Computing

Intent – What do we want for our developing computational thinkers?

• Children to be inspired and curious about the digital world and how technology influences their everyday lives.
• A progressive and purposeful computing curriculum that excites and enthuses our developing computational thinkers.
• The use of high-quality resources and cross-curricular opportunities that support children in applying computing skills meaningfully across subjects.
• A curriculum that is fully inclusive and accessible for all learners.
• To provide our children with knowledge of the four key strands of computing:
  • Computing systems and networks
  • Creating media
  • Programming
  • Data and information
• For children to develop confidence in computational thinking skills such as logic, problem-solving, and pattern recognition, enabling them to tackle challenges with resilience and creativity.
• To ensure children become responsible, competent, confident and creative users of technology, underpinned by secure knowledge of online safety and digital citizenship.
• To encourage children to use technology to communicate, collaborate and create content across a variety of media.
• To build an understanding of how computer systems and networks operate and their role in the wider world.
• To prepare children to leave primary school digitally literate, with the knowledge, skills, and confidence required for the next stage of their education and for life in a digital society.

Our computing curriculum provides comprehensive and well-balanced coverage through the Teach Computing scheme. By revisiting and reinforcing key concepts, children progressively deepen their understanding of computing systems, media, programming, and data. This ensures they grow into creative, confident, and responsible users of technology, equipped to thrive in an ever-changing digital world.

Implementation – How is the curriculum delivered?

The computing curriculum is carefully designed for each year group, with clear essential learning identified so that the National Curriculum is fully covered, skills build progressively, and progression is evident.

• Lessons are structured in small, connected steps, allowing children to draw on prior knowledge and make sense of new ideas.
• Retrieval practice is embedded to strengthen memory, consolidate learning, and check understanding.
• Key vocabulary is introduced, modelled, and revisited to support children in expressing their understanding of computing concepts.
• Teachers adapt learning to meet the needs of all pupils, providing both support and challenge to ensure inclusivity.
• Cross-curricular links are made where meaningful, such as applying data handling in science or using media skills to enhance work in English and history.
• Online safety and digital citizenship are woven through the curriculum and revisited regularly to ensure children understand how to use technology respectfully and responsibly.
• Programming is taught progressively, beginning with simple block-based coding in KS1 and building towards more complex problem-solving and debugging in KS2.
• Children engage in hands-on, creative projects that encourage exploration, problem-solving, and collaboration, such as animations, websites, digital artwork, and data-logging.

The curriculum is delivered in a way that ensures overlearning and regular opportunities to revisit key concepts. Learning is applied across subjects where appropriate. For example, in EYFS children explore technology through play, storytelling, and using digital tools like cameras and paint programs. In Year 2, pupils create digital music and use pictograms to present information linked to real-life topics in maths and science. By KS2, children are developing interactive projects such as games or presentations that combine skills in programming, media creation, and communication. In Year 5, pupils apply data-handling skills both in science and computing, strengthening their ability to collect, present, and interpret information digitally.

Impact – How do we know our computing curriculum is effective?

Our inclusive ethos and approach to curriculum design means that all children are given opportunities to demonstrate their learning in a way that is accessible and meaningful. Carefully planned essential learning ensures that teachers and leaders can assess knowledge and skills effectively, linking directly to the intended outcomes of each unit.

• A range of assessment opportunities are used to track progression without adding unnecessary workload, including retrieval activities, observation of practical tasks, questioning, pupil voice, and evaluation of how pupils apply computing skills in new contexts.
• Pupil voice is central to assessing impact. We believe that if children have become confident and skilful computational thinkers, they will be able to explain their understanding, talk through their decision-making, and reflect on their use of technology.
• Children present their understanding of computing in a variety of ways: by creating digital outcomes such as animations, music, databases, videos, websites, or games; through oral explanation and peer collaboration; and by applying their digital skills across other curriculum areas.
• Throughout their learning, opportunities are planned for children to revisit key concepts and demonstrate progress, from simple algorithms in EYFS and KS1 to complex programming and online collaboration by Year 6.
• Learning journeys, portfolios of digital work, and classroom displays are used to celebrate achievement, showcase progression, and provide opportunities for recall and reflection.
• Google Classroom is used as a platform to monitor, share, and celebrate pupils’ computing work across the school, ensuring teachers, pupils and leaders can see progression over time.

By the end of primary school, children are digitally literate and equipped with the knowledge, creativity, and resilience to use technology effectively and responsibly. They leave us as confident problem-solvers who can apply their computing skills across the curriculum and in the wider world.