mentioned within the Early Years Foundation Stage (EYFS) statutory framework, there are many rich and varied opportunities for young children to use technology to explore the opportunities possible and produce creative outcomes in the EYFS at Bishop Gilpin such as use of the 'coding caterpillars'.

SEND pupils' have access to the full computing curriculum. This is then modelled or scaffolded with careful consideration by the class teachers and support staff, during both planning and teaching. 


Online Safety

We start all half termly computing lessons with an e-safety lesson. Alongside this, elements of e-safety are woven throughout the the curriculum. The amount of coverage across the school is shown in the following RHCD medium term planning document.  The targets referenced to  are formed from the required expectations taken from the RSE statutory guidance. E- safety is a key component of the Digital Literacy strand and is taught from nursery through real life scenarios in stories to the upper years where children can see the serious and harmful impact that not treating the online world with respect can have.

Further information on Web Filtering at BG, in line with KCSIE.