Computing

Subject Leader: Gary London

Subject Coordinator: Laura Garrity (Support At FS)

Link Governor: Matthew Coupe

Beaver Road Computing Vision

With technology now playing an integral part of our daily lives, at Beaver Road, we recognise the importance of equipping our young learners with the skills and knowledge needed to navigate the digital landscape responsibly and confidently. We believe that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to become responsible digital citizens.

In an ever-evolving technological landscape, our vision for computing is one that goes beyond traditional boundaries. At Beaver Road, we are committed to nurturing collaboration, igniting creativity and encouraging critical thinking in all areas of computing across our creative curriculum. We aim to foster inclusive, diverse and motivating learning opportunities where technology is harnessed as a tool for expression and continuous growth. Our goal is to seamlessly integrate computing into the learning process, allowing learners to not only develop their own understanding of the fundamental concepts in the subject, but demonstrate originality, innovation and a depth of understanding in the application of these skills in line with the unique needs and aspirations of the pupils at our school.

Key Computing documents are available for download below:

Beaver Road's Computing Curriculum:

At Beaver Road, we follow Switched on Computing - a proven impactful and creative Primary Computing Curriculum, which provides a clearly sequenced framework broken down into engaging topics that guides progression across and between year groups. Projects are designed to help children develop and master essential skills across the three main concepts of computer science, information technology and digital literacy. Each project is cross-curricular, supporting our broad and balanced curriculum and builds upon children’s prior knowledge and skills taught throughout their journey through school. This equips our children with the necessary skills and foundations to confidently use technology efficiently and safely for the rest of their lives. The projects from Switched on Computing are adapted within year groups to reflect the learning questions for that half term and link with relevant learning across the curriculum for that half term. These links are further developed and celebrated across the curriculum.

The three key concepts are mapped in a long term plan across Key Stage 1 and 2, with elements of each theme taught in most terms. The Computing Lead/team and teachers planning the subject ensure the curriculum remains up-to-date by utilising the National Centre for Computing Education, resources created by subject experts using the latest pedagogical research and teacher feedback. Outreach support from commercial organisations such as Arm Ltd provides exposure to computing in a real world setting. Links with local primary and secondary schools enables sharing of best practice. The evolution of a fourth emerging concept of artificial intelligence in the curriculum also reflects the regular, progressive dialogue evidence in link governor meetings and recent whole school staff training.

We strive to achieve this aim by:

• supporting all children in using technology with purpose by nurturing their engagement and enthusiasm for the subject in creative and collaborative ways

• meeting, and building on the minimum requirement set out in the National Curriculum as fully as possible and helping all children to achieve the highest possible standards of achievement

• helping all children to develop the underlying skills and capability which is essential to developing Computing capability (such as problem solving, perseverance, learning from mistakes) and apply them elsewhere

• helping all children to develop the necessary skills to exploit the potential of technology and to become autonomous and discerning users

• encouraging critical thinking in all areas of computing across the curriculum so that all children can express their preference for the way they present their learning or show understanding in the subject

• helping all children to become responsible digital citizens able to evaluate the benefits and risks of technology, its impact on society and how to manage their use of it safely and respectfully

• using technology to develop partnerships beyond the school

• celebrating success in the use of technology

At Beaver Road, teachers are encouraged to progressively develop pupils’ Computing skills and capability through discrete learning opportunities, and also to exploit this capability as a tool to support objectives in other curriculum areas meaningfully.  These links include, but are not limited to, the use of a range digital devices in a wide range of contexts.  Both plugged and unplugged learning opportunities are planned to support pupils’ understanding of the underlying concepts in Computing.  These opportunities may well be presented within other subject areas (e.g. sequencing instructions in English, problems solving in Maths or presenting data in Science). In this way, the aim is that Computing and the use of technology is seamlessly integrated into the curriculum and is used as a truly beneficial tool for learning. 

In EYFS, opportunities for the use of technology are an integral part of each area of learning and the school ensures that children have access to both continuous and enhanced provision.  Engaging pupils at the very start of their journey at Beaver Road ensures an often natural enthusiasm for the subject is nurtured. Links are made between the EYFS Early Learning Goals and the Y1 curriculum to ensure a smooth transition takes place.

As outlined in theNational Curriculumin England, children in key stage 1 will 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

In key stage 2 children will 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

Click here for a link to Beaver Road's eSafety webpage.

Please forward any queries to Gary London (Leader of Computing)