Intent of our Computing Curriculum

At Swansfield Park Primary School, our intention is to challenge and inspire children so that they become more than just passive users of technology; instead, we aim to equip them with an active understanding of the digital world around them, how they can engage with, program and control it, and, most importantly of all, how to use it safely.

Through promoting their use of computational thinking, we also aspire to help children develop a range of important skills and attitudes which are valuable throughout their school life and beyond, such as perseverance, problem solving, imagination, collaboration and pattern recognition.

Our computing curriculum is planned as a series of sequential learning steps which are taught in a creative, engaging and progressive manner, with regular acquisition and application of computing skills in other subject areas.

Implementation of our Computing Curriculum

• In EYFS, computing skills are developed through a blend of playful exploration and guided discovery. These skills are taught as part of the Understanding the World, Communication and Language, and Personal, Social and Emotional Development strands of the curriculum. To help children make sense of the digital world, technology is integrated into classroom routines and the wider learning environment.
• With the National Curriculum at its heart, the computing curriculum is based upon the NCCE Teach Computing Curriculum. This is built around four key pillars (Computing Systems and Networks, Programming, Creating Media, and Data and Information) with an emphasis on computational thinking, creativity, digital literacy and practical, hands-on experience.
• In KS1, LKS2 and UKS2, the curriculum is taught on a two-year rolling programme with opportunity to revisit and revise key skills several times within an age phase. The knowledge and skills taught build progressively over time.
  • • In Key Stage 1 (Years 1–2), computing education focusses on identifying technology in the immediate environment and understanding that digital devices follow precise instructions. During this stage, pupils learn to use painting and writing tools to manipulate text and images, and explore digital music and photography. They also learn the foundational skills of grouping and labelling objects based on their specific properties and presenting that information as pictograms.
    • In Lower Key Stage 2 (Years 3–4), the curriculum shifts toward understanding how devices connect and how programs can be made more efficient. Pupils learn desktop publishing, stop-frame animation and basic photo/audio editing. They move beyond working with simple groups to using branching databases and data loggers to record physical data like light or temperature.
    • In Upper Key Stage 2 (Years 5–6), the curriculum focusses on search engines and collaboration. In programming, variables, selection (if-then logic) and sensors are also introduced. Pupils learn 3D modelling and web design, and work with more complex data sets in spreadsheets and flat-file databases.
• Alongside this, Online Safety is taught dynamically using Project Evolve, which allows teachers to establish needs within each class and tailor teaching to meet these needs.
• Each year, we celebrate Safer Internet Day in order to help raise awareness and promote a kinder and safer internet for children and young people.
• In addition to the computing curriculum for each year group, children in Years 1–6 have the opportunity to attend Coding Club.