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

At Horn’s Mill, we aim to provide a progressive and purposeful computing curriculum that prepares our pupils for the modern world. Using a range of hardware and software, we aim to equip our children with the knowledge and understanding of how to use technology safely whilst understanding the benefits that it brings to our everyday lives.

Our computing curriculum has been carefully designed based upon the needs of the children in our school and has been written alongside computing experts at Manchester Metropolitan University and at our local feeder high school. The curriculum consists of both declarative knowledge (knowledge of facts, concepts and how these are related) with procedural knowledge consisting of methods and processes (how I create a coding sequence and use it to programme a MicroBit). 

Our computing curriculum has been broken down into three strands. It is important to note that these strands are not seperate entities but rather interconnected. Knowledge in one area can affect knowledge and acquisition in another. These strands are:

  • Digital Literacy – In this area, children learn the importance of using technology safely, discerningly and effectively. In this area, pupils learn age-appropriate content that builds on prior knowledge. 
  • Information Technology – In this area, children learn how to use a range of pieces of software and hardware to help them complete a range of real life tasks. In this area children also learn how computing can transorm our daily lives. 
  • Computer Science – In this area, children learn how to solve problems through logical thinking, algorithms and algorithmic thinking, pattern recognition, abstraction, debugging and evaluation.

The computing curriculum at Horn’s Mill aims to be fully inclusive for all. As computational thinkers, children will explore a range of technological devices and be equipped with the skills and understanding to use technology safely in their daily lives. Our aims are to fulfil the National Curriculum through a broad and balanced coverage of essential skills and vocabulary.  Key language has been identified in each year group that is progressive throughout our curriculum.

Implementation – How is the curriculum delivered?

By teaching computing through the three strands already mentioned, children are able to learn and remember key vocabulary as they embark on their practical tasks in each unit of work. When delivering this curriculum for our children, we ensure that opportunities are created for application of learning across the subject. For example, in Team 5, learning how to use Microsoft PowerPoint has been linked to their learning about North America with pupils creating presentations about this continent and then presenting them to their class.    

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

As an inclusive school, we have created a curriculum offer that means that we have thought about how children can demonstrate their learning in a way that is accessible for all. Pupil voice is one of the ways we ensure that learning is sticking and that the curriculum is achieving our aims. We believe that if children have become skilful and knowledgeable computational thinkers, they will be able to articulate their understanding with confidence. Pupil voice is an important tool in assessing whether children have made progress.

Children also represent their understanding of the curriculum in a variety of ways including through presentations; problem solving challenges in collaboration with peers; modelling to their peers a coding sequence and how it works; discussions and debates around digital literacy; and also occasional written outcomes.

At the end of each key stage, our expectations have been summarised into key end points.  These are identified below.

End Points

By the end of Key Stage 1, pupils are 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, organize, 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

By the end of Key Stage 2, pupils are 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 variable 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 network including the internet; how they can provide multiple services such as the world wide web and the opportunities they offer
  • 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 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


If you have any further enquiries relating to our computing curriculum, please email Mr Lawrie on