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These are the rules we use to create safe passwords in school.
We can check our passwords using:
https://howsecureismypassword.net/

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Listen to the Password Rap song here.

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At Rothwell Primary, we intend that children should master Computing to such an extent that they can confidently go on to make use of Computing effectively in their everyday lives beyond the classroom within our ever developing technological world, whilst not being completely reliant on technology. Our children will be taught to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can impact others, matching this to their high standards of social behaviour in the ‘real world’. Our children will be taught Computing in a way that ensures progression of skills, application of these skills in ‘real’ situations and follows a sequence to build on previous learning. Our children will gain experience and skills through a wide range of technology in a way that will enhance their learning opportunities, enabling them to apply technology across a range of subjects to be creative and self-motivated learners, solving problems to make even greater progress.

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In EYFS, Computing is given a high profile, through use of technology in real-life situations, such as old mobile phones or digital cameras in interactive play areas. Pupils are encouraged to interact with these and recognise examples of Computing technology in their home and school environment, such as digital displays on washing machines and their own digital toys.
This is then recorded on their digital records with links to the appropriate areas: Communication and Language; Understanding the World; Personal, Social and Emotional Development; Expressive Art and Design; and Physical Development.

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Guidance for parents about online activities accessed by children 

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Guidance for parents about online activities accessed by children 

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E-safety Guides for Schools | National Online Safety

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Ensure your school is compliant with our e-learning guides, including tips for keeping children safe when online.

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Steps you can take to help keep your child safer online

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Steps you can take to help keep your child safer online

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Parental controls: Parental controls have been designed to help you manage your child's online activities. There are various types, some of which are free but others which can be bought. However, nothing is totally fool proof so this shouldn't replace the support and guidance you give your child to help keep them safer.  For more information and step by step instructions on setting up parental controls, visit Parental Controls & Privacy Settings Guides - Internet Matters.

Supervise their online activity: Keep the devices your child uses in communal areas of the house such as the living room or kitchen, where an adult is able to supervise. Primary-age children should not access the internet in private spaces alone, such as in a bedroom or bathroom.

Explore together and chat little and often: Ask your child to show you their favourite apps, games and sites and encourage them to teach you how to use these. Ask them if anything ever worries them online. Make sure they know they won’t be in trouble and can get help by talking to you or another adult they trust if anything happens online that makes them feel worried, sad or scared.

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Through focus on skills in each of the 3 recognised aspects of Computing: Computer Science, Information Technology and Digital Literacy (detailed in Computing Policy), our teaching in each phase meets the expectations of the national curriculum programmes of study. This means that pupils will build upon skills and concepts they established from the previous year and develop them further in the current and subsequent year.

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https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study

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Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing 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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate - able to use, and express themselves and develop their ideas through, information and communication technology - at a level suitable for the future workplace and as active participants in a digital world.

Aims

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 practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

Subject content

Key stage 1

Pupils should be taught to:

understand what algorithms are, how they are implemented as programs on digital devices, and that 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

Key stage 3

Pupils should be taught to:

design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

Key stage 4

All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

All pupils should be taught to:

develop their capability, creativity and knowledge in computer science, digital media and information technology

develop and apply their analytic, problem-solving, design, and computational thinking skills

understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

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National curriculum in England: computing programmes of study

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A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing 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.

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Computer Science covers programming (both block-based and text-based), including computational thinking using web-based software such as Scratch. Pupils across Key Stage 1 and 2 write code to program physical and on-screen objects, interactive games and use text-based language, such as HTML and Python by the end of Key Stage 2.

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Information Technology covers the use of applications to create digital content, including document creation and editing, video making, digital art, graphic design, animation, 3D modelling and website building.

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Digital Literacy covers skills to find, evaluate, utilise and share using technologies and the Internet. This includes important e-safety and internet research skills, as well as an understanding of computer networks in Key Stage 2.

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On-line safety guidance for specific areas

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On-line safety guidance for specific areas

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Reader-friendly guides linked to awareness and safety in specific online games, managing screen time, age-specific issues and suitability of tech devices.

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Online Safety Leaflets & resources - Internet Matters

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Online Safety Leaflets & Resources | Download and share our free leaflets and resources to help parents support children as they navigate the online world.

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UKS2 2021-22: In Y5-6, we designed adverts for our healthy products

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UKS2 2021-22: In Y5-6, we designed adverts for our healthy products

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UKS2 2021-22: Y5-6 designed On-line Safety APPs using Google Slides

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UKS2 2021-22: Y5-6 designed On-line Safety APPs using Google Slides

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Watch the clip above and follow the link to the helpful fact sheet. https://www.thinkuknow.co.uk/globalassets/parents--carers/pdf/activity-sheet_social-media.pdf

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There are lots of social media websites and apps people use to chat, comment, share pictures and game with their friends.

Many parents and carers wonder when is the best age to let their child have a social media account. Some don't want their children to have underage accounts. Others may have decided their child is not quite ready for social networking, even if their child is begging them. Once children reach secondary school, they're likely to come under growing peer pressure to stay in touch with friends online.
If you are thinking about social media for your child, what should you consider and how can you help and support them?
What are the risks?

Inappropriate content. Anybody can post and share videos, pictures, or ideas on social media. This means children may see things they don't want to, including sexual or violent content.

Inappropriate behaviour. Children, like adults, can feel more confident when they are online as they feel protected by the screen. This can result in them, or their friends, saying or doing something they'd be less likely to do offline, including oversharing.

Over-sharing. Social media lets people share information about who they are and what they like doing - with lots of different people. It's easy to share things online that we wouldn't face-to-face. Once something has been shared, you can never be sure who has seen it, saved it, or shared it.

Making friends with people they don't know. Chatting and meeting new people is the main reason that most social media services exist. This opens up the opportunities for adults to contact children online. It's also easy to set up fake profiles, and some adults may even pretend to be children when they're much older. This makes it hard to tell the difference between someone who's genuine and fake. Some people online can also put pressure on children or manipulate them into doing something they don't want to do.

Is your child ready?

The age of your child as well as their developmental stage and maturity can affect their ability to have a safe and positive experience of social media.

Minimum age requirements

Most of the popular social media services require users to be at least 13 years of age before they can register, although some sites are created especially for children under 13 (see Internet Matters' Social networks made for children).

The age requirements are there because of data protection laws. Online services are not allowed to collect or store children's personal information if they are under the age of 13. Data protection laws also say that only children aged 13 and over can sign up to online services without parental permission.

Following the age restrictions sets a good example for your child. Although the age requirement doesn't always mean the site is inappropriate for children to use, it's a good indication, especially for younger children.

Development and maturity

It's important to think about your child's current social and emotional skills and their maturity. This will help you to decide if they can deal with the pressures, risks, emotions and unpredictable nature of using social media and use it responsibly.

Here are some things to think about, with your child, when making the decision.

What are their social skills like? Social media is a great way to stay in touch with friends, but children who struggle with social interaction offline, may find online friendships difficult. There are fewer visual cues online, so it can be difficult to tell if something is inappropriate. Added to this, the boundaries of what is acceptable behaviour might be very different online to offline. Children who struggle with self-regulation or peer pressure, may not be ready yet.

How do they deal with negative experiences? As outlined in the risks above, children may see or experience things they don't want to on social media, including embarrassing pictures, mean comments, and inappropriate content and people. If your child gets very upset or anxious because of a negative experience, they may not be ready yet.

Will they come to you if they need help? When they set up their social media account, you will probably want to come to an agreement about how they use it and supervise their online activity. But you also want them to feel they can come to you, if they are ever worried about something they have experienced on social media. If you are worried that your child won't come to you, if they need help, they may not be ready yet.

Are you ready?

Check out the social media site or app. Before you or your child sign up to a social media account, make sure you check it out, including the age requirements, and are aware of any potential risks.

Take time to be proactive. Be prepared to spend time with your child online, and support them as they take their first steps. The safest way to introduce them to social media, is to find a site or app you can use together. This way you can be online with them, as they learn, which builds trust and means you share the experience with them. It's a good idea to get to know your child's friends, both on and offline. Be available to answer questions or address any concerns they may have. Also be ready to reinforce any rules or boundaries when needed.

Be a great role model. Children learn from those around them, so what you do on social media will influence their online behaviour. Make sure your social media accounts are a good example to your child, by taking some time to check your friendships, privacy settings and the things you have posted. For example, you could ask your child's permission to post pictures of them on your account, to encourage them to do the same with others.

If you don't have a social media account, involve other family members or friends, so your child has someone else they can be guided by.

Getting started with social media

Talk honestly with your child. The best way to prepare your child for using social media is to talk about it before they create an account. Let them know you want to support them as they begin to explore, and that they can come to you if they have any worries or problems. Talk about any worries you might have, and why, especially if you think they may not be ready yet. Be honest with them about the age requirements and why they are there, and why it's important to follow them.

Explore together. Once you have agreed which social media site or app they can use, explore it together. Look at the privacy settings and talk with them about how they can use it safely. Look through online profiles together and talk about how people behave online, fake profiles, what's appropriate and what good friendship looks like online.

Make an agreement. Come to an agreement you are both comfortable with about how they can use social media. This should include how they choose their friends, the things they can post, and how often they can use it. You should also agree how to supervise their online activity. Some parents and carers become friends or decide to follow their child's social media account. Others agree to regular checks where they go through the social media account with their child.

Remember - there's no rush to start using social media and there are plenty of other ways to stay in touch with friends, chat and game until they are ready to use them safely.

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There are lots of social media websites and apps people use to chat, comment, share pictures and game with their friends. Many parents and carers wonder when is the best age to let their child have a social media account. Some don't want their children to have underage accounts.

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KS1 Keep safe with help from Smartie the Penguin

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KS1 Keep safe with help from Smartie the Penguin

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LKS2 Keep safe with help from Kara, Winston and the Smart Crew

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LKS2 Keep safe with help from Kara, Winston and the Smart Crew

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UKS2 Keep safe with help from Internet Legends

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UKS2 Keep safe with help from Internet Legends

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Here is an example of a Knowledge Organiser for computing  in Years 1 and 2

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Here is an example of a Knowledge Organiser for computing  in Years 3 and 4

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Here is an example of a Knowledge Organiser for computing in Years 5 and 6

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Jessie and Friends online safety (Age 4-7)

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Jessie and Friends online safety (Age 4-7)

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The 4-7s website offers interactive and engaging activities for 4-7 year olds to play alongside a responsible adult, providing the building blocks of knowledge and confidence to stay safer online. To support parents and carers using the website at home with their children, the parents and carers guide offers information about navigating the website and conversation starters.

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Interactive online safety activities for 4-7 year olds from CEOP Education at the National Crime Agency.

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Exciting interactive online security resources for 7 - 11 year olds

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Exciting interactive online security resources for 7 - 11 year olds

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Young people are growing up in an increasingly digital world, exposing them to both the opportunities and risks of the internet. CyberSprinters empowers them to make smart decisions about staying secure online.

The digital game can be played on phone, tablet and desktop, and is supported by a suite of activities to be led by educational practitioners working with 7-11 year olds. Parents and carers can also try the CyberSprinter puzzles with their children at home!

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Exciting interactive online security resources for 7 - 11 year olds.

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Be aware that people can gather lots of information from the facts we share online.

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Computing Curriculum Progression Overview - padlet

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Jobs that use Computing and ICT - BBC Bitesize

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All the latest BBC Bitesize content about jobs that use computing and ict.