Computing

Our vision for computing

Computing equips children to understand digital systems, create content, work with data and develop programmes. Safe and responsible use is taught throughout.

What children learn

Year A (2026–27) is being taught now. Year B (2027–28) follows next year. Years 1–2 use Teach Computing Year 1 projects, Years 3–4 use Year 4 projects and Years 5–6 use Year 6 projects. Individual year-group expectations remain important.

Cycle and phase	Autumn	Spring	Summer
Year A · Years 1–2	Computing Systems and Networks - Technology around Us; Creating Media - Digital painting	Programming - Moving a robot; Data and Information - Grouping data	Creating Media - Digital writing; Programming - Programming animations
Year A · Years 3–4	Computing Systems and Networks - Connecting computers; Creating Media - Stop-frame animation	Programming – Sequencing sounds; Data and Information - Branching databases	Creating Media - Desktop publishing; Programming - Events and actions in programs
Year A · Years 5–6	Computing Systems and Networks -Communication and collaboration; Creating Media - Web page creation	Programming - Variables in games; Data and Information - Introduction to spreadsheets	Creating Media - 3D Modelling; Programming - Sensing movement
Year B · Years 1–2	Computing Systems and Networks - IT around Us; Creating Media - Digital Photography	Programming - Robot Algorithms; Data and Information - Pictograms	Creating Media - Digital music; Programming - Programming quizzes
Year B · Years 3–4	Computing Systems and Networks – The Internet; Creating Media – Audio Production	Programming – Repetition in Shapes; Data and Information – Data Logging	Creating Media – Photo Editing; Programming – Repetition in Games
Year B · Years 5–6	Computing Systems and Networks: Systems and Searching; Creating Media: Video Production	Programming A: Selection in Physical Computing; Data and Information: Flat-file Databases	Creating Media: Introduction to Vector Graphics; Programming B: Selection in Quizzes

Essential Knowledge and progression

Reception children begin to encounter and talk about technology where it supports learning. In KS1 and KS2, knowledge builds across systems and networks, digital media, programming and data. The cycle alternates units within each mixed-age phase.

A learning journey: In Years 1–2, children give precise instructions in Moving a Robot and notice that order matters. Years 3–4 pupils use sequences and events in Sequencing Sounds and Events and Actions in Programs, testing and correcting what happens. Years 5–6 pupils add variables in games and use sensing movement, applying more complex logic. Their understanding of information also grows from grouping data to branching databases and spreadsheets. Online safety is revisited as children use a wider range of tools and ways to communicate.

How we teach it

Teachers model key concepts, give pupils opportunities to make and test digital work, and explicitly teach vocabulary and safe choices. Our planning draws on Teach Computing curriculum maps.

DISCERN in this subject: Pupils retrieve an earlier command or digital skill, see the teacher model a new function, and practise with a scaffold. They compare results, find errors together and test their understanding. They then create a program or digital product independently and decide how to improve it next time.

How all children take part

Teachers introduce and revisit key vocabulary, model new ideas clearly and adapt resources and support so that every child can participate and show understanding. Children who are ready to go further can explain, compare, apply and question their learning.

How we check learning

Teachers check understanding through questions, discussion, pupil work and practical activity. They revisit essential knowledge, address misconceptions and use what they learn about pupils to plan the next steps.

The school’s Marking and Feedback Policy also applies here. Evidence may be spoken, practical, digital or written: a brief observation, question, performance, product or recorded response can show the Essential Knowledge. Feedback identifies the next useful step and informs what the teacher revisits.

Beyond the classroom

Children see how digital tools can help them create, communicate and solve problems. Online safety connects computing to relationships and health education. Our annual January STEAM Day invites pupils to combine technology with other subject knowledge. A Computing Club ran in spring and summer 2026; the club programme changes each term.