A high-quality computing curriculum equips pupils to use computational thinking and creativity to understand and change the world.

National Curriculum in England 2014

Vision & Aims

As we strive to create global citizens of the world, we endeavour for our children to be computer confident, skilled and able to safely and responsibly use, interact and work with communication technologies.

Where appropriate, our computing has been integrated into Topic lessons to ensure that learning is purposeful and linked to real-life experiences.  However, there may be some topics that are more beneficially taught as a discrete unit.  Children build upon their learning from previous year groups within lessons and are able to share their ideas early on to address misconceptions and plan purposeful activities.

Teaching & Learning


Children are given lots of opportunities to experience, explore and investigate. These may be teacher-led activities or child-initiated learning. Staff ensure that equipment, space and resources help to develop pupils’ curiosity for scientific enquiry and exploration. In EYFS this may be within the context of Understanding the World – Technology which is integrated into half-termly topics. 


Throughout KS1, children 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, organise, 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.


Throughout KS2, children 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 variables 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 networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • 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 (including internet services) 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.