In today’s Year 5 computing lesson, pupils explored the importance of image copyright and the law. They learnt that not all images found online are free to use and discussed why creators deserve credit for their work. Children were introduced to terms such as copyright, permission, and free-to-use images, and looked at examples of websites that clearly credit image owners.

Using this knowledge, pupils practised choosing appropriate, copyright-friendly images so they could make informed decisions when designing and building their own websites. The lesson helped develop their digital responsibility and ensured they understand how to use online content safely, legally, and respectfully.

Year 4 Computing: Using micro:bits to Investigate Noise Levels

This week in Year 4 computing, pupils used BBC micro:bits to investigate a real‑life question: Which is the quietest classroom in Key Stage 2? The children programmed their micro:bits to work as noise meters, developing their understanding of inputs, data, and outputs.

As part of the challenge, pupils extended their programs so the micro:bit could record the maximum volume level it detected. They then coded the device to display this maximum reading as text on the LED screen when a button was pressed. This helped pupils think carefully about variables, accuracy, and how data can be stored and retrieved.

Once their programs were complete, pupils collected sound readings from different classrooms around KS2 and compared their results. The lesson encouraged teamwork, problem‑solving, and thoughtful discussion about fair testing.

Year 4 showed great enthusiasm and resilience, applying their coding skills to answer a meaningful enquiry question using technology.

Year 4 Computing: Measuring Sound with BBC micro:bits

This week in Year 4 computing, pupils became real digital investigators as they programmed BBC micro:bits to create their own noise meters. Using simple coding, the children learned how to program the micro:bits to measure and display sound levels, developing their understanding of inputs, outputs, and algorithms.

Once their programs were working, pupils explored different areas around the school to collect sound readings. They worked collaboratively and responsibly, taking measurements in classrooms, corridors, and quieter spaces. The data they gathered helped them answer a key enquiry question: “What is the quietest part of the school?”

This practical lesson encouraged pupils to apply their computing skills in a real‑world context while also developing teamwork, problem‑solving, and evaluation skills. Pupils were challenged to think carefully about accuracy, repetition, and fairness when collecting their data.

The lesson generated plenty of excitement and thoughtful discussion, and pupils were proud to see their coding skills having a real purpose. Year 4 showed fantastic curiosity and resilience as they explored how technology can be used to investigate and answer meaningful questions.

Year 4 children have been enthusiastically using their Computing skills during Always Time to Code, exploring what Microbits can do. They programmed creative designs including animals, fun emojis and personalised name banners, building confidence as they learned to code step by step. The session showcased their imagination, problem-solving skills and growing understanding of how technology works.

In Year 2, we have been learning how to program Beebots using simple algorithms! The children created short sequences using the commands ‘forwards’, ‘turn left’, and ‘turn right’ ➡️⬅️.

Before pressing go, we worked together to predict where our Beebots would end up on the mat 🧠. We then ran our algorithms to see if our predictions were correct ✔️❌.

It was fantastic to watch the Beebots move and follow the exact sequence the children had programmed 🚀. We really enjoyed testing our ideas, fixing mistakes, and celebrating when the Beebot reached the correct place 🎉😊.

This half term term in Year One, we have been exploring digital painting and learning how technology can be used as a creative art tool. The children have enjoyed discovering how drawing programmes on tablets can help them create pictures in exciting new ways, while still using many of the skills they practise in traditional art lessons.

We began by learning how to use simple drawing tools to create digital self‑portraits. The children explored using different brushes, colours and lines, and learned how to undo mistakes and try again. This helped to build confidence and encouraged them to experiment freely, just as they would when drawing with pencils and crayons.

Next, we explored shape and colour by creating artwork inspired by Piet Mondrian. Using the drawing programmes, the children practised drawing straight lines and shapes, then quickly filling them with bold primary colours using the fill tool. This activity helped the children understand how digital tools can make some processes faster, while still requiring careful choices and creativity.

Finally, we explored pointillism by creating artwork both on paper and on tablets. The children used small dots to build up pictures and then compared the two methods. We talked about which one they preferred and why. Some children enjoyed the tactile feel of paint and paper, while others liked how quickly they could work digitally and easily change colours.

Year Two have been starting their exciting computing journey by learning all about algorithms 🤖✨. The children followed a set of instructions to draw a house 🏠, before working in pairs to give clear instructions to help their partner draw a picture.

We talked about which words are helpful when giving instructions, including direction, size, and position words 📏⬆️⬇️. The classroom then turned into a robot zone as we became human robots 🤖! Children gave their partners a set of instructions to move around the room, using directional language such as left, right, turn, move, forwards, and backwards.

Next, we began creating a sequence of instructions and used the word “go” ▶️ to show when the algorithm was complete. The children will use these skills soon when coding with our Bee-Bots 🐝💛.

In today’s Computing lesson, Year 3 explored creating media through stop‑motion animation using the Chromebooks. We began by looking at how stop‑motion works and how a series of still images can be combined to create the illusion of movement. The children were excited to try it themselves and used simple stick‑figure characters to animate actions such as kicking a ball, throwing a ball, and other small movements.

We also learned about onion skinning, an important tool that helps animators see a faint outline of the previous frame. This made it easier for the children to make tiny, gradual adjustments and keep their characters’ movements smooth and consistent.

Once they understood the technique, pupils worked in pairs to capture their own short animations, carefully moving their figures a little at a time. The class showed fantastic creativity and teamwork, producing some brilliant first attempts at stop‑motion!

So far this term, Year 5 have been exploring flat‑file databases. We began by creating our own simple databases on paper, which helped us understand how information can be organised into fields and records. The class discussed the advantages and disadvantages of paper databases, for example, how they are easy to create but difficult to sort or search quickly.

We then moved on to investigating real online databases, including ones about insects and countries. Pupils used their data‑sorting skills to filter and organise information, compare entries, and answer questions using the data.

The children are developing a great understanding of how databases work and why they are useful in everyday life.

In Computing this half term, the children will be learning all about how animations are created. In our first lesson, we explored different types of animation and discovered how a simple sequence of images can be brought to life. The children were fascinated to learn that traditional flipbooks use this exact technique, showing pictures that change slightly from page to page to create movement. After looking at some examples, the class designed and made their very own flipbooks. They experimented with drawing small, gradual changes and were delighted to see their characters “come alive” when the pages were flipped quickly!

To celebrate Safer Internet Day, Year 3 took part in a special live BBC lesson all about staying safe and smart online. The session helped us think about how we use the internet every day and why it’s important to make good choices whenever we are using technology.

One of the key messages we explored was the importance of checking information—especially when it comes from AI tools. We learned that although AI can be very helpful, it doesn’t always get things right. The children practised spotting mistakes, asking questions, and thinking carefully before believing or sharing information they see online.

The class showed brilliant curiosity and gave thoughtful examples of times when they needed to check facts. Overall, it was a valuable session that reminded us all to stay critical, kind, and safe when using the internet.

🌐 Year 6 Take Part in Safer Internet Day!

This week, Year 6 celebrated Safer Internet Day. We spent time talking about how to stay safe online and how to make good choices when using the internet.

We shared how we use the internet every day — for games, videos, chatting and learning — and we discussed how to use it responsibly.

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🤖 Learning About AI: The Good and the Bad

After Safer Internet Day, we explored Artificial Intelligence (AI).
We found out that AI is all around us — in games, phones, search engines and even spelling tools!

🌟 What We Did:

1. Real or AI?
We looked at pictures and writing to see if they were made by a person or by AI. Some were tricky!

2. Spot the Problem
We talked about how AI can be misused, such as:

• spreading wrong information,
• copying work,
• changing photos,
• making things that could upset someone.

3. Making Good Choices
In groups, we discussed how to use AI safely and fairly.

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💡 What We Learned

Year 6 discovered that:

• AI can be helpful — but it sometimes makes mistakes.
• Not everything online is real.
• We should always think carefully before sharing or believing something.
• If we are unsure, we should ask a trusted adult.

During Online Safety Week, Year 5 explored how to use AI safely by looking at different real‑life examples and deciding whether each one was “okay or not okay,” discussing how actions online can be safe, kind and responsible or hurtful and unsafe. The children worked in groups to think carefully about “Pip’s problem,” where an AI‑edited picture was shared in a group chat to make Pip look strange, and together they answered the guided questions, offering supportive advice such as talking to a trusted adult, reporting unkind behaviour and checking in with someone who is upset. Through these discussions and activities, the class learned how to recognise misuses of AI, how to respond when something online doesn’t feel right, and why people not chatbots are the best source of help when emotions or safety are involved.

Safer Internet Day 2026 – Learning Together for a Safer Digital Future

This week, our whole school joined millions of children across the country in celebrating Safer Internet Day 2026. The theme this year focuses on helping young people use technology responsibly, especially as new tools—like artificial intelligence—become a bigger part of everyday life.

To kick off our learning, the children took part in the BBC Live Lesson, which explored how to stay safe, make thoughtful choices online and recognise when something doesn’t seem quite right. The interactive format kept pupils engaged, and they particularly enjoyed the real-life scenarios that helped them think about how to be kind and responsible digital citizens.

We also held a whole-school assembly dedicated to the safe and sensible use of AI. Together, we discussed what AI is, how it can be helpful, and—most importantly—how to use it safely. Pupils learned how AI tools work, why it’s important not to share personal information, and how to seek help from a trusted adult if something online makes them feel unsure.

Thank you for continuing to support safe and positive online habits at home. By working together, we can help our children navigate the digital world with confidence and care.

This week, the children explored four amazing habitats from around the world: the ocean, Arctic, desert, and rainforest. Using our devices, they researched each habitat by looking at a range of secondary sources, including videos, images, and articles.  The children worked brilliantly—finding out what the weather is like in each habitat, which animals live there, and how different plants and creatures survive in such unique environments.

This week, our Year 2 children combined music appreciation with their growing digital literacy skills as they listened to a chosen piece of music and explored its key elements. Using digital tools, they were able to listen carefully, replay sections, and discuss what they noticed with increasing confidence.