Computing
“Computing helps us think creatively, solve problems, stay safe online and use technology to make a positive difference.”
As a Church of England primary school, our Christian values of Love & Kindness, Friendship, Respect, Justice, Freedom & Responsibility, and Equality underpin our approach to education.
Our Computing curriculum encourages children to explore the opportunities of technology while developing the knowledge, skills and judgement to use it safely, creatively and responsibly.
Our LIVE vision is reflected in Computing through:
L – Life-Long Learners: Developing adaptable digital skills and the confidence to engage with new technologies.
I – Immersive: Exploring computing through practical challenges, programming, digital creation and real-world applications.
V – Valuing Diversity: Understanding how technology connects people and learning to communicate respectfully and inclusively online.
E – Enquiring Minds: Using computational thinking, logical reasoning and problem-solving skills to investigate, create and improve digital solutions.
Intent: What do we want our pupils to learn?
At Bickerton Holy Trinity, we believe that Computing plays an important role in preparing children for life in an increasingly digital world.
Our ambition is for every child to become a confident, creative, digitally literate and responsible user of technology, equipped with the knowledge and understanding to make informed choices.
Our curriculum is built around three interconnected areas:
Computer Science: Understanding how computers and digital systems work, developing computational thinking and learning to design, create and debug programs.
Information Technology: Using digital tools purposefully to create, organise, manipulate and present information.
Digital Literacy: Developing the knowledge and judgement to use technology safely, critically and responsibly.
We want pupils to understand how technology works, recognise its possibilities and limitations, and use it effectively to support learning and communication.
Computing also provides meaningful links with mathematics, science, design and technology, art, music and PSHE, enabling children to apply their knowledge across the wider curriculum.
Above all, we aim to develop curious thinkers, resilient problem-solvers and responsible digital citizens who are prepared for future learning and life beyond primary school.
Implementation: How do we teach Computing?
Our Computing curriculum builds progressively from the Early Years through to Year 6.
Learning is organised around Computer Science, Information Technology and Digital Literacy, with essential knowledge and skills revisited and developed in increasing depth.
Planning takes account of our mixed-age classes, ensuring appropriate curriculum coverage, progression and challenge.
Teachers use explicit instruction, modelling, guided practice and practical exploration to help pupils understand and apply new concepts.
Computing in the Early Years
In Reception, we recognise the importance of balancing children's early experiences of technology with active, practical and play-based learning.
Our approach prioritises hands-on exploration, communication, creativity and problem-solving, providing the foundations for computational thinking without relying on screens.
Through purposeful play, children develop early computing concepts by following instructions, recognising patterns, sequencing events, exploring cause and effect, and solving simple problems. These experiences are supported through stories, construction, movement, role-play and practical activities.
Digital technology is introduced selectively and used only where it adds meaningful value to children's learning. We limit screen time in Reception to no more than one hour during the school day, prioritising opportunities for physical activity, social interaction, imaginative play and outdoor learning.
Children also begin developing an awareness of how to use technology safely and responsibly, supported by age-appropriate online safety learning through Project Evolve.
This approach ensures that children develop the curiosity, thinking skills and understanding needed for future Computing learning while protecting the importance of play, movement and meaningful interactions in the Early Years.
Computer Science: Computational thinking and programming
Children develop an understanding of how computers and digital systems work.
In Key Stage 1, pupils learn to create and follow algorithms, use simple programming tools and apply logical reasoning to predict outcomes. They begin to identify and correct errors in their programs.
In Key Stage 2, children build on this knowledge by designing, writing and debugging increasingly complex programs using sequence, selection and repetition.
They also explore computer networks, including the internet, and learn how digital systems communicate and share information.
Throughout their learning, pupils develop the ability to break problems into manageable steps, identify patterns and evaluate different solutions.
Information Technology: Creating and communicating
Children learn to select and use digital tools for different purposes and audiences.
They develop skills in creating, editing, organising and presenting digital content, including text, images, audio and multimedia.
As they progress, pupils become increasingly independent in choosing appropriate applications, combining different forms of media and evaluating the effectiveness of their work.
Opportunities to apply these skills across the curriculum help children understand how technology can support creativity, communication and learning.
Digital Literacy and Online Safety: Project Evolve
Online safety is an integral part of our Computing curriculum and wider safeguarding provision.
At Bickerton, we use Project Evolve, based on the UK Council for Internet Safety's Education for a Connected World framework, to provide progressive, age-appropriate online safety education.
Learning covers eight key areas:
Self-image and identity: Understanding how online experiences can influence identity and self-perception.
Online relationships: Developing safe, respectful and positive interactions.
Online reputation: Recognising how online activity contributes to a digital footprint.
Online bullying: Identifying harmful behaviour and knowing how to respond.
Managing online information: Evaluating reliability, recognising misinformation and thinking critically about digital content.
Health, wellbeing and lifestyle: Understanding how technology use can affect physical and emotional wellbeing.
Privacy and security: Protecting personal information and developing safe online habits.
Copyright and ownership: Understanding the responsible use of digital content.
These themes are revisited as children progress through school, reflecting their developing understanding and increasing independence.
Online safety is reinforced through Computing, PSHE, relationships education and wider safeguarding activities.
We also encourage pupils to think critically about emerging technologies, including artificial intelligence, and consider their benefits, limitations and responsible use.
Creativity, problem-solving and resilience
Computing provides opportunities for pupils to experiment, test ideas and learn from mistakes.
Through programming, digital design and practical challenges, children develop perseverance, logical reasoning and independence.
They learn to explain their thinking, collaborate with others and refine their work in response to feedback.
High-quality teaching and inclusion
Our Computing curriculum is ambitious and accessible to all pupils.
In line with our Ordinarily Available Inclusive Provision (OAIP) approach, teachers use clear explanations, modelling, visual prompts, scaffolded tasks and appropriate adaptations to support learning.
Pupils are given opportunities to revisit key knowledge, practise essential skills and demonstrate their understanding in different ways.
Impact: How do we know our Computing curriculum is successful?
By the end of Key Stage 2, we want pupils to demonstrate:
Computational thinking: The ability to use logical reasoning, create algorithms and solve problems systematically.
Programming knowledge: Confidence in designing, writing, testing and debugging programs.
Digital competence: The ability to select and use appropriate digital tools effectively.
Creativity and independence: The skills to produce, evaluate and improve digital content.
Critical understanding: The ability to question information, recognise unreliable content and make informed decisions.
Online safety: An understanding of digital risks, personal privacy and where to seek help.
Responsible digital citizenship: Respectful, ethical and thoughtful behaviour when using technology.
Adaptability and resilience: The confidence to explore unfamiliar technologies and respond positively to challenges.
Teachers assess progress through practical activities, pupil discussion, digital outcomes and evaluation against curriculum expectations.
Our aim is for children to leave Bickerton with secure computing foundations and the confidence to use technology safely, purposefully and creatively in their future learning and everyday lives.