Aims of our Computing Curriculum

At Gilded Hollins, respect underpins everything we do. Through computing, we aim for our children to:

• Be confident and creative digital learners who can design, code, and use technology to express their ideas.
• Think logically and persevere when solving problems, showing resilience when challenges arise.
• Work with honesty and kindness when collaborating online and in person, treating others with respect.
• Develop community spirit by using technology to share, support, and celebrate learning together.
• Stay safe and responsible online, making thoughtful choices and understanding the impact of their actions.
• Build curiosity and confidence about how technology works, preparing them for a digital future.

Intent

At Gilded Hollins, we use Kapow Primary's Computing scheme to support the delivery of our computing curriculum. This scheme aims to instil a sense of enjoyment around using technology and to develop pupil's appreciation of its capabilities and the opportunities technology offers to, create, manage, organise and collaborate. Tinkering' with software and programs forms a part of the ethos of the scheme as we want to develop pupils' confidence when encountering new technology, which is a vital skill in the ever evolving and changing landscape of technology. We want our children to be successful in the future and through our curriculum, we intend for pupils not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace, but also to be responsible online citizens. 

This scheme of work enables pupils to meet the end of Key Stage Attainment targets outlined in the National curriculum and the aims align with those in the National curriculum. Alongside our PSHE sessions and Safer Internet Day activities, our Computing scheme of work also satisfies all the objectives in the DfE's Education for a Connected World framework. This will ensure that our children are equipped for life in the digital world, including developing their understanding of appropriate online behaviour, copyright issues, questioning the consumption of online information and the healthy use of technology. 

Implementation

The National curriculum purpose of study states: 

'A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.'

Therefore, the Kapow Primary scheme of work is designed with three strands which run throughout:

• Computer science
• Information technology
• Digital literacy 

A carefully mapped curriculum ensures that these three strands are covered, as well as national curriculum attainment targets over different units in each year group. The progression of skills demonstrates the skills taught in each year group and how these skills develop year on year to ensure children can meet the expected standard by the end of each key stage. 

The Kapow Primary scheme is organised into five key areas, creating a cyclical route through which pupils can develop their compupting knowledge and skills by revisiting and building on previous learning:

• Computer systems and networks
• Programming
• Creating media
• Data handling
• Online safety 

The implementation of Kapow Primary Computing ensures a broad and balanced coverage of the National curriculum requirements. 'Skill showcase' units provide pupils with the opportunity to learn and apply transferable skills. Where meaningful, units have been created to link to other subjects such as science, art, and music to enable the development of further transferable skills and genuine cross-curricular learning. 

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as unplugged and digital activities. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils' learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary. Pupils may be taught in mixed ability groupings depending on need. 

In Years 1 to Year 6, Computing is taught as a discrete subject  but also used to enhance work in other subjects. Children will often use technology to support their learning in history, geography and science. Children are given opportunities to develop their research skills. Multimedia programmes such as Word and PowerPoint are used to publish or present written work. Whilst Excel is used to create  bar charts and graphs. Pupils record sound using microphones on iPads (Foundation Stage phonics) as well as using recording devices in PE and music for self-evaluation of performance.

A wide range of resources are used in meeting the requirements of the Computing Curriculum. These include iPads and apps, sound recording devices, Code.org, Lego WeDo software, BeeBots, Sound Pegs, IWBs, Microsoft Office Suite, Scratch, Spelling shed, TT Rockstars and Learning By Questions to name but a few. ‘Learning By Questions, ‘TT Rockstars’ and ‘Spelling Shed’ are subscription websites which are also used to encourage and enhance home learning. Indeed, pupils are actively encouraged to practise and refine the skills they have been taught through home learning as many pupils have access to similar software at home and programming software (Scratch and Code.org) are free to use.

As online safety is a huge part of modern life, we strive to give the pupils at Gilded Hollins the best possible education within this strand of our computing curriculum. Because of this, the children learn about staying safe online through 'SCARF' PSHE lessons, online safety assemblies -every 2 weeks, special events (such as safer internet day) and through posters added to our weekly newsletters.

Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust computing curriculum. Each of the units of lessons include teacher videos to develop subject knowledge and support ongoing CPD. Further CPD opportunities can be found via Kapow's webinars. 

Impact

The impact of Kapow Primary's scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. A unit quiz is available at the end of each unit to capture pupil knowledge. 

After the implementation of the Kapow Primary Computing, pupils should leave Gilded Hollins equipped with the skills necessary to succeed in their secondary education and be active participants in the ever-increasing digital world. 

The expected impact of following the Kapow Primary Computing scheme of work is that children will: 

• Be critical thinkers and able to understand how to make informed and appropriate digital choices in the future. 
• Understand the importance that computing will have going forward in both their educational and working life and in their social and personal futures. 
• Understand how to balance time spent on technology and time spent away from it in a healthy and appropriate manner. 
• Understand that technology helps them to showcase their ideas and creativity. 
• Show a clear progression of technical skills across all areas of the National curriculum - computer science, information technology and digital literacy. 
• Be able to use technology both individually and as part of a collaborative team. 
• Be aware of online safety issues and protocols and be able to deal with any problems in a responsible and appropriate manner. 
• Have an awareness of developments in technology and have an idea of how current technologies work and relate to one another. 
• Meet the end of key stage expectations outlined in the National curriculum for Computing. 

Observations of the children working during discrete Computing lessons and using technology in other subjects have shown us that they are engaged and enthused by their learning in this subject. This has also been supported by recent pupil voice interviews. Children will still have access to a range of coding lessons via code.org, which include ‘pop culture’ icons such as Star Wars and Minecraft. One Year 3 child said, “I love playing games at home and now I know how to make my own. I’m going to make a ‘Horrid Henry’ game where you have to break things like he does!”

Long term plan - Computing - Overview 

An example of the Progression of Skills 

Current standards and progress

Discrete skills and specific knowledge that have to be taught over the year are formally assessed each term. This is carried over from year to year helping teachers to recognise each child’s progression. Decisions are made as to whether children are below, working within or working above the level appropriate to their age.

As the year progresses, work samples and Code.org progress trackers enable the class teacher, and me as subject leader, to gain a clear picture as to whether various children or cohorts are working above, below or expected levels in Computing. With this information, planning can be changed and improved to help progression and pupils’ knowledge.

What else did the children say?

“I like making games because after you make them, you get to play them.” - Year 4

“In Year 5, we do lots of PowerPoint’s which are really fun to do and they show how much you have learnt in a subject.” - Year 5

“Computing is important for the future and getting specific jobs like a games developer.” - Year 6 

Where to now? Recent Developments, highlights and Priorities for future developments 2023-2024

1) To ensure computing is well resourced

*We now have dedicated iPads which are shared between KS1, LKS2 and UKS2- this ensures that all children in a lesson have an individual iPad which has increased independence, attainment and self believe in many children

2) Ensure ‘Offline’ computing activities are available incase there is no internet

*Staff are beginning to use 'offline' activities within ‘Code.org’

*Offline activities are helping children to understand the fundementals of coding and evidence of this can be seen in floorbooks

3) Implement use of 'Power Point' and 'Word' on iPads

*As we are moving away from laptops and using iPads more for ease of use and speed, children now have access to these presentation apps.

*All other apps are continually being added for both children and adults (eg. Learning By Questions and Microbit)

Where to now? Recent Developments, highlights and Priorities for future developments 2024-25: 

1. Create a list of apps which are utilised in each year group to see strengths and weaknesses of each

- pupil voice in June 2025 showed that the children use a range of apps, regularly in different year groups (especially KS2) to support learning

- TTRS, LBQ, PicCollage, Word, PowerPoint all named across year groups.

2. Termly share of code.org data and floor-books to monitor progression.

- Some good examples of floor books in UKS2.

3. New iPads for KS2 to help incorporate LBQ more fluidly into the curriculum

- LBQ used consistently In Y4.

- LBQ developing In use across KS2

Priorities for Future Development 2025-26:

1.    To Implement the new KAPOW computing scheme of work from September 2025.

2.    To develop the children’s knowledge of the 4 key strands of computing.

3.    To develop the children’s subject specific vocabulary so they can articulate more clearly what they are learning In computing lessons.