Computing
Computing is concerned with how computers and computer systems work, and how they are designed and programmed. Pupils studying computing will gain an understanding of computational systems of all kinds, whether or not they include computers. Computational thinking provides insights into many areas of the curriculum, and influences work at the cutting edge of a wide range of disciplines.
The Nature of Computing
The new National Curriculum presents the subject as one lens through which pupils can understand the world. There is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media. The introduction makes clear the three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
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.
Online Safety
A crucial part of the computing curriculum concerns online safety - see the policy at the bottom of the page for more information.
Entitlement
The New National Curriculum states that pupils should be taught to:
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Key Stage 1 |
Key Stage 2 |
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Computer Science |
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 |
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
Appreciate how [search] results are selected and ranked |
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Information Technology |
Use technology purposefully to create, organise, store, manipulate and retrieve digital content |
Use search technologies effectively
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 |
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Digital Literacy |
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 |
Understand the opportunities [networks] offer for communication and collaboration
Be discerning in evaluating digital content
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact |
In the Foundation Stage, the Information Communication Technology requirements stated in the Knowledge and Understanding of the World element of the Early Learning Goals Foundation Curriculum, are covered in continuous and blocked units. Children will:
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Know how to operate simple equipment, e.g. turn on a CD player and use a remote control.
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Show an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
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Show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
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Know that information can be retrieved from computers
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Complete a simple program on a computer.
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Use ICT hardware to interact with age-appropriate computer software.
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Recognise that a range of technology is used in places such as homes and schools.
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Select and use technology for particular purposes.
By clicking on the links below, you can read the various yeargroups' curriculum letters to get a sense of what the pupils do to develop their computing skills and understanding.
Computing-related policies can be viewed by clicking below.