Computing replaces Information and Communication Technology (ICT), with a greater focus on programming rather than an operating programs. It is essential that children develop digital literacy in order to access the modern world as the technology that surrounds us is developing at an ever-increasing pace. In order to equip our children for this, we must develop their critical thinking skills and encourage an exposure to a range of technology so that they may adapt to new technologies as they arise.


In accordance to our curriculum intent we feel our computing curriculum should:

HEAD: be familiar with many different uses of computing and develop critical thinking to solve problems

HEART: promote access to electronic devices safely and provide pupils with the skills to navigate the internet with care

HANDS: allow hands on experience and introduce pupils to exciting opportunities using a range of software and hardware

The Computing Curriculum aims to ensure that all pupils can understand and apply the most important principles and concepts of computer science, including abstraction, logic, algorithms and data representation. In other words, it gives chlidren the necessary skills to break down a problem, predict what will happen and use logic to find a solution through practical experiences. At GWPS we use the excellent teach computing.org resources to provide high quality teaching and learning and ensure progression  and coverage of the computing curriculum across the school.


The following strands are taught in all the year groups:

Computer Science

This involves children being taught computer science, which includes the art of programming and coding from Years 1-6 as well as in the Foundation Stage. Computing is taught both explicitly and discretely where it underpins lessons in other areas of the curriculum.
Computer Science is taught in its most simplest form by playing instructional games like 'Simon says', 'Everybody do this', 'Follow the leader' etc. This ensures that children understand the need to follow instructions and listens to commands. They would then progress to looking at physical objects like Beebots in cross curricular learning. In addition, children will also be encouraged to use iPad apps like Beebot app, Daisy the dinosaur, ALEX and Scratch  Jnr where the children can progressively apply the computing skills.
Key Stage 1
Children learn what algorithms are. When explained as "a set of instructions" these ideas can be demonstrated using recipes, or by breaking down the steps of children's morning routines. The children will also be creating and debugging simple programs of their own, developing logical reasoning skills and taking their first steps in using devices to create, organise, store, manipulate and retrieve digital content using apps like Scratch Jnr, ALEX, Daisy the dinosaur and use of equipment like Beebots and Probots.
Key Stage 2

Computing is taught through discreet programming lessons using the software Scratch and BBC Micro:bits where the children learn about data, algorithms, repetition, iteration and computer networks. Children will be creating and debugging more complicated programs with specific goals and understanding concepts like variables and sequence, selection and repetition in programs. They develop their logical reasoning skills and learning to use websites and other internet services. This will enable children to develop an understanding of the principles of Computer Science by promoting and developing their computational thinking.

Creative use of IT

This involves children's purposeful use of digital technologies across the curriculum to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school.

Digital Literacy

This involves the teaching of online safety where children are taught to use technology safely and respectfully, keep personal information private and evaluate the internet content for suitability and report any inappropriate webpages to staff and parents.

Children are encouraged to communicate ideas and information in a variety of forms using equipment and computer software to enhance their learning. While all classrooms in the school are equipped with a desktop computer connected to the internet and a smartboard, the staff and children also use a range of technology like laptops, iPads and other IT devices throughout the school.


Formative judgements are made through observations, marking and recorded through Teacher App. Summative assessments are usually made at the end of a unit through a triangulation of observations, evidence in books and assessment tasks stated in the medium term plans.