Our Computing curriculum addresses the challenges and opportunities offered by the technologically rich world in which we live. We use computing to enrich our curriculum across the key stages and ensure coverage of the national curriculum expectations. Following a clear progression of skills throughout the school, there are opportunities for children to solve problems, create online games and create videos.

Computer science opens for the learners the possibility of being key influencers and transformational leaders at a local, national and global level. The development of computational thinking and operational skills calls for the formation of learners who prioritise the importance of justice, equality, truth and the common good of all people at a global level.

Early Years

We aim to provide our youngest children with a broad, play-based experience of Computing in a range of contexts. We believe the following:

• Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in roleplay.
• Children gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
• Outdoor exploration is an important aspect, supported by ICT toys such as metal detectors, controllable traffic

Key Stage 1 outcomes

• Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
• Write and test simple programs.
• Organise, store, manipulate and retrieve data in a range of digital formats.
• Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

Key Stage 2 outcomes

• Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
• Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
• Use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Use logical reasoning to explain how a simple algorithm works 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 worldwide web; and the opportunities they offer for communication and collaboration.