Curriculum – Computing

Computing Long Term Plan
Computing Progression Document
Digital Literacy Progression Document


At our school we want pupils to be masters of technology and not slaves to it. 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.  We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (including social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education.

We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists.

We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.


At our school we implement a clear and effective, scheme of work that provides coverage in line with the National Curriculum. Teaching and learning should facilitate progression across all key stages within the strands of digital literacy, information technology and computer science. The information technology and computer science elements of the curriculum are based around key knowledge statements from the National Curriculum and further detail is given via optional National Centre for Computing Excellence unit plans, which are included in the long term plans on a 2-year cycle. Children will have covered the required objectives by the end of their key stage, although the nature of mixed age classes means that this may not be in the usual year group.

The digital literacy curriculum is planned using the Common Sense Media units, 2 per term, and cover elements of the RSE, PSHE and Education for a Connected World documents. Teachers are encouraged, but not required, to use the unit plans and their objectives although more confident teachers are free to use the objectives as a basis for their own planning and ideas. They are also encouraged, where possible to make links between our termly topics when planning activities for these units. Over time, staff compile floor books to gather evidence of learning.

The children begin their journey with technology in Early Years, with access to iPads and BeeBots, as well as access to laptops to familiarise them with a desktop setup. Teachers facilitate children’s curiosity with challenge and modelling how to use the equipment carefully and safely.

In key stage 1 and 2, the children are taught through the following topic areas:

  • Programming
  • Computer Systems and Networks
  • Data and Information
  • Creating Media


The impact of our computing curriculum can not only be seen in displays around school and on the children’s individual computer accounts, but also can be measured by speaking to the children themselves. The teaching of the computing curriculum enables our children to use a computer with confidence.

We measure the impact of our curriculum using the following methods:

  • Summative assessment of pupil discussions about their learning.
  • Images of the children’s practical learning in an assessment book
  • Children’s work saved onto their individual accounts
  • Interviewing the pupils about their learning (pupil voice)
  • Termly reporting of standards across the curriculum.