Computing

Intent

At Kielder Primary School and Nursery, our Computing curriculum is designed to develop confident, capable and responsible digital learners who understand how technology works and how it can be used safely, creatively and effectively. We aim to equip pupils with the knowledge, skills and understanding they need to thrive in an increasingly digital world.

Our curriculum integrates the three strands of the National Curriculum Programme of Study for Computing: computer science, information technology and digital literacy. Pupils develop a secure understanding of algorithms, programming and systems, alongside the ability to create digital content and to use technology safely and responsibly.

A key strength of our Computing curriculum is its clear and deliberate progression in knowledge, skills and vocabulary, from KS1 through to upper KS2. Pupils are taught to use increasingly precise technical language and to apply computing concepts with greater independence, complexity and critical understanding over time.

Our Computing curriculum is ambitious for all learners and is carefully designed to meet the needs of our mixed-age classes. It aligns closely with the Thrive and Excel @ Kielder Framework by developing pupils’ problem-solving, communication, resilience, metacognitive awareness and responsible decision-making. Pupils are encouraged to reflect on their learning, persevere with challenge and evaluate digital solutions, supporting both academic success and personal development.

Implementation

Our Computing curriculum is delivered through carefully sequenced units, aligned with the National Centre for Computing Education (NCCE), Teach Computing guidance and Project Evolve for online safety. Each unit clearly sets out:

• Core knowledge that all pupils are expected to learn and remember.

• Key vocabulary, including both Tier 2 disciplinary vocabulary (e.g. algorithm, sequence, data, network, variable) and Tier 3 topic-specific vocabulary (e.g. Bee-Bot, spreadsheet, microcontroller), which is explicitly taught, revisited and applied.

• Progressive ‘I can’ statements that show increasing complexity, independence and technical understanding.

• Planned opportunities to apply computing skills through meaningful digital outcomes and problem-solving tasks.

This structure is clearly evidenced in both the KS1 and KS2 Computing curriculum documents, which set out coherent progression in knowledge, skills and vocabulary across curriculum cycles.

Curriculum Structure, Sequencing and Mixed-Age Design

Units are mapped across KS1 and KS2 to ensure full coverage of the National Curriculum without unnecessary repetition. Knowledge and skills are deliberately revisited and built upon so that pupils make meaningful connections between computing concepts over time.

In our mixed-age classes, progression is secured through:

• Clear year-group-specific expectations within the same unit.

• Progressive ‘I can’ statements that show increasing depth, accuracy and independence.

• Long-term curriculum mapping that ensures pupils encounter and revisit key computing concepts (such as algorithms, data and networks) in a logical sequence.

This ensures that learning is matched to pupils’ stage of development rather than simply their chronological age, and that individual pupils build securely on prior learning across curriculum cycles.

Knowledge and Vocabulary Progression

A distinctive strength of our Computing curriculum is the explicit and structured progression in vocabulary. Across KS1 and KS2, pupils are taught to use:

• Tier 2 disciplinary vocabulary, which supports understanding of how computing works (e.g. algorithm, input, output, sequence, repetition, variable, network, debug, data).

• Tier 3 topic-specific vocabulary, which varies by unit (e.g. Bee-Bot, spreadsheet, router, microcontroller, database), enabling pupils to talk precisely about specific tools, systems and techniques.

Progression frameworks clearly set out how pupils move from recognising and naming in KS1, to explaining, analysing, justifying and evaluating using precise technical language in upper KS2. This ensures that pupils do not simply “use technology”, but learn to think, talk and reason like computer scientists and digital creators.

Teaching and Learning

Teaching and learning in Computing is carefully planned to ensure that pupils develop both conceptual understanding and practical digital skills over time. Teachers explicitly model computing processes, such as programming, debugging and digital content creation, enabling pupils to practise, revisit and refine skills so that learning is embedded and builds progressively.

Lessons provide regular opportunities for pupils to apply knowledge through hands-on tasks, problem-solving and purposeful digital outcomes. Pupils are encouraged to experiment, test ideas and improve solutions, developing independence, resilience and confidence in line with the TEK Framework.

Structured talk and reflection are integral to lessons. Pupils are taught to explain how programs and systems work, justify choices and evaluate digital outcomes using appropriate technical vocabulary. In mixed-age classes, teaching is carefully adapted to ensure appropriate challenge and support, so that all pupils make strong progress from their individual starting points.

Online Safety and Digital Citizenship

Online safety and digital citizenship are fully embedded across the Computing curriculum, following Project Evolve guidance. Pupils are taught how to:

• Use technology safely, respectfully and responsibly.

• Protect personal information and understand digital footprints.

• Recognise online risks and know where to seek help.

• Communicate appropriately and ethically online.

These themes are revisited regularly and taught in age-appropriate ways, ensuring that pupils develop the knowledge, attitudes and behaviours needed to navigate the digital world safely and confidently. This strongly supports the TEK Framework’s focus on wellbeing, service, responsibility and positive relationships.

Assessment, Proof of Progress (POP) and Inclusion

Assessment in Computing focuses on both knowledge and skill development. This includes:

• Ongoing formative assessment through observation, questioning and review of digital work.

• End-of-unit Proof of Progress (POP) tasks, which provide evidence of what pupils know, can do and can explain.

• Evaluation of digital outcomes, programs and projects to show progression in technical skill, reasoning and independence.

POP tasks are used to identify strengths, gaps and next steps, allowing teachers to adapt teaching, revisit key concepts and vocabulary, and provide appropriate support or challenge.

SEND pupils are supported through careful scaffolding, adapted tasks and pre-teaching of vocabulary, ensuring access to the same ambitious curriculum and enabling all pupils to succeed.

Impact

The impact of our Computing curriculum is seen in pupils who:

• Demonstrate secure and progressive understanding of key computing concepts.

• Use technical and topic-specific vocabulary accurately when speaking and writing about computing.

• Can design, write, test and debug programs with increasing independence.

• Create purposeful digital content for a range of audiences and purposes.

• Apply data handling and digital tools to analyse, present and interpret information.

• Show responsible, safe and respectful behaviour online.

• Demonstrate resilience, problem-solving and reflective thinking when tackling digital challenges.

Assessment information, POP tasks, pupils’ digital work, discussions and lesson observations demonstrate that learning builds securely over time and that pupils are developing both strong substantive knowledge and increasingly secure disciplinary understanding in Computing.

Through our Computing curriculum, pupils leave Kielder Primary School and Nursery as confident, reflective and responsible digital citizens. They demonstrate the TEK Framework competencies of problem-solving, communication, metacognition, resilience and responsible decision-making, and are well prepared for the demands of secondary education and the digital world beyond school.