Alan Turing gave us a mathematical model of digital computing that has completely withstood the test of time.  He gave us a very, very clear description that was truly prophetic.
- George Dyson

Our Computing Curriculum aims to enable our pupils to become responsible, creative and adaptable users of technology, allowing them to benefit from all the opportunities that living in a connected world brings. We aim to instil a sense of enjoyment around using technology and to develop children's appreciation of it's capabilities and the opportunities technology offers to, create, manage, organise and collaborate. Tinkering with software and programs forms part of the ethos of our curriculum as we want to develop children's confidence when encountering new technology, which is a vital skill in the ever evolving and changing landscape of technology. Through our curriculum, we intend for children to leave Blacko not only to be digitally competent and to have a range of transferable skills at a suitable level for their future, but also to be responsible online citizens.

The teaching of computing is essential in developing active participants in a digital world. It is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way.

What will it look like in EYFS, KS1 and KS2?

The early learning goals at EYFS aim to guide children to recognise that a range of technology is used in places such as homes and schools. Children will have opportunities to select appropriate technology for a particular purpose.

In Year 1 and 2, pupils should be taught to: 

• 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
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• 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 material on the internet or other online technologies

  In Years 3 to 6 pupils should be taught to: 

• 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; and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• 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
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Kapow 

As a school we use and follow the computing scheme of work - Kapow. This has ensured a progressive and challenging computing curriculum which enables children to meet the end of key stage attainment targets outlined within the National Curriculum and the aims of the scheme align with those in the National Curriculum. The curriculum has been designed to spiral knowledge so that children can learn and remember more overtime and follows three key strands:

• Computer science,
• Information technology,
• Digital literacy.

These are further broken down within our curriculum to five key areas:

• Computing systems and networks,
• Programming,
• Creating media,
• Data Handling,
• Online safety.

Computing systems and networks:

Identifying hardware and using software, while exploring how computers communicate and connect to one another.

Programming:

Understanding that a computer operates on algorithms, and learning how to write, adapt and debug code to instruct a computer to perform set tasks.

Creating media:

Learning how to use various devices — record, capture and edit content such as videos, music, pictures and photographs.

Data Handling:

Ensuring that information is collected, recorded, stored, presented and analysed in a manner that is useful and can help to solve problems.

Online safety:

Understanding the benefits and risks of being online — how to remain safe, keep personal information secure and recognising when to seek help in difficult situations.

This repetition of key themes across year groups inherently lends itself to progression in skills and outcomes, including in the level of challenge and complexity of tasks set. Learning outcomes are shared with the children, and teachers make reference to prior learning, supporting the children to forge links between what they already know and the new knowledge they acquire. As a result of our carefully constructed curriculum, children are expected to make good progress in their understanding and application of computing, including applying what they have learnt beyond the classroom.

Our curriculum enables pupils to meet the end of key stage attainment targets and the lesson aims align with those outlined within the National Curriculum. As we teach this in conjunction with our RSE and PSHE curriculum, we are ensuring that we meet the requirements set out within the DfE's Education for a Connected World Guidance. This guidance was created to equip children for life in a digital world, including developing their understanding of appropriate online behaviour, copyright issues, being discerning consumers of online information and healthy use of technology.

Evidence 

At Blacko Primary School, children record their learning in a variety of ways, which is recorded within their whole class computing books or in class/pupil folders on our system. Evidence of the learning is dependent on the lesson outcome; year group and the knowledge and skills being developed. This can be in the form of: shared learning folders, posters, photographs of practical activities/use of programs and speech bubble comments relating the learning.

Assessment

Teachers assess children’s learning throughout each lesson to ensure understanding of skills and knowledge before building onto future learning. Teachers use a range of questioning and retrieval practice to assess children against the aims of the lesson.

Inclusion & SEND Across Our Curriculum

Across all areas of the primary curriculum, we are committed to ensuring that every pupil—including those with SEND, those who are disadvantaged, and pupils from all backgrounds and demographics—can access, engage with and succeed in their learning.

Our curriculum is designed to be inclusive by intent and adaptive in practice, ensuring that high expectations are maintained for all learners while removing barriers to participation and progress.

 

High-Quality, Inclusive Teaching in Every Subject

In every subject, pupils with SEND are supported to access learning through carefully planned adaptations that are responsive to individual need. These adaptations are part of high-quality first teaching and are planned by class teachers in collaboration with the SENDCo where appropriate.

Adaptations are informed by the EEF’s ‘Five-a-Day’ principles for SEND, ensuring that teaching strategies are evidence-based and benefit all learners. These may include:

• Flexible grouping and targeted adult support

• Clear modelling and explicit instruction

• Use of visuals, scaffolds and structured resources

• Opportunities for retrieval, overlearning and pre-teaching

• Assistive technology or alternative methods of recording

Such approaches support pupils with SEND while also strengthening learning for disadvantaged pupils and the wider class.

 

Subject-Specific Adaptation and Access

Each curriculum subject is planned with consideration for:

• Cognitive demand and curriculum sequencing

• Language and vocabulary development

• Practical and multisensory learning opportunities

• Alternative ways for pupils to demonstrate understanding

Where needed, teachers implement Ordinarily Available Provision (OAP) within lessons to ensure pupils can participate meaningfully in subject learning alongside their peers.

This ensures that pupils are not removed from learning unnecessarily and that adaptations remain closely aligned to the curriculum’s intended knowledge and skills.

 

Early Identification and Responsive Support

Across all subjects, pupil progress is closely monitored. Where barriers to learning are identified, teachers follow a graduated response (Assess, Plan, Do, Review) to ensure timely and appropriate support.

Subject leaders work alongside the SENDCo to:

• Review curriculum accessibility

• Support teachers with inclusive subject-specific strategies

• Ensure adaptations are effective and proportionate

• Maintain ambitious outcomes for all learners

This reflects the current Ofsted focus on how well schools identify need, adapt curriculum delivery and evaluate impact for pupils with SEND.

 

Partnership with Families

We recognise the importance of working in partnership with parents and carers. Our Inclusion and SEND page provides further information about:

• How subject learning may be adapted

• What support looks like in the classroom

• How progress is communicated

• Where families can access additional advice or support

Through open communication, we ensure that provision across all curriculum areas reflects each child’s strengths, needs and aspirations.

 

Inclusive Curriculum & Ofsted Expectations

Our approach aligns with the latest Ofsted Inspection Framework, which places strong emphasis on:

• Inclusive curriculum design

• The effectiveness of adaptive teaching

• The impact of support for pupils with SEND and those who are disadvantaged

• Leaders’ understanding of how well pupils access and achieve across subjects

We continually review our curriculum and teaching practices to ensure that all pupils are supported to achieve well across every subject area.

 

For further information, please see our SEND and Inclusion Page on our school website.

Subject Leaders

Subject leaders will conduct deep dives, which include lesson drop ins, pupil interviews and book looks to measure the impact of our teaching, based on how much children can remember.

Subject leaders will meet with their counterparts from our other trust schools and will moderate the work and monitoring outcomes from their setting to ensure that standards are exceeding the expectations.