Computing

Computing enables pupils to thrive and be safe in an increasingly digital world. Rooted in the National Curriculum and the Good Samaritan ethos, the curriculum equips children with competence in computer science, information technology, and digital literacy.

Core Purpose & Threshold Concepts

Threshold Concepts

Understanding How Things Work: Mastering computational thinking, coding, programming, and network systems.
Creating & Managing Media: Utilizing digital tools to publish, edit, produce, and express ideas cross-curricularly.
Using Technology Responsibly & Safely: Acting ethically, respecting privacy, and upholding safety across digital spaces.

Golden Threads

Online Safety: Integrated into every unit to ensure safe, responsible digital interactions.
Programming: Building algorithms, logic, sequences, and game/app development.
Computing Systems & Networks: Understanding hardware, digital search, and the internet.
Creating Media & Data/Information: Digital writing, painting, photo/video editing, branching databases, and spreadsheets.

Cross-Curricular & Executive Function Integration

Domain	Skill Integration & Real-World Application
Communication & Language	Listening attentively to sequential instructions and explaining coding logic or technical processes clearly.
Executive Functioning	• Working Memory: Retaining coding sequences while writing scripts. • Inhibitory Control: Pausing to read error messages/plan solutions instead of clicking randomly. • Sustained Attention: Navigating multi-step tasks across browser tabs, software, or media tools without distraction. • Cognitive Flexibility: Switching tactics when code fails rather than repeating identical errors. • Logical Planning: Determining exact step sequences for successful program execution.
Literacy & Writing	Keyboard letter recognition, applying phonic knowledge to search and spell, and typing grammatically accurate text.
Mathematics	Structuring logical sequences, applying patterns, working with variables, data modeling, and algorithmic thinking.

Progression & Curriculum Overview

Early Years Foundation Stage (EYFS / Reception)

Communication & Language: Offering explanations using recently acquired technical vocabulary from stories and non-fiction.
PSED (Managing Self): Explaining reasons for digital/classroom rules and demonstrating ethical digital behavior.
Physical Development (Fine Motor): Operating basic digital equipment, including mice, styluses, and physical robot buttons (e.g., Bee-Bots).

Year / Cycle	Autumn (inc. 2x Online Safety)	Spring (inc. 2x Online Safety)	Summer (inc. 2x Online Safety)
KS1 A (2026/27)	Computing Systems & Networks: Technology Around Us	Creating Media: Digital Painting (or cross-curricular)	Programming A: Moving a Robot
KS1 B (2027/28)	Creating Media: Digital Writing (or cross-curricular)	Programming B: Programming Quizzes	Programming A: Robot Algorithms
Lower KS2 A (2026/27)	Computing Systems & Networks: The Internet	Creating Media: Desktop Publishing	Programming A: Sequencing Sounds / Scratch
Lower KS2 B (2027/28)	Data & Information: Branching Databases	Creating Media: Photo Editing	Programming B: Repetition in Games / Scratch
Upper KS2 A (2026/27)	Computing Systems & Networks: Systems & Searching	Creating Media: Web Page Creation	Programming A: Variables in Games / Scratch
Upper KS2 B (2027/28)	Data & Information: Introduction to Spreadsheets	Creating Media: Video Production / Editing	Programming B: Sensing Movement / Scratch

Ensuring Inclusive Practice & Adaptations

Broad Area of Need	Specific Barriers	Planned Adaptations
Communication & Interaction	• Expressive language • Receptive language • Social communication	• Pre-teach terminology with visual word mats (e.g., sprite, algorithm = recipe); place step-by-step visual strips by monitors. • Desk prompts for asking help (”My code stops when…”); add computing terms to AAC devices; accept block manipulation/pointing instead of verbal explanations. • Pair work structured with clear, collaborative roles.
Cognition & Learning	• Working memory • Executive functioning • Dyscalculia / Dyslexia • Aphantasia	• Provide code blocks to arrange rather than write from memory; provide checklists/cheat-sheets. • Establish predictable coding routines. • Scaffold embedded calculations; offer accessible font and screen background configurations. • Provide visual step-by-step staging.
Sensory & Physical	• Visual Impairment (VI) • Hearing Impairment (HI) • Sensory Overload (Autism/SPD) • Fine Motor / Dyspraxia	• Tactile/large-print keyboards, enlarged text, text-to-speech functionality. • Full closed captions (CC) on media; desktop visual instruction cards. • Adjusted display brightness; individual headphones to minimize audio clutter. • Physical mice available as alternatives to trackpads.
SEMH	• Anxiety & Perfectionism • Impulse Control • Emotional Regulation	• Emphasize process over perfection; treat debugging as normal detective work. • Visual countdown timers for focus intervals; anchor task goals directly on screen. • 3-Step Chill Rule: Stop typing, hands off mouse, deep breath. • 3 Before Me: Check own plan, check a peer, check wall guide before asking adult. • Reframe bugs using famous computing milestones (e.g., Grace Hopper bug).