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Sir Francis Hill Community Primary School

'Learn, Achieve, Succeed'


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Computing at SFH


At SFH, pupils follow a structured sequence of lessons, ensuring that they have covered the skills required to meet the aims of the national curriculum. Our curriculum content allows for a broad, deep understanding of computing and how it links to children's lives. It offers a range of opportunities for consolidation, challenge and variety. This allows children to apply the fundamental principles and concepts of computer science. They develop analytical problem-solving skills and learn to evaluate and apply information technology. It also enables them to become responsible, competent, confident and creative users of information technology. 



Each lesson contains revision, analysis and problem-solving. Through the sequence of lessons, we intend to inspire pupils to develop a love of the digital world, see its place in their future and give them confidence. Cross-curricular links are also important in supporting other areas of learning.

Computing lessons help children to build on prior knowledge at the same time as introducing new skills and challenges.

In KS1, the focus is on developing the use of algorithms, programming and how technology can be used safely and purposefully. In KS2, lessons still focus on algorithms, programming and coding but in a more complex way and for different purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology. Data Handling is featured more heavily in UKS2. Skills learnt through KS1 and LKS2 are used to support data presentation. 



Learning in computing will be enjoyed across the school. Teachers will have high expectations and quality  evidence will be presented in a variety of forms. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products.

Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.

Computing Progression Map


Planning is broken down into 6 areas: Multimedia Text and Images, Multimedia Sound and Motion, Handling Data, Technology in Our Lives, Coding and Programming and Online Safety

Each unit consists of 6 lessons.

These units are as follows:


Year 1

Year 2

Year 3

  • Computer skills
  • Online safety
  • Painting
  • Programming Toys
  • Programming with Scratch Jr
  • Word Processing skills
  • Using and applying
  • Computer Art
  • Online Safety
  • Preparing for Turtle Logo
  • Presentation skills
  • Programming Turtle Logo and Scratch
  • Using the Internet
  • Using and applying
  • Drawing and Desktop Publishing
  • Internet research and communication
  • Online Safety
  • Presentation Skills
  • Programming Turtle Logo and scratch
  • Word Processing
  • Using and applying

Year 4

Year 5

Year 6

  • Scratch: Questions and Quizzes
  • Word Processing
  • Programming Turtle Logo
  • Animation
  • Online Safety
  • Using and applying
  • Flowol
  • Radio Station
  • 3D Modelling: Sketch up
  • Online Safety
  • Scratch 3.0 Developing games
  • Using and applying
  • Spreadsheets
  • Kudo Programming
  • Film Making
  • Online Safety
  • Scratch – animated stories
  • Using and applying

The National Curriculum Expectations

Purpose of study

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.



The national curriculum for computing aims to ensure that all pupils:

 can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

 can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

 can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

 are responsible, competent, confident and creative users of information and communication technology.


Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.



Key Stage 1 National Curriculum Expectations

Key Stage 2 National Curriculum Expectations

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions;
  • create and debug simple programs;
  • use logical reasoning to predict the behaviour of simple programs;
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content;
  • recognise common uses of information technology beyond school;
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts;
  • use sequence, selection, and repetition in programs; work with variables and  various forms of input and output;
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs;
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web, and the opportunities they offer for communication and collaboration;
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content;
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information;
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.