Intent

We believe that computing is an essential part of preparing our pupils for life in an increasingly digital world. Our computing curriculum aims to equip all children with the knowledge, skills, and understanding they need to become confident, creative, and responsible digital citizens.

Through the Teach Computing Curriculum, we strive to:

• Develop computational thinking: Enable pupils to understand, design, create, and evaluate algorithms, preparing them to solve problems systematically
• Build technical skills: Provide hands-on experiences with programming, data handling, and creating digital media across a range of platforms and tools
• Foster digital literacy: Ensure pupils can use technology purposefully, effectively, and safely to create, organise, store, manipulate, and retrieve digital content
• Encourage creativity and innovation: Inspire pupils to apply their computing knowledge in imaginative ways, designing and developing their own digital solutions
• Promote online safety: Equip children with the understanding and skills to navigate the online world safely, respectfully, and responsibly
• Ensure inclusivity: Support all pupils, regardless of their background, abilities, or additional needs, to access and thrive in computing

Our ambitious curriculum recognises the breadth and depth of computing as a subject, extending far beyond programming to encompass computer systems, networks, data handling, and the impact of technology on society. We aim to reduce the knowledge lost through forgetting by revisiting key themes regularly, ensuring that learning builds progressively from Year 1 through to Year 6.

Implementation

We deliver the Teach Computing Curriculum, a comprehensive, research-informed programme developed by the Raspberry Pi Foundation for the National Centre for Computing Education.

Curriculum Structure

Our computing curriculum is organised around four key themes, which are revisited each year in a spiral curriculum approach:

1. Computing Systems and Networks: Understanding what computers are, how they work, and how they connect to form networks, including the internet
2. Creating Media: Selecting and creating a range of digital content, including text, graphics, photo and video, and audio
3. Programming (taught twice per year): Developing skills in creating software, understanding algorithms, and using sequence, selection, repetition, and variables
4. Data and Information: Learning how data is stored, organised, and used to represent real-world scenarios

Teaching Approach

• Sequential learning: Lessons within each unit are taught to ensure coherent progression, with each building on prior learning
• Spiral curriculum: Key themes are revisited annually, consolidating previous knowledge while introducing new concepts and deepening understanding
• Research-informed pedagogy: We embed 12 key pedagogical principles throughout our teaching, including:
  • Leading with concepts and key vocabulary
  • Modelling processes and practices
  • Using unplugged activities to make abstract concepts concrete
  • Fostering program comprehension through debugging and tracing
  • Encouraging collaborative learning
  • Reading and exploring code before writing
  • Creating meaningful projects
  • Addressing misconceptions proactively
• Inclusive practice: All lessons include scaffolded activities to support learners who need extra help, and exploratory tasks to deepen understanding for those ready to go further
• Physical computing: Pupils experience hands-on learning with floor robots (Bee-Bots), microcontrollers (Crumble, Micro:bit), and other physical devices to make learning tangible and engaging
• Cross-curricular links: We make connections with other subjects wherever possible, using computing skills to enhance learning across the curriculum

Resources and Tools

Pupils work with a variety of age-appropriate software and hardware, including:

• Programming environments: ScratchJr (KS1), Scratch (KS2), and text-based languages
• Creative tools: Paint programs, video editing software, audio production tools, 3D modelling applications
• Data tools: Databases, spreadsheets, data logging equipment
• Physical computing: Bee-Bots, Crumble controllers, Micro:bits
• Online platforms: Google Workspace, presentation software, website creation tools

Assessment

Formative assessment takes place throughout every lesson through:

• Teacher observation and questioning
• Pupil self-assessment using success criteria
• Marked activities and discussions
• Regular checking for misconceptions

Summative assessment occurs at the end of each unit through:

• Multiple choice quizzes (MCQs) for conceptual understanding
• Rubrics for skills-based project work
• Teacher judgements informed by observations across the unit

Assessment focuses on pupils' understanding of computing concepts and skills, rather than reading and writing abilities, ensuring fair and accurate evaluation of their computing knowledge.

Online Safety

Online safety is woven throughout our computing curriculum and wider school life. We recognise that keeping children safe online is much broader than curriculum content alone and requires a whole-school approach.

Curriculum Coverage

Our units ensure comprehensive coverage of online safety appropriate to each age group, with pupils learning to:

• Use technology safely and respectfully
• Recognise acceptable and unacceptable online behaviour
• Keep personal information private
• Identify where to go for help and support when they have concerns about content or contact online
• Evaluate online content critically
• Understand how their actions online can affect others
• Recognise that technology has an impact on individuals and society

Age-Appropriate Learning

• Key Stage 1: Pupils learn to use technology responsibly, recognise common uses of technology, and understand basic safety rules
• Lower Key Stage 2: Children develop their understanding of networks, learn to search safely and effectively, and begin to evaluate digital content
• Upper Key Stage 2: Pupils explore more complex online safety issues, including communication, collaboration, copyright, and the responsibilities that come with creating and sharing digital content

Whole-School Approach

We complement our computing curriculum with:

• Regular online safety education through PSHE
• Clear policies and procedures for online tool usage
• Careful evaluation of online platforms used in school, ensuring they meet safeguarding requirements
• Staff training to ensure all adults can support pupils effectively
• Clear reporting routes for concerns about online content or contact

We empower our pupils to be confident, responsible digital citizens who can navigate the online world safely while making the most of the opportunities technology offers.

Impact

Through our computing curriculum, pupils develop into confident, capable, and creative users of technology who:

• Understand key concepts: Pupils can articulate their understanding of algorithms, programs, networks, data, and digital systems using appropriate technical vocabulary
• Apply computational thinking: Children can break down problems, think logically, and design solutions systematically
• Create with technology: Pupils produce high-quality digital content across a range of media types and can select appropriate tools for different purposes
• Program with confidence: Children progress from simple floor robot commands in Year 1 to creating interactive programs using variables, selection, and repetition by Year 6
• Work safely online: Pupils demonstrate responsible behaviour online, protect their personal information, and know how to seek help when needed
• Think critically: Children can evaluate digital content, question what they see online, and make informed decisions about technology use
• Collaborate effectively: Pupils work together to solve problems, share knowledge, and create digital solutions
• Show resilience: Children persevere when debugging programs and troubleshooting technical issues, developing a growth mindset

Our computing curriculum ensures that every child, regardless of background or ability, has the opportunity to thrive in the digital age and become an active, informed participant in our technology-driven society.