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Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. The computing curriculum at TGMS follows the National Curriculum as a basis for its content. It has been designed to enable children to become computational thinkers and creative users of information technology. We teach programming using the six areas of computational thinking: algorithms, decomposition, patterns, logic, abstraction and evaluation. We also aim to ensure that all pupils become digitally literate and can use technology safely, respectfully and responsibly. Online safety is embedded within the computing and PSHE curriculum.


The computing curriculum has been divided into 3 main strands: 

1. Computer Science - Computer systems & networks, Programming

2. Information Technology which includes - Digital Research, Digital Media, Data handling

3. Digital Literacy - Image and identity, Online relationships and reputation, Online bullying, Managing online information, Health, wellbeing and lifestyle, Privacy and security and copyright and ownership. (All of the statements in this strand have been taken from the Education for a Connected World Document.)


We have created a comprehensive progression document for staff to follow, to best embed and cover every element of the computing curriculum. The knowledge and skills statements build year on year to deepen and challenge our learners. 



We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing. Finding the right balance with technology is key to an effective education and a healthy lifestyle. We feel the way we implement computing, helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence by reviewing pupils’ knowledge and skills digitally through tools like Google Drive and Seesaw and observing learning regularly. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.


At the end of each term, 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)

Computing Curriculum Overview

Computing Progression of Knowledge and Skills

Computing Assessment Strategy