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Computing

Intent

At Beacon View Primary Academy, we believe that all children need to be equipped with the necessary technological skills to participate effectively and safely in the digital world.  Our high-quality computing curriculum, ensures that all pupils have the opportunity to become effective users of technology who can:

  • Understand and apply the essential principles and concepts of Computer Science, including logic, algorithms and data representation;
  • Analyse problems in computational term, and have repeated practical experience of writing computer programs in order to solve such problems;
  • Evaluate and apply information technology analytically to solve problems;
  • Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.

All of our pupils from EYFS to the end of KS2, have access to a wide range of technology including iPads, laptops and interactive whiteboards. This enables them to become creative problem solvers, who are digitally literate and able to communicate effectively with the wider world both for today and in the future.

Whole School Overview

 

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

Introduction, recap and review to programming

Autumn 2

E Safety

Spring 1

Word Processing/Data/Using ICT to Collect Information

Spring 2

Coding

Summer 1

Communication

Summer 2

Application

 

 

 

 

Progression of Skills (KPIs)

KPI

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

1

Follow and give clear instructions (an algorithm) for a human to perform a task.

Debug algorithms for a screen robot/turtle so that the defined outcome is achieved

Write algorithms using a visual programming tool that achieve specific goals

Use sequence, selection and repetition to design and write a simple program using a visual programming language.

Control physical systems or simulations of these through a digital device.

Solve complex problems  by decomposing into smaller parts

2

Give examples of algorithms in everyday life.

Predict the behaviour of simple programs, identifying where a screen robot/turtle will finish after a series of commands.

Debug a program created by a visual programming tool to achieve a given aim.

Use logical reasoning to predict the outcome of a program and changes to it.

Use various forms of input and output in programs.

Use sequencing, selection, loops and repetition in programs that involve multiple variables

3

Debug algorithms for a floor robot/turtle/programmable toy so that the defined outcome is achieved.

Control the movement of a screen turtle/robot using algorithms and can explain similarities and differences to programming toys/floor turtles/robots.

Solve simple problems by decomposing them into smaller parts.

Explain that computers can be connected using networks.

Use logical reasoning to debug programs containing sequence, selection, repetition and variables.

Debug programs containing selection, loops, repetition and variables.

4

Predict the behaviour of simple programs, identifying where a floor robot/turtle/programmable toy will finish after a series of commands.

Use technology purposefully to manipulate and combine different types of digital content.

Use search engines effectively to find specific information.

Draw a simple network map.

Explain what the world wide web and the internet are, and the difference.

Make generalisations by comparing programs in two different visual programming languages.

5

Say how algorithms are helpful for solving problems.

Use technology to store and retrieve digital content across a range of devices.

Use a range of digital tools to gather information/data.

Use advance internet search features to compare and evaluate search engine results.

Outline how data is transported in packets on the internet to different addresses.

Explain how search results are selected and ranked.

6

Control the movement of a floor robot/turtle/programmable toy using algorithms.

Can identify some ways that technology helps us to communicate with others.

Recognise when digital content or data is inaccurate or misleading.

Collect and sort information from a range of data sources.

Refine internet searches to improve relevance of materials.

Be discerning when evaluating information and digital content found online.

7

Use technology purposefully to create digital content, including text, graphics, sound, and video.

Can say why a wide range of technologies are used at school, home and beyond.

Present data and information to a wider audience using a range of digital tools.

Compare, analyse and evaluate digital content from two different sources.

Can justify their selection of an appropriate digital device and application to accomplish a specific outcome.

Justify their selection of content from different digital devices and applications to accomplish a specific goal.

8

Use technology to store and retrieve digital content.

Can identify key parts of a computer or a technology containing a 'computer' as input, output, memory, processor.

Use a range of technologies to communicate with others.

Use a range of technology to share digital resources including charts, articles and audio/visual presentations, with a selected audience.

Summarise and present information/data using a range of media.

Design a data collection project and analyses the results.

9

Say how different technologies that contain a computer are commonly used in school and at home.

Explain that information can be stored in different ways by computers.

Identify the features of a computer that enable communication with others.

Collaborate with others using digital tools.

Collaborate through online systems to work on shared documents.

Create and share mixed media presentations online for a specific audience.

10

Explain what personal information is and why it is kept private.

Communicate respectfully online.

Recognise acceptable/ unacceptable online behaviour.

Identify a range of online risks.

Explain the importance of content ownership and copyright issues.

Communicate and collaborate through online systems using a variety of tools.

11

Say how to get help and support from adults about digital content that concerns them.

Explain how to alert adults to concerns about digital content or contact.

Talk about a range of ways to report concerns about content and contact.

 

 

Explain the importance of keeping their own data and that of others safe.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E Safety

E-safety is an integral part of children’s education in today’s digital world and is embedded in their learning at school. We also want to help our parents improve their own understanding of e-safety issues so they can support their children to use the internet and all digital media in a safe and secure way both inside and outside school.

 

Below are some links and useful guides to support parents with E Safety at home:

 

https://parentinfo.org/

https://www.saferinternet.org.uk/

https://www.nspcc.org.uk/keeping-children-safe/online-safety/

 

Internet Safety Day 11.2.2020

 

 

On Tuesday 11th February 2020, KS2 children had the exciting opportunity to take part in an online Safer Internet Day Assembly via Skype, across the United Learning Network.

 

Two of our pupils were chosen to present their views and opinions on how to keep themselves safe online.  Despite it being quite a scary opportunity, both boys were praised for how well they spoke and the particularly relevant advice they gave relating to online identities.  Well done boys: we hope that everyone will now go on and follow your advice!

 

 

 

 

 

 


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