Computing Subject Leader: Mrs L Williams
Computing is an integral part of everyday life and will play an immeasurable part in our children’s futures. Whitehill Primary will provide our children with the skills, creativity and enthusiasm to live and thrive in a world increasingly dependent on computing.
Intent
At Whitehill Primary, we believe that a high-quality computing education equips pupils with the skills, knowledge, and creativity to understand and shape the world around them. Computing has deep links with mathematics, science, and design and technology, providing insights into both natural and artificial systems. The core of computing is computer science, where pupils learn the principles of information, computation, and digital systems, and apply this knowledge through programming and problem-solving.
Our curriculum, structured using the Teach Computing programme, provides a progressive and immersive learning journey. Pupils develop practical skills to create programs, systems, and digital content, becoming confident, independent, and creative users of technology. Through fun, challenging projects linked to real-life contexts, children learn to think computationally, solve problems practically, and develop resourcefulness and invention, preparing them for the digital world both now and in the future.
We aim to:
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Deliver a relevant, challenging, and engaging computing curriculum for all pupils.
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Equip pupils with the confidence and capability to use ICT safely, responsibly, and creatively throughout life.
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Enable pupils to understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication.
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Foster computational thinking and problem-solving skills, ensuring pupils can analyse problems and create effective, practical solutions.
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Use computing across the curriculum to enhance learning and respond to technological developments.
Through this approach, pupils become responsible, competent, confident, and inventive users of technology, prepared to thrive as active participants in a rapidly evolving digital world.
Implementation
At Whitehill Primary, our Computing curriculum is implemented through a structured, progressive framework, guided by the Whitehill Computing Learning Progression Document. Pupils develop knowledge and skills across three key strands: Computer Science, Information Technology, and Digital Literacy, alongside safe and responsible use of technology.
Lessons are carefully sequenced so that each year builds on prior learning. Children progress from understanding basic technology in EYFS and KS1, identifying computers, using a keyboard and mouse, and simple programming, to applying more complex skills in Lower and Upper KS2, including creating programs, using databases, 3D modelling, and understanding networks and the internet. Learning is practical, hands-on, and often project-based, ensuring pupils apply skills to real-world scenarios while developing computational thinking, creativity, and problem-solving abilities.
Teachers use the progression document to plan units, assess pupils’ understanding, and ensure that concepts and skills are revisited and extended year-on-year. Children’s work is documented through digital projects, practical tasks, and discussion, allowing assessment to inform planning and support progression.
Impact
At Whitehill Primary, the impact of our Computing curriculum is evident in the knowledge, skills, and confidence pupils develop as they progress from EYFS through to Year 6. Using the Whitehill Computing Learning Progression Document and the Teach Computing scheme, pupils gain a solid understanding of computer science principles, information technology, and digital literacy, alongside safe and responsible use of technology. They are able to apply their learning creatively and practically to solve problems, design programs, manipulate digital content, and use technology effectively across the curriculum and in real-world contexts.
Each Teach Computing module aligns with the progression document and clearly highlights curriculum expectations, supported by lesson plans that outline what pupils will cover. At the end of each module (six times per year) teachers assess whether children have met or exceeded the expected attainment, and this information is recorded for reference. These assessments are then collated and entered onto Target Tracker at the end of terms 1, 3, and 5, enabling systematic monitoring of progress over time.
Through this structured approach, pupils develop cumulative knowledge and skills, increasing independence, confidence, and digital competence year-on-year. They become practical problem-solvers, creative thinkers, and responsible, capable users of technology, fully prepared to engage with the digital world both now and in the future.
Computing in Each Stage
In EYFS, children explore how things work, using growing vocabulary to describe what they see and making observations about the world around them. Early technology use focuses on simple devices and tools that support play, exploration, and creative expression, allowing children to develop curiosity and confidence in using digital tools.
In KS1, pupils learn to identify and use computers and their main components, developing basic keyboard and mouse skills while creating simple digital content. They are introduced to programming through sequences of instructions and simple logical reasoning, alongside understanding how to use technology safely. Children begin exploring data representation through pictograms and branching databases, building confidence in using digital tools creatively.
Lower Key Stage 2 (Years 3 & 4)
In Lower KS2, pupils expand their knowledge of digital systems, networks, and internet use, learning how devices connect and share information. Programming skills progress to designing algorithms, debugging programs, and predicting the outcomes of sequences of commands. Pupils work with a wider range of digital media, including animation, audio editing, and image manipulation, and begin using data loggers and spreadsheets to collect and analyse information.
Upper Key Stage 2 (Years 5 & 6)
In Upper KS2, pupils develop higher-level computing skills, including creating text-based programs, using loops, variables, and modifying algorithms. They evaluate the reliability of digital content, understand how information is shared online, and collaborate using online tools. Pupils apply computing to solve real-world problems, present and analyse data, and produce complex digital media projects, demonstrating confidence, creativity, and safe, responsible technology use.
Computing Progression
Inclusion & Equal Opportunities
At Whitehill Primary School, we teach computing to all children, whatever their ability, age, gender or race. Computing forms part of our school curriculum policy to provide a broad and balanced education for all children. We provide learning opportunities that are matched to the specific needs of children with learning difficulties. In some instances the use of ICT has a considerable impact on the quality of work that children produce; it increases their confidence and motivation and allows access to parts of the curriculum to which the children would otherwise not have had. When planning work in computing, we take into account any targets which are evident on a class’ provision map. Teachers identify children who are working at a greater depth level in the area of computing. It is the teacher’s responsibility to ensure that these children are suitably challenged in their use of ICT and computing both in specific computing lessons and in using ICT in other curriculum areas. Opportunities are identified for these children to actively participate in more challenging aspects of computing.
Enrichment & Beyond the Classroom
As a school we encourage the support and implementation of computing where possible by the use of computing skills at home during home-learning tasks and through the school website. They will be made aware of e-safety and encouraged to promote this at home.
Computing Extra Resources
For more resources about online safety, please visit our resources page here.