Computing
Computing – Curriculum Intent Statement
Purpose of the Subject
Through computing, we aim to equip children with the knowledge, skills and confidence they need to thrive in a digital world. We want pupils to understand how technology works, how it shapes their lives, and how they can use it creatively, safely and responsibly. Our computing curriculum reflects the diverse nature of our school community and ensures that every child sees themselves as a capable, empowered digital learner.
Alignment with the National Curriculum
In line with the National Curriculum, we teach children to understand and apply the fundamental principles of computer science, including logic, algorithms and data representation. Pupils learn to analyse problems, design and debug programs, and use technology purposefully to create, organise and store digital content. We also teach children to use technology safely, respectfully and responsibly, understanding both opportunities and risks in the digital world.
Curriculum Coverage
We believe that a computing curriculum should provide both mirrors—where children see their own experiences, cultures and identities reflected—and windows—where they explore diverse digital worlds, technologies and perspectives. Using this approach, we select content from the National Curriculum and design meaningful projects that connect to pupils’ lives, interests and future aspirations. Our curriculum balances computer science, information technology and digital literacy, ensuring breadth, relevance and representation.
Curriculum Progression
Our computing curriculum is built around four interrelated strands of knowledge:
1. Procedural Knowledge (Skills of a Computer Scientist)
Procedural knowledge represents the practical skills children need to use and create technology. These skills are mapped in a vertically integrated progression from EYFS to Year 6, ensuring that pupils revisit and deepen their understanding over time. For example, children learn to write simple algorithms in Key Stage 1 and progress to designing, debugging and evaluating more complex programs in Key Stage 2. SOLO taxonomy supports this progression, enabling pupils to move from basic understanding to mastery.
2. Disciplinary Knowledge (Conceptual Frameworks of Computing)
Disciplinary knowledge represents the “big ideas” that underpin computing as a discipline. These include:
- Computer Science – A progression from block based to text based programming. Writing code to program and control physical and on-screen objects to complete an established goal. Using different coding languages that increase in complexity to prepare for future learning.
- Information Technology – The use of applications to create digital content. This includes the ability to create and edit documents, progressing to website building. This also includes the use of digital media (Video, Graphic Design, Art, Animation and 3D Modelling), developing a range of skills over multiple year groups.
- Digital Literacy – The skills needed to use different technologies and the Internet competently and safely. This includes a progression of skills to effectively evaluate and utilise different applications and aspects of the internet to perform research. The theme of e-safety is routinely revisited and built upon over the course of several year groups to embed the importance of protecting their online identity.
These concepts are taught, revisited and applied in every year group, helping children understand how computing knowledge is organised, connected and used in the real world.
3. Substantive Knowledge (The Content We Teach)
Substantive knowledge represents the specific content children learn—such as how to use software, how the internet works, or how to create digital media. This knowledge is presented as clear learning outcomes that detail what pupils should know and remember. Content is chosen to reflect our community, celebrate diversity in the digital world, and ensure that all children see themselves as future creators, problem‑solvers and innovators.
4. Substantive Concepts
Substantive concepts are recurring ideas that appear across the computing curriculum, such as programming, Text and Image Editing, Digital Art and Design, Music and Video Editing, Internet Safety and Awareness, Handling Data and How Computers Work. These concepts are explored in different contexts across year groups, helping children build familiarity, confidence and deeper understanding over time.
Repetition and Retrieval
Our computing curriculum is built on high levels of repetition to ensure that children remember more and can do more as they progress through school. Procedural and disciplinary knowledge are revisited in every year group, allowing pupils to apply skills with increasing independence. Substantive concepts reappear across units, enabling children to make connections and strengthen long‑term understanding. Retrieval practice is embedded within lessons and across terms, ensuring that key knowledge is revisited, secured and stored in long‑term memory.
Assessment
Assessment in computing goes beyond checking whether children can complete a task. We assess pupils’ ability to apply procedural, disciplinary and substantive knowledge through practical outcomes, problem‑solving tasks and final project pieces. These assessments provide insight into how well children understand key concepts, how confidently they can use technology, and how effectively they can think and work like computer scientists. The assessment of these skills are not just confined to the computing lessons. As a school taking part in the NOVA ILP, the use of technology is integrated curriculum wide into many core subjects. The skills learned during computing lessons are transferrable into the wider school digital environment and children can be assessed on how they approach technology-based problems to supplement their broader educational journey.