Computing

 

In Key Stage 1, Computing is taught as a discrete weekly lesson using the Raspberry Pi Computing curriculum. Units are sequenced to develop pupils' knowledge progressively and provide regular opportunities to revisit, practise and apply key Computing concepts and digital skills.

 

Teaching follows Ascot Road's whole-school pedagogical framework of Revisit → I do → We do → You do, with checking for understanding embedded throughout. This provides a consistent structure through which new technological knowledge and skills are explicitly modelled before pupils move towards increasingly independent application.

Revisit: Lessons begin by retrieving relevant vocabulary, knowledge or previously learned digital skills. Teachers make explicit connections with earlier learning so pupils understand how new knowledge builds upon what they already know.

 

I do: Teachers explicitly model new processes, concepts or skills. This may involve demonstrating how to construct an algorithm, use a particular piece of software, manipulate digital content or navigate an online environment safely. Teachers think aloud where appropriate so that pupils can see both the practical steps and the reasoning behind them.

 

We do: Pupils practise new learning with teacher guidance. Teachers use questioning, shared modelling and guided tasks to identify misconceptions and establish whether pupils are ready to work with increasing independence.

 

You do: Pupils apply the knowledge or skill independently, creating, programming, manipulating or evaluating digital content according to the lesson objective. Pupils are encouraged to make decisions, solve problems and apply taught strategies rather than relying upon step-by-step adult direction.

 

Checking for understanding occurs throughout Computing lessons. Teachers use questioning, observation, discussion and pupils' digital outcomes to identify misconceptions quickly. Where errors arise, teachers distinguish between a technical mistake and a misconception in pupils' underlying computational understanding and respond appropriately.

 

Within Computer Science, pupils develop computational thinking through algorithms, programming, logical reasoning and debugging. Younger pupils may explore algorithms through practical activities and programmable devices such as floor robots, including Bee-Bots, before moving towards increasingly complex digital programming environments.

 

Debugging is explicitly taught as an important part of Computing rather than being viewed as failure. Pupils learn to identify why a program has not behaved as expected, isolate the problem, make an appropriate change and test again. This develops systematic thinking and reinforces the importance of accuracy and perseverance.

 

Within Information Technology, pupils are taught fundamental skills in using devices and software to create and manipulate digital content. This includes age-appropriate experiences of creating images, entering and editing text, organising files and information, handling simple data and combining different forms of media.

 

Teachers explicitly model fundamental digital skills such as logging on, navigating interfaces, saving and retrieving work, selecting tools and managing files. These skills are revisited and applied across other curriculum subjects so that pupils become increasingly fluent and independent users of technology.

 

Technology is used across the curriculum where it enhances learning. Pupils may use digital tools to write, research, present information, record learning, create media, handle data or communicate ideas. Cross-curricular use is purposeful and supports the intended learning rather than being used simply because technology is available.

 

Digital Literacy and online safety are taught explicitly and revisited throughout the year. Pupils learn how to keep personal information private, recognise appropriate and inappropriate online behaviour, communicate respectfully and identify trusted adults who can support them. Teaching develops in complexity as pupils' independence and online experiences increase.

Online safety is also reinforced whenever relevant issues arise across the curriculum or wider school life. Teachers use age-appropriate scenarios to help pupils apply their knowledge to realistic situations, including decisions about sharing information, communicating with others and responding to unfamiliar or concerning online content.

 

Pupils are progressively taught to question the reliability of digital information. As they mature, they learn that not everything encountered online is accurate or trustworthy and begin to consider authorship, purpose and evidence when evaluating digital content.

 

In the Early Years, the foundations of Computing are developed through purposeful encounters with technology and through experiences that build computational thinking. Children explore patterns, sequences, instructions and cause and effect through play and adult-led activities and begin to recognise that digital devices respond to particular inputs and commands.

 

Early Years pupils also develop fundamental digital skills through appropriate use of devices and technology within continuous provision. Adults model safe and careful use, turn-taking and simple navigation while ensuring that technology complements rather than replaces rich practical and play-based experiences.

 

Early online safety begins with simple concepts including asking an adult for help, recognising that devices need to be used carefully and understanding that some information about ourselves should remain private. These foundations prepare pupils for more explicit Digital Literacy teaching in Key Stage 1.

 

Assessment within Computing is primarily formative. Teachers evaluate pupils' understanding through observation, questioning, discussion, practical application and the digital outcomes they produce. Assessment considers both whether pupils can complete a process and whether they understand the computational concept or decision underpinning it.

 

Subject leadership supports high-quality implementation through curriculum monitoring, pupil voice, review of digital outcomes and professional dialogue. Monitoring considers the progression of Computer Science, Information Technology and Digital Literacy alongside pupils' increasing independence in using technology across the wider curriculum.

 

The impact of our Computing curriculum is seen in pupils who become increasingly confident, independent and responsible users of technology. Pupils can use a range of digital tools purposefully and understand that different technologies and applications are suited to different tasks.

 

In Computer Science, pupils develop an increasingly secure understanding of algorithms, programming and logical reasoning. They can create sequences of instructions, predict outcomes, identify errors and debug programs with increasing independence.

Pupils learn to approach computational problems systematically. They increasingly break problems into manageable parts, test possible solutions and recognise that revising an unsuccessful approach is a normal part of computational thinking.

 

In Information Technology, pupils demonstrate growing fluency in creating, storing, retrieving, organising and manipulating digital content. They apply fundamental digital skills across the curriculum and become increasingly independent in selecting and using appropriate tools for a particular purpose.

 

Pupils are able to transfer their technological knowledge between contexts. For example, skills developed within Computing lessons can be used when producing written work, presenting research, creating multimedia content or handling information within other curriculum areas.

 

In Digital Literacy, pupils demonstrate an age-appropriate understanding of how to stay safe online. They know that personal information should be protected, understand the importance of respectful communication and can identify trusted adults or appropriate sources of help when they encounter something concerning.

 

As pupils progress, they become increasingly critical users of digital information. They recognise that online information may not always be accurate or impartial and begin to use appropriate questions and evidence when deciding what to trust.

 

Pupils demonstrate our school values when using technology. They show Respect and Kindness through appropriate online communication; Honesty through responsible use of digital information and representation of their own work; Responsibility by protecting themselves and others online and caring for equipment; and Fairness by recognising that digital spaces should be inclusive and respectful.

 

Computing strengthens pupils' sense of belonging by enabling them to participate confidently within a digital society. Pupils understand that they have both rights and responsibilities online and that their behaviour can influence whether digital spaces feel safe and inclusive for others.

 

By the end of Key Stage 2, pupils have developed a secure foundation across Computer Science, Information Technology and Digital Literacy. They are prepared to build upon this learning at secondary school and have the practical skills required to use technology effectively across their education and everyday lives.

 

Curriculum impact is evaluated through pupil voice, observation, digital outcomes, teacher assessment and pupils' ability to apply skills independently across curriculum areas. Subject monitoring considers whether pupils know more, remember more and can use technology with increasing confidence, independence and responsibility.

 

At Ascot Road Primary School, Computing is inclusive by design. Every pupil is entitled to develop the knowledge and digital skills required to participate confidently and safely within an increasingly technological society. High expectations are maintained for pupils with special educational needs and/or disabilities, with appropriate adaptations made to remove barriers to learning.

Teachers consider potential barriers relating to cognition, communication, physical access, sensory processing and working memory when planning Computing lessons. Adaptations are selected according to individual need while maintaining the intended computational learning.

 

New processes are explicitly modelled and broken into manageable steps. Visual instructions, screenshots, task cards, symbol-supported resources or numbered sequences may be used to support pupils who find multi-step verbal instructions difficult to retain.

 

The Revisit → I do → We do → You do structure is particularly supportive within Computing. Pupils retrieve prior knowledge, observe a clear model, practise with guidance and move towards independence when understanding is secure. Additional guided practice is provided where required rather than moving pupils to independent work prematurely.

 

Teachers use consistent language and explicitly teach subject-specific vocabulary including terms such as algorithm, program, debug, input, output, data and other age-appropriate terminology. Vocabulary may be pre-taught and supported visually where necessary.

 

Physical access to devices and equipment is adapted when required. This may include alternative input methods, adjusted positioning, touchscreen technology, larger interfaces or other appropriate accessibility tools. The aim is to preserve the intended computational thinking while enabling pupils to interact with technology in a way that meets their needs.

Pupils who experience difficulty with fine motor control or typing may use alternative methods of producing digital content where appropriate. The technical means of completing a task should not unnecessarily prevent a pupil from demonstrating understanding of the underlying Computing concept.

 

Cognitive load is carefully managed. Teachers limit unnecessary instructions, model one process at a time and ensure that pupils understand the purpose of a task before introducing additional complexity. Previously learned digital routines are revisited regularly to develop automaticity.

 

Online safety concepts may require particularly explicit teaching for pupils who find social communication, inference or recognising risk difficult. Teachers use clear examples, visual scenarios, repeated rehearsal and direct teaching of appropriate responses rather than relying upon pupils to infer unwritten social rules.

Pupils are repeatedly taught simple strategies for seeking help, including stopping an activity, moving away from concerning content and telling a trusted adult. Essential safeguarding messages are revisited frequently so that all pupils can recall and apply them.

 

Adult support is used carefully to promote independence. Adults guide pupils towards using visual prompts, help functions or previously taught strategies rather than completing technical steps on their behalf.

 

Pupils who demonstrate secure understanding are challenged through greater independence, complexity and problem solving. This may involve creating more sophisticated programs, identifying alternative solutions, explaining why a program behaves in a particular way or applying digital skills creatively within unfamiliar contexts.

 

Our value of Fairness is reflected in ensuring that access to Computing does not depend upon a pupil's previous experience of technology at home or their individual needs. Every pupil receives the teaching, equipment and support necessary to develop as a confident digital learner and experience genuine belonging within the subject.

 

Computing has a significant role in preparing pupils to participate in a diverse, interconnected and increasingly digital society. At Ascot Road, we teach pupils that technology can connect people across geographical, cultural and linguistic boundaries and that these connections bring both opportunities and responsibilities.

 

We aim to challenge stereotypes about who can succeed within Computing. Pupils are encouraged to see computer science, programming and digital creativity as accessible to everyone, regardless of gender, ethnicity, disability, socioeconomic background or previous experience.

 

Where appropriate, pupils encounter the contributions of people from diverse backgrounds to the development of computing and technology. This helps pupils recognise that technological innovation is a collaborative and global endeavour rather than the achievement of one particular group or culture.

 

Digital Literacy provides important opportunities to explore how identity and diversity are represented online. Pupils learn that people they encounter digitally may have different cultures, beliefs, experiences and perspectives and that the same expectations of Respect and Kindness apply online as they do face to face.

 

Pupils are taught that technology can amplify both positive and harmful behaviour. Age-appropriate online safety teaching addresses issues such as exclusion, unkind communication and inappropriate content and helps pupils understand their role in contributing to safe and respectful digital communities.

 

Our value of Honesty is particularly important within digital environments. Pupils learn that information online may be inaccurate, misleading or presented without context and that they should think critically before accepting or sharing it. They also learn the importance of representing their own work truthfully and recognising when information has come from another source.

 

Responsibility is developed through pupils' understanding of their digital footprint and the impact that online choices can have on themselves and others. Pupils learn to pause, consider consequences and seek help before sharing personal information or responding to uncertain situations.

 

Fairness is explored through equitable access and participation. Pupils understand that not everybody has the same access to devices, connectivity or digital opportunities and that technology should be designed and used in ways that enable as many people as possible to participate. 

Technology is also used across the curriculum to broaden pupils' access to information, perspectives and creative opportunities. Teachers select digital resources carefully and consider whether the images, voices and examples pupils encounter represent modern Britain and the wider world authentically and respectfully.

 

Computing can strengthen communication and accessibility for many people, including those with disabilities. Where appropriate, pupils develop awareness that technology can provide alternative ways to communicate, access information and participate in everyday life, reinforcing an understanding of inclusive design.

 

Ultimately, Computing supports our central principle of belonging by preparing pupils to participate confidently and responsibly in both physical and digital communities. We want pupils to understand that online spaces, like classrooms and playgrounds, should be places where people are treated with Respect, Honesty, Kindness, Responsibility and Fairness, and where everyone has the right to feel safe, valued and included.