Computing

“Technology is best when it brings people together.”
Matt Mullenweg, Social Media Entrepreneur

Intent

In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Children will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.

Children will gain key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

In regards to online safety, GDPR will play an important role in allowing children to recognise what information is personal to them and who and when it is safe to share it. To do this effectively, children must have a clear understanding of the meaning of personal information and recognise their own responsibility in safeguarding this. Children will be taught about their digital footprint and where to seek support and advice should they need it. We believe a strong understanding of these things will enable children to access modern technologies and communicate effectively whilst developing an ever increasing understanding of how to keep themselves safe from evolving dangers in the digital world.

Implementation

At Peel Common Primary School, knowledge and skills are mapped across each topic and year group to ensure systematic progression. The implementation of the curriculum ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon.

A variety digital devices will are used to support the curriculum when appropriate. The range of programs and apps children access throughout their time in the school allow them to build a bank of resources to support them in developing their learning and expressing their creativity. In addition, specific lessons relating to online safety, GDPR and personal information are taught to the children. GDPR is a key priority with children being taught what we mean by personal information, who should have access to it and how to keep it safe. Children are introduced to safe passwords, safe communication and what to do if they feel unsafe. Cross-curricular links will be made where appropriate so children can apply and embed the skills they have learnt in a purposeful context.

Impact

We ensure children will:

understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
be responsible, competent, confident and creative users of information and communication technology

Children will have developed the knowledge, skills and understanding to help them access and use a range of technology in a safe and creative way. Children will have developed skills that equip them to use computational thinking and creativity to understand and change the world. Children’s skills will have progressed to enable them to not only have met the requirements of the National Curriculum but to also enjoy using technology to develop knowledge and ideas as well as express themselves safely and creatively as responsible citizens.

Computing Curriculum 2025 - 2026

By the end of their time at Peel Common School our Year 6 children will:

use computational thinking and creativity to understand and change the world;
think and work creatively, analytically and solve problems;
be digitally literate;
use a variety of software and hardware;
understand how to use technology safely and appropriately.

Our Ultimate End Goal:

National Curriculum Coverage

EYFS

Understanding the World

know how to operate simple equipment.
show an interest in technological toys with knobs or pulleys, or real objects.
show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
know that information can be retrieved from computers.
complete a simple program on a computer.
interact with age-appropriate computer software.
recognise that a range of technology is used in places such as homes and schools.
select and use technology for particular purposes.

Key Stage 1

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.

Key Stage 2

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.

Our school uses the Department for Education’s ‘Teach Computing Curriculum for KS1 & 2’ (https://teachcomputing.org/) and Barefoot Computing for EYFS.

Teacher’s use the ‘Teach Computing’ lesson plans to inform their computing planning and meet the needs of the pupils in their class. Lessons have clear learning objectives and key vocabulary is identified. Every lesson includes formative assessment. Summative assessment opportunities are built in across the year. It is a progressive learning curriculum with a recommended, but not prescriptive, teaching order. The units for key stage 1 & 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

The Teach Computing Curriculum has been developed by the National Centre for Computing Education’s (NCCE). All learning outcomes can be described through a high level taxonomy of ten strands, ordered alphabetically as follows:

• Algorithms — Be able to comprehend, design, create, and evaluate algorithms

• Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks

• Computer systems — Understand what a computer is, and how its constituent parts function together as a whole

• Creating media — Select and create a range of media including text, images, sounds, and video

• Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios

• Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts

• Effective use of tools — Use software tools to support computing work

• Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems

• Programming — Create software to allow computers to solve problems

• Safety and security — Understand risks when using technology, and how to protect individuals and systems

Overview of Dependencies within the ‘Teach Computing Curriculum’ and our Curriculum Design:

		No Dependencies	Dependencies
Year 1 / 2	Year 1	Unit 1.1 Unit 1.2 Unit 1.3 Unit 1.4 Unit 1.5	Unit 1.6 has a dependency on unit 1.3, which is in the same cycle.
Year 1 / 2	Year 2	Unit 2.1 Unit 2.2 Unit 2.3 Unit 2.4 Unit 2.5	Unit 2.6 has a dependency on unit 2.3, which is in the same cycle.
		No Dependencies	Dependencies
Year 3 / 4	Year 3	Unit 3.1 Unit 3.2 Unit 3.3 - it assumes that KS1 has been completed and introduces the Scratch programming language. Unit 3.4 Unit 3.5	Unit 3.6 has a dependency on unit 3.3, which is in the same cycle.
Year 3 / 4	Year 4	Unit 4.2 Unit 4.3 - it introduces the Logo programming language. Unit 4.4 Unit 4.5	Unit 4.1 has a dependency on unit 3.1, which is in the previous cycle. Unit 4.6 has a dependency on unit 4.3, which is in the same cycle.

		No Dependencies	Dependencies
Year 5 / 6	Year 5	Unit 5.1 Unit 5.2 Unit 5.3 - It introduces microcontrollers and the Crumble programming environment. Unit 5.4 Unit 5.5	Unit 5.6 has a dependency on unit 5.3, which is in the same cycle.
Year 5 / 6	Year 6	Unit 6.1 Unit 6.2 Unit 6.4 Unit 6.5	Unit 6.3 has a dependency on selection which is taught in units 5.3 and 5.6. Unit 6.6 has dependencies on units 5.3/5.6 and 6.3, these are taught in the same cycle.

KS1 & 2 Long Term Plan

The curriculum also links with the Education for a Connected World Framework (we use Project Evolve to deliver this) to ensure a high level of online safety skills are developed and progressed throughout pupils’ time at Peel Common.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

KS1

Year 1

1.1 Computing systems and networks – Technology around us

Project Evolve

Health & Wellbeing, Privacy & Security

1.2 Creating media – Digital painting

Project Evolve

Online Reputation

1.3 Programming A – Moving a robot

Project Evolve

Self-image & Identity

1.4 Data and information – Grouping data

1.5 Creating media – Digital writing

Project Evolve

Managing Information Online

1.6 Programming B - Programming animations

Project Evolve

Online Relationships

Year 2

2.1 Computing systems and networks – IT around us

Project Evolve

Privacy & Security

2.2 Creating media – Digital photography

Project Evolve

Online Reputation

2.3 Programming A – Robot algorithms

Project Evolve

Health & Wellbeing

2.4 Data and information – Pictograms

Project Evolve

Self-image & Identity

2.5 Creating media - Digital music

Project Evolve

Managing Information Online

2.6 Programming B - Programming quizzes

Project Evolve

Online Relationships

		Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 3 / 4	Year 3	3.1 Computing systems and networks: Connecting computers Project Evolve Y3/4 Health, Wellbeing and Lifestyle	3.2 Creating media: Stop-frame Animation	3.3 Programming A: Sequencing sounds Safer Internet Day Project Evolve Y3/4 Online Bullying	3.4 Data and information: Branching Databases	3.5 Creating media: Desktop publishing Project Evolve Y3/4 Online Relationships	3.6 Programming B: Events and actions in programs
Year 3 / 4	Year 4	4.1 Computing systems and networks: The internet Project Evolve Y3/4 Self-image and Identity	4.2 Creating media: Audio production	4.3 Programming A: Repetition in shapes Safer Internet Day Project Evolve Y3/4 Online Reputation	4.4 Data and information: Data logging	4.5 Creating media: Photo editing Project Evolve Y3/4 Managing Online Information	4.6 Programming B: Repetition in games

		Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 5 / 6	Year 5	5.1 Computing systems and networks: Systems and searching Project Evolve Y5/6 Health, Wellbeing and Lifestyle	5.2 Creating media: Video production	5.3 Programming A: Selection in physical computing Safer Internet Day Project Evolve Y5/6 Online Bullying	5.4 Data and information: Flat-file databases	5.5 Creating media: Introduction to vector graphics Project Evolve Y5/6 Online Relationships	5.6 Programming B: Selection in quizzes
Year 5 / 6	Year 6	6.1 Computing systems and networks: Communication and collaboration Project Evolve Y5/6 Self-image and Identity	6.2 Creating media: Webpage creation	6.3 Programming B: Variables in games Safer Internet Day Project Evolve Y5 Managing Online Information	6.4 Data and information: Introduction to Spreadsheets	6.5 Creating media: 3D modelling Project Evolve Y6 Managing Online Information	6.6 Programming B: Sensing movement

Project Evolve strands

“The Web as I envisaged it, we have not seen it yet. The future is still so much bigger than the past.”
Tim Berners-Lee, Inventor of the World Wide Web

Peel Common Primary School and Nursery

Computing