ICT & Computing

Computing curriculum statement

Our school vision
The Lord says, ‘I will instruct you in the way you should go; I will counsel you with my loving eye
on you.’ Psalm 32:8

We live our vision with three dynamics at the heart: Living, Learning & Flourishing together.
We live as role models and advocate good choices
We learn in all we do with a loving eye upon us
We flourish in the way we go, within school and into the world beyond
Our five Core Values are: Kindness – Koinonia – Compassion – Responsibility – Forgiveness
Through a positive, caring environment, we provide the opportunity for every child to reach
their full potential. We embrace Christian values and ensure all children are ready for their
next steps. This statement sets out how we do this in Computing.
At Great Massingham and Harpley Primary Schools Federation, we believe we give children a
thorough and ambitious education in computing, equipping them to use technology,
computational thinking and creativity to understand and change the world. It is now more
important than ever that children can use technology positively, responsibly and safely, and
that they see good models of this.
By the time they leave the Great Massingham and Harpley Primary Schools Federation, we aim
to ensure that children will have gained key knowledge and skills in the three main strands of
the National Curriculum for Computing (2014): computer science (programming and
understanding how digital systems work), information technology (using computer systems to

create, store, retrieve and send information) and digital literacy (evaluating digital content
and using technology safely and respectfully). Furthermore, from Reception to Year 6,
experiences in computing and the wider curriculum are planned to develop children’s
computational thinking skills.
Our knowledge-engaged curriculum enables children to understand how computers and
computer systems (such as the internet) work, and how they are designed and programmed.
It ensures they know what to do if they have concerns about anything they encounter online,
and how to be safe, responsible and respectful when using the internet. We seek to engage all
our children by providing many opportunities for learners to apply their evolving knowledge
imaginatively, becoming fluent and creative in their mastery of computing. The depth and
breadth of our coverage aims to provide all our children with a solid grounding for future
learning and the ability to become responsible active digital citizens in the modern world.
We are dedicated to ensure that children LIVE the computing curriculum, by actively selecting
an appropriate digital tool to complete given curricula tasks.

Our pupils LEARN in Computing as follows:
It is important in the foundation stage to give children a broad, play-based experience of ICT in
a range of contexts, including outdoor play. ICT is not just about computers. Early years
learning environments should feature ICT scenarios based on experience in the real world, such
as in role play. Children gain confidence, control and language skills through opportunities to
‘paint’ on the whiteboard or drive a remote-controlled toy. Recording devices can support
children to develop their communication skills. This is particular useful with children who have
English as an additional language.
By the end of key stage 1, pupils are taught that programs execute by following a sequence of
instructions. They are taught how to
 write and test simple programs;
 use logical reasoning to predict and computing the behaviour of simple programs organise,
store, manipulate and retrieve data in a range of digital formats; and
 communicate safely and respectfully online, keeping personal information private, and
recognise common uses of information technology beyond school.
By the end of key stage 2 pupils are taught to:

 design and write 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; generate appropriate inputs and
predicted outputs to test programs and use logical reasoning to explain how a simple
algorithm works 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;
describe how internet search engines find and store data; use search engines effectively; be
discerning in evaluating digital content; respect individuals and intellectual property; use
technology responsibly, securely and safely.
 Select, use and combine a variety of software (including internet services) on a range of
digital devices to accomplish given goals, including collecting, analysing, evaluating and
presenting data and information.

Following the 2014 Primary National Curriculum, teacher’s plan using the Teach Computing
Curriculum. Established by The National Centre for Computing Education (funded by the DfE) a
concept lead approach is followed, where key concepts are the main focus of teaching. A rich
knowledge of such concepts allows a shared and consistent understanding across all areas of
computing. Pupils apply new tools, programming languages and carry out projects. Weekly lessons
follow a Use-Modify-Create framework to help pupils move from looking at given examples to
building their own.
This comprehensive approach to the curriculum will benefit learners in secondary school,
further education, and future workplaces. From research methods, use of presentation and
creative tools and computational and critical thinking, computing at the Great Massingham and
Harpley Primary Schools Federation gives children the building blocks that enable them to
pursue a wide range of interests and vocations in the next stage of their lives. Computing is
of paramount importance in supporting our children to FLOURISH in the next stages of their

Our approach to the curriculum provides fun, engaging and meaningful learning for all pupils,
in which the children understand not only the content that is taught but the opportunities
offered to them by their computing education, enabling them to become creators and change-

makers in our digital world. The impact of our curriculum and the quality of children’s learning
is evident in their work, which is often shared with the wider school community.
Alongside key knowledge quizzes, allowing regular recall and revision, pupils’ progress is
continually monitored and assessed through effective observation and questioning. This enables
teachers to address misconceptions and knowledge gaps. This supports varied paces of
learning and ensures all pupils make good progress.
We will know our Computing Curriculum is having the desired impact on our children when they
know how to use ICT safely and:
 they can talk enthusiastically about their Computing lessons and projects and can
articulate the context in which Computing is being taught;
 they can explain the key technical vocabulary and use it appropriately in lessons;
 they can take control of their own learning; they actively question and explore;
 they actively choose I.T. as a tool to complete a cross-curricula task