Computing Intent

Our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand the potential of technology and start to build computing skills for the future.  The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. The children will have the opportunity to gain an understanding of computational systems of all kinds, plugged or unplugged.   We want them to become digital creators, using technology to support other areas of their work and lives, and also to understand the responsibilities of being digital consumers on their time, relationships and wellbeing.  We teach them to become good digital citizens, to know how to stay safe and keep others safe online, to be aware of the need to test out what and who they see and the importance of what they share in creating their own digital footprint.

By the time they leave Thakeham Primary, children will have gained key knowledge and skills in the three main areas of the computing curriculum:


Computer Science

  •        To enable children to become confident coders on a range of devices.
  •        To create opportunities for collaborative and independent learning.
  •        To develop children’s understanding of technology and how it is constantly evolving.

Digital Literacy

  •        To enable a safe computing environment through appropriate computing behaviours.
  •        To allow children to explore a range of digital devices.
  •        To promote pupils’ spiritual, moral, social and cultural development.

Information Technology

  •        To develop ICT as a cross-curricular tool for learning and progression.
  •        To promote learning through the development of thinking skills.
  •        To enable children to understand and appreciate their place in the modern world.
Computing Implementation

To enable all children to access the different digital devices we have, we have developed a clear and effective, bespoke cross curricular scheme of work that provides coverage in line with the National Curriculum. Teaching and learning facilitates progression across the key stages within the strands of digital literacy, information technology and computer science.  The computing curriculum is either taught discreetly or as a means to support the wider learning within the classroom.   In addition, specific lessons relating to online safety and personal information are taught to the children. It is a key priority with children being taught what we mean by personal information, who should have access to it and how to keep it safe. Children are introduced to safe passwords and safe communication.


Early Years Foundation Stage


It is important in the Foundation Stage to give children a broad, play-based experience of Computing in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature Computing scenarios based on experience in the real world; such as role play. ‘Computational Thinking’ is a set of problem solving skills that we can use in everyday life. Children gain confidence, control and language skills through opportunities to explore using non-computer based resources such as metal detectors, controllable traffic lights and walkie-talkie sets. Recording devices can support children to develop their communication skills. This is particularly useful with children who have English as an additional language. Teachers facilitate children’s curiosity with challenge and modelling how to use the equipment carefully and safely.


Key Stage 1 and 2


In KS1 children continue their journey with the BeeBots, using them more precisely. They learn how to programme a BeeBot to a set criteria and begin to be able to debug when something doesn’t work out the way they imagined. They become independent when logging on and off a chrome book using their class username and password. They learn about online safety and what to do if they encounter something which makes them feel uncomfortable as well as what personal information is and why it is important we don’t share it with someone on the internet. These lessons link with our PSHE JIGSAW lessons.   Coding then progresses from BeeBots onto a computer-based programme where children learn how to programme a variety of sprites.

In KS2, children continue this coding journey, not only making the sprites move, but interact with each other. As children progress up KS2 the coding becomes more complex and they are able to create basic games with code. Their digital literacy skills are combined with English, science, history and geography and work is word processed and presentations are created using Google Slides. Children learn how to use the hardware we have in school, they are taught how to take and manipulate pictures, showing them that what they view in the media isn’t always accurate. Lessons continue to have wider links within our PSHE JIGSAW lessons. The children are also taught internet safety throughout each year of KS2. They know how to keep themselves safe online and what to do if they come across something that makes them uncomfortable. Upper KS2 understand the importance of media balance and appreciate that as they get older, they are more responsible for their online presence and how often they access a variety of forms of media.  They learn a new computing language of Python and consider the purpose and audience when creating stop frame animations.

Throughout all their computing work, the children will apply and develop the following six computational thinking concepts and the computational thinking five approaches and the computer science concepts and approaches.

Computational Thinking Concepts and Approaches                                                                                         
Computer Science Concepts and Approaches                                                                                         
Computing Impact

Our computing curriculum is planned to enable our children to use a wide range of digital devices confidently and safely.


We measure the impact of our curriculum through the following methods:

-        Through discussion and feedback, children talk enthusiastically about their computing lessons and speak about how they love learning on the computer. Children across the school articulate well about the potential risks of being online, and can talk about ways to keep safe.

-        Pupils know how and why technology is used in the outside world, and in the workplace. They know about different ways that computers can be used.

-        Pupils use acquired vocabulary in computing, including coding, lessons. They have the skills to use technology independently, for example accessing age-appropriate software and games in EYFS and using a range of computer software independently in KS1 and KS2.

-        Governor monitoring with our subject music link governor.

-        Annual reporting and tracking of standards across the curriculum.

-        Photo and video evidence of the pupils’ practical learning.

-        Foundation Assessments at the end of a unit of work.