Curriculum Intent

Technology is everywhere and plays a pivotal role in students' lives. Therefore, we aim to model and educate our pupils on using technology positively, responsibly, and safely. Our computing curriculum follows the National Curriculum and is designed to develop computational thinkers, safe digital users, and creators of information technology.

Computational thinking underpins all three pillars of computing: Computer Science (foundational knowledge, including algorithms, logic, and problem-solving), Digital Literacy (understanding the wider implications of technology, including evaluating digital content and ethical considerations), and Information Technology (applying knowledge to create, manipulate, and troubleshoot digital solutions). Through this, students develop skills in decomposition, pattern recognition, abstraction, and evaluation, preparing them for a digital world.

We also ensure that all pupils become digitally literate, using technology safely, respectfully, and responsibly. Online safety is embedded throughout our computing and PSHE curriculum.

Implementation

The computing curriculum is structured around three key strands that underpin computational thinking and digital competency:

1. Computer Science – Developing foundational knowledge of computer systems, networks, and programming, enabling pupils to think logically, solve problems, and apply computational concepts such as algorithms, decomposition, and abstraction.
2. Information Technology – Applying knowledge to create, manipulate, and evaluate digital content, including digital research, media, and data handling, ensuring students develop practical skills for the digital world.
3. Digital Literacy – Understanding the wider implications of technology, including online safety, digital identity, relationships, and wellbeing. This strand is informed by the Education for a Connected World framework to support responsible and ethical digital engagement.

To ensure a clear and structured approach, we have developed a comprehensive progression document that builds knowledge and skills year on year, deepening understanding and challenging learners at every stage.

Our computing curriculum is delivered through the NCCE Teach Computing Curriculum, providing a consistent and high-quality foundation in computing principles. Online safety education is embedded through the Project Evolve scheme, allowing us to tailor learning to our school’s context. Where appropriate, computing units are linked with year group topics to enhance cross-curricular learning and real-world application.

Impact

Through Computer Science, pupils develop a strong foundation in programming, understanding how algorithms work and how computers process information. They design, write, and debug programs with increasing complexity, demonstrating logical reasoning and resilience in problem-solving. In Information Technology, pupils confidently use a range of digital tools to research, create, and manipulate content. They understand how data is structured, stored, and used, applying these skills to real-world contexts. Through Digital Literacy, pupils gain a clear understanding of online safety, digital wellbeing, and the ethical implications of technology. They critically evaluate digital content, recognise risks, and make informed decisions about their online presence and interactions.

Pupils articulate their knowledge and skills around the three pillars of computing, discussing not just the how but also the why behind their learning. We encourage them to enjoy and value the curriculum, fostering curiosity, reflection, and an appreciation of how computing impacts their learning, development, and wellbeing. Finding the right balance with technology is key to an effective education and a healthy lifestyle, and our approach helps pupils understand and maintain this balance as they continue their education and beyond.

The impact of our curriculum becomes evident as pupils develop the knowledge, skills, and confidence to navigate the digital world safely, responsibly, and effectively. They are competent computational thinkers, able to apply problem-solving strategies such as decomposition, pattern recognition, abstraction, and evaluation across all areas of computing. Regular discussions between staff and pupils embed and deepen understanding. We assess progress by reviewing pupils’ digital work, observing learning in action, and evaluating outcomes to ensure a high standard of computing education. Through this, our pupils leave Key Stage 2 as digitally literate, responsible, and creative users of technology, ready to build upon their learning in Key Stage 3 and beyond.

At the end of each term, based on a mix of summative assessments and marking rubric, teachers will decide on a pupil’s level of attainment, noting which children are: 

• Working below the age-related expectations (Emerging)
• Working towards the age-related expectations (Developing)
• Working at the age-related expectations (Secure)
• Working above the age-related expectations (Above)