Intent
Our computing curriculum is designed to spark pupils’ interest in technology, providing them with essential digital skills. We aim to develop digitally literate individuals who are creative problem-solvers and responsible digital users. Pupils will learn about computing principles, digital systems and programming, enabling them to create, collaborate, and communicate effectively in a digital world.
In computing we want children to:
- Learn and use the big ideas of computer science like making things simple (abstraction), thinking step by step (algorithms), and solving puzzles (logic).
- Break down problems to make them easier to solve, and practice making their own computer programs to fix these problems.
- Use computers and new technologies to solve problems.
- Be smart, safe and creative when using computers and the internet.
We’re committed to ensuring continuity and progression across all year groups, tailoring learning to cater to the needs of all pupils and fostering an inclusive environment. Technological vocabulary is carefully woven through our curriculum as a foundation for developing children’s understanding of computing.
Implementation
Computing is taught in discreet computing lessons, but the use of technology is encouraged to support learning across all curriculum areas. We use The NCCE Computing Curriculum scheme of work to cover the three areas of the Computing National Curriculum: Digital literacy, Computer Science and Information Technology.
Computer Science – the understanding of coding and programming across a range of physical devices and digital resources.
Information Technology – the range of skills required to operate and manipulate specific programs, systems, and content.
Digital Literacy – the knowledge required to use technology safely and to evaluate and react to any potential risks of the online/digital world.
The units are based on a spiral curriculum. This means that each of the themes is revisited regularly and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly.
This scheme of work is supplemented by the use of other software that we have in school for example, Barefoot Computing and Twinkl.
We ensure we provide opportunities to teach Online Safety where relevant throughout the school year.
Long Term Planning
Long term planning is supported by more detailed progression document, which includes vocabulary, links to planning and ‘I can’ statements for assessment.
LTP Computing 23-24 | ||
| Autumn | Spring | Summer |
| Cycle A | |||
| Year EYFS | Explore how things work. Provide mechanical equipment for children to play with and investigate. Suggestions: wind-up toys, pulleys, sets of cogs with pegs and boards. | Collect information and see it displayed: Use i-pads; audio (sound buttons) | Simple programming Beebots |
During Child Initiated: Use of simple program on iPad Exploring range of equipment from above | |||
Year 1/ 2 | Cycle A | ||
Computer scientist – Tim Berners-Lee Unit 1: Year 1 and 2 rolling program Computer Systems and Networks Unit 2: Year 1 teach computing – make cross curricular so not repeated Creating Media – Digital Writing | Computer scientist – Bill Gates Unit 1: Year 1 teach computing Programming A – Moving a robot | Computer scientist – Steve Jobs Unit 1: Year 2 teach computing Creating Media – Digital Photography Unit 2: Year 2 teach computing Programming A – Robot algorithms | |
| Cycle B | |||
Computer scientist – Hedy Lamarr Unit 1: Year 1 2 rolling program Computing Systems and Networks Unit 2: Year 1 teach computing – make cross curricular so not repeated. Creating Media – Digital Writing | Computer scientist – Jack Kilby Unit 1: Year 1 teach computing Programming B – Programming animations | Computer scientist – Sir Clive Sinclair Unit 1: Year 1 teach computing Creating Media – Digital painting Unit 2: Year 2 teach computing Programming B – Scratch Jnr | |
| Year 3/4 | Cycle A | |||
Computer scientist – Robert Noyce Unit 1: Year 3 4 rolling program Computer Systems and Networks Unit 2: Year 3 teach computing Creating media – Stop motion animation | Computer scientist – Steve Wozniak Unit 1: Year 3 teach computing Programming A – Sequencing sounds | Computer scientist – Charles Babbage Unit 1: Year 3 teach computing Data and information – Branching databases Unit 2: Year 4 teach computing Programming A – Repetition in shapes | ||
| Cycle B | ||||
Computer scientist – John McCarthy Unit 1: Year 3 4 rolling program Computer systems and networks Unit 2: Year 4 teach computing Creating media – Photo editing | Computer scientist – Kimberly Bryant Unit 1: Year 3 teach computing Programming A – Events and actions in programs | Computer scientist – Daniel Ek Unit 1: Year 4 teach computing Data and information – data logging Unit 2: Year 4 teach computing Programming B – Repetition in games | ||
| Year 4/5 | Cycle A | |||
Computer scientist – Mark Zuckerberg Unit 1: Year 5 teach computing Computer Systems and Networks – Sharing information Unit 2: Year 5 teach computing Creating media – Video editing | Computer scientist – James Gosling Unit 1: Year 5 teach computing Programming A – Selection in physical computing | Computer scientist – Margaret Hamilton Unit 1: Year 5 teach computing Creating media – Vector drawing Unit 2: Year 5 teach computing Programming B – Selection in quizzes | ||
| Cycle B | ||||
Computer scientist – Ada Lovelace Unit 1: Separate planning folder Computer Systems and Networks – Sharing information Unit 2: Separate planning folder Creating media – Word processing | Computer scientist – Donald Knuth Unit 1: Teach computing year 4 Creating media – Audio editing | Computer scientist – Barbara Liskov Unit 1: Separate planning folder Programming – Turtle logo Unit 2: Year 5 teach computing Data and information – Flat-file databases | ||
| Year 5/6 | Cycle A | |||
Computer scientist – Mark Zuckerberg Unit 1: Year 5 teach computing Computer Systems and Networks – Sharing information Unit 2: Year 5 teach computing Creating media – Video editing | Computer scientist – James Gosling Unit 1: Year 5 teach computing Programming A – Selection in physical computing | Computer scientist – Margaret Hamilton Unit 1: Year 5 teach computing Creating media – Vector drawing Unit 2: Year 5 teach computing Programming B – Selection in quizzes | ||
| Cycle B | ||||
Computer scientist – Ada Lovelace Unit 1: Separate planning folder Computer Systems and Networks – Sharing information Unit 2: Separate planning folder Creating media – Word processing | Computer scientist – Donald Knuth Unit 1: Teach computing year 4 Creating media – Audio editing | Computer scientist – Barbara Liskov Unit 1: Separate planning folder Programming – Turtle logo Unit 2: Year 5 teach computing Data and information – Flat-file databases | ||
Impact
Our approach in computing develops pupils’ learning experiences by integrating work into STEM books, to capture their learning journey. Continuous formative assessment across all year groups ensures immediate feedback and targeted support. From Year 3 onwards, the adoption of ‘I can statements’ closely tied to our planning blocks aids precise assessment, fostering clear progression and attainment in computing skills.