Our Computing Curriculum

Our aim is for pupils to become masters of technology rather than passive consumers of it. Through our computing curriculum, pupils develop the knowledge and skills needed to understand how computers operate, how information is stored and communicated, and how programming can be used to solve problems. Pupils learn about algorithms, programming and digital systems while developing computational thinking, enabling them to break problems into manageable parts and design logical solutions. 
 
The curriculum is designed around the three key areas of computer science, information technology and digital literacy. Pupils learn how digital technology works, how to create and manipulate digital content, and how to evaluate and use technology responsibly. Online safety is taught explicitly and progressively so that pupils learn to recognise risks, make responsible decisions and know how to respond appropriately to concerns. 
 
We recognise that computing is not only about using technology but also about understanding how digital systems shape the modern world. Our curriculum aims to give pupils the knowledge and confidence to participate safely, creatively and critically in an increasingly digital society. 
 
By the end of Key Stage 2, we want pupils to be confident and responsible users of technology who understand how digital systems work, stay safe online and select appropriate digital tools to create, solve problems and communicate ideas across the curriculum. 

How do we teach computing?  

The computing curriculum at Highfields is delivered using the Oak National Academy Computing Curriculum which aligns with the expectations of the National Curriculum for England (2014).

The curriculum is carefully sequenced so that pupils build knowledge and skills progressively across the primary phase. Pupils move from learning about simple digital systems, online safety and basic programming concepts in Key Stage 1 to applying increasingly complex computational thinking and problem-solving skills in Key Stage 2.

Our curriculum is organised around five key strands: computer systems and networks, programming, creating media, data and information, and online safety. These strands are revisited throughout the primary phase so that pupils repeatedly encounter important computing concepts and develop deeper understanding over time.

Computing is taught through a dedicated weekly lesson, allowing pupils to engage with the subject regularly and develop their knowledge and skills over time. While the scheme provides a structured progression, teachers adapt and refine lessons where appropriate to meet the needs of their pupils and ensure learning remains meaningful and accessible.

Progression of skills and knowledge 

Computing is taught through clearly sequenced units which revisit and extend prior learning. Key concepts such as algorithms, programming, digital systems and online safety are encountered repeatedly so that pupils deepen their understanding and develop increasing independence. 
 
Teachers regularly revisit previously taught vocabulary, concepts and skills to support retention and help pupils make connections between different aspects of computing. Through explanation, demonstration and practical activity, pupils develop both the knowledge needed to understand digital technology and the skills required to apply it effectively. 
 
Pupils have access to a range of digital devices to support their learning, including iPads, laptops and a dedicated computing suite. These resources enable pupils to work independently, collaboratively and creatively while developing their computing knowledge and skills. 

How do we make computing real and relevant? 

Computing is taught explicitly through dedicated lessons. In addition, teachers are encouraged to identify opportunities where technology can support learning across other subjects when it adds clear value. 
 
Within computing lessons, pupils use technology to create digital outcomes, solve problems and communicate ideas. Where appropriate, pupils may also apply their computing knowledge across the wider curriculum by using digital tools to research information, present learning or design digital content linked to other subjects. 
 
These opportunities help pupils see computing as purposeful and meaningful rather than an isolated subject.  

How do we make computing accessible to all pupils? 

At Highfields, we recognise that technology can play an important role in supporting inclusion. Assistive technologies are used where appropriate to support pupils with a range of needs, including difficulties with writing, communication or organisation. 
 
Tools such as Read&Write provide features including text-to-speech, speech-to-text and vocabulary support. These tools are integrated into classroom practice so that pupils can access learning more independently and confidently. 

Online Safety 

Online safety is taught explicitly as part of the computing curriculum and is revisited regularly across year groups. Pupils learn how to recognise online risks, protect personal information and respond appropriately if they encounter problems online. 
 
Online safety is also reinforced beyond computing lessons through wider school activities and discussions so that pupils develop a strong understanding of how to behave safely and responsibly when using digital technology. 

How do we measure the impact of our computing curriculum? 

Teachers assess pupils’ understanding of computing through observation, discussion and the outcomes of practical tasks. Pupils’ digital work provides evidence of their developing knowledge and skills, including their ability to apply programming concepts, create digital content and use technology to solve problems. 
 
Leaders monitor the impact of the curriculum through work scrutiny, pupil voice, lesson visits and professional discussion with staff. These processes help ensure that pupils are developing secure computing knowledge and that the curriculum continues to meet the needs of all learners.