Computing
“Technology can become the ‘wings’ that will allow the educational world to fly farther and faster than ever before - if we will allow it.”
Jenny Arledge, Educator
Intent
Computing is a vital component of modern life and underpins learning across the curriculum. Our intent is to equip pupils with the knowledge, skills, and confidence to thrive in a rapidly evolving digital world. Our computing curriculum is ambitious, inclusive, and fully aligned with the National Curriculum. It is structured around three interrelated strands:
- Digital Literacy – using technology safely and responsibly to express ideas and communicate effectively, and critically evaluate online content
- Information Technology – creating and managing digital content using a range of tools and devices.
- Computer Science – understanding how systems work, applying computational thinking, and learning to code.
Implementation
Computing is taught discretely and integrated across the curriculum to enrich learning. Our approach ensures clear progression in each strand from EYFS through KS2 (see progression of skills)
What We Teach
Digital Literacy:
Pupils learn to use technology safely and responsibly, applying skills across platforms.
Information Technology:
Pupils develop practical skills using laptops, iPads and data loggers. Pupils learn to search effectively, collect and present information, manipulate data, and create videos or simple games.
Computer Science:
Pupils explore how digital systems work, apply computational thinking, and use programming software to create increasingly complex projects and solve problems analytically.
Enriching learning
Virtual Reality, Augmented Reality and Green Screen technology are used for immersive experiences
Seesaw (Year R–Year 3) and OneNote (Year 4–Year 6) aid personalised learning and collaboration.
Virtual platforms strengthen home-school communication and celebrate achievement
Oracy and collaboration
Oracy enables pupils to articulate reasoning, justify decisions, and use precise, subject-specific vocabulary when coding and solving problems.
They develop critical thinking by discussing and evaluating online content for accuracy and reliability, learning to question whether information is real or misleading.
Assessment
Ongoing formative feedback, summative projects and digital portfolios are used
Inclusive practice
Adaptive technologies and adapted tasks promote inclusion
Impact
By the end of KS2, pupils are confident digital citizens who understand the benefits and risks of technology, can create a range of digital content, and are secondary-ready. Impact is measured through:
- Pupil voice
- Work scrutiny
- Attainment data
- Parental engagement via our Virtual Learning Environment
