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Subject Leader: Mr R Ames -

A high-quality computing education equips pupils to use computer-like thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design & technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems, and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education that 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. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether they include computers.

By the time they leave St George’s, children will have gained 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.


At St George’s Church of England Primary School, computing is taught using our own devised scheme that we feel is current and follows all the National Curriculum and more. All year groups follow a term-by-term topic which is set out in year groups and is on our curriculum map for computing.

They are also, where possible, linked to engaging contexts in other subjects and topics. We have a computing suite and a class set of ipads to ensure that all year groups can use a range of devices and program for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.

The implementation of the curriculum also 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. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug program, explaining the thinking behind their algorithms.


Our approach to the curriculum results in a fun, engaging, and high-quality computing education which also equips the children to cope with the demands of an increasingly digital world in secondary school, further education, and future workplaces. The skills we teach should enable them to have up-to-date knowledge to help them relate to what is going on around them and use technology to improve their learning as well as give them the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.

The quality of children’s learning is evident in their files in the shared drive. Evidence such as this is used to feed into teachers’ future planning, and misconceptions and knowledge gaps in computing can be retaught either when teaching other curriculum areas through cross-curricular links or the following year when previous topics are revisited at a higher level. This supports varied paces of learning and ensures all pupils make good progress.


Computing in EYFS 

Technology in the Early Years is not a stand-alone subject. It is embedded across the curriculum as part of the new reforms with in-school and at-home learning opportunities.

We provide a range of day-to-day technology in our continuous provision including: keyboards for typing, telephones for role-play, ‘BeeBots’ to programme, music players and sound buttons. The children have the chance to use ipads and use of the computer suite as tools to support all aspects of their learning.

It is important in the Early Years to give children a broad, play-based experience of computing in a range of contexts, including outdoor play.

Children in Early Years settings experience a wide range of technology throughout their play including; iPads, CD players, talk tins, beebots and interactive whiteboards.

They use these forms of technologies to access age-appropriate software, provide opportunities for mark-making as well as support their imaginative play, often re-enacting real-life experiences both inside and outside the classroom.

Children thrive on the ability to incorporate technology into their learning and through careful planning of their continuous provision.

Early Years practitioners are able to provide a number of devices for children to use competently and independently, to support child-led learning.  In addition to this, technology is a fantastic tool to enable children to build confidence, control, and improve language development through specific online programs.

Recording devices can support children to develop their communication and language skills further as well as build simple IT skills. This is particularly useful with children who have English as an additional language or children who have communication challenges.

Computing in Key Stage 1 (KS1)

  • 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.

Programme of Study

Year 1

Term Topic


Technology Around Us


Digital Painting


Moving a Robot


Grouping Data


Digital Writing


Programming Animations

Year 2

Term Topic


Information Technology Around Us


Digital Photography


Robot Algorithms




Making Music


An Introduction to Quizzes 

Computing in Key Stage 2 (KS2)

  • 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 and recognise acceptable/unacceptable behaviour, identify a range of ways to report concerns about content and contact.

Programme of Study

Year 3

Year 4

Term Topic
1 Connecting Computers
2 Stop Frame Animation
3 Sequence in Music
4 Branching Databases
5 Desktop Publishing
6 Events and Actions
Term Topic
1 The Internet
2 Audio Editing
3 Repetition in Shapes
4 Data Logging
5 Photo Editing
6 Repetition in Games


We develop our pupil’s Computing understanding through essential skills; growing their depth of knowledge year after year. We are able to monitor their progress and allocate extra support and adaptations to the curriculum for pupils to maintain a strong Computing education.

SEND Information

Learning is adapted where necessary to support SEND/EAL pupils and to challenge more able pupils.

Extra Resources

Further Information Technology Help

Further Resources