Our Rolling Program for Computing is tailored to our mixed-age classes. Our knowledge and skills progression document shows how we teach the knowledge and skills for this subject to ensure progression across the three main areas of Computing: Computer Science, Information Technology and Digital Literacy. 



A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world

As Computing underpins today’s modern lifestyle, we believe it is essential that all pupils gain the confidence and ability, that they need in this subject, to prepare them for the challenge of a rapidly developing and changing technological world. It is our intention that the study of Computing will enhance and extend children’s learning across the whole curriculum whilst developing digital literacy, computer science and the ability to create computer programs. Pupils will also understand how to live and use technology safely in an increasingly digital society.



Our Computing scheme of learning has been developed with the use of the National Centre for Computing Education (NCCE) units of learning. The mixed aged planning allows children to embed and progress within their learning and understanding each lesson. 

We are also using aspects of the Just2easy software, using the; J2code, Jit5, J2data and J2write embedded within the NCCE units to ensure pupils are accessing a high-quality computing education, this will equip them to use computational thinking and creativity to understand and change the world.

Pupils are equipped to use information technology to create programs, systems and a range of content. As part of the curriculum they are also made aware of the dangers and risks associated with the use of the internet and are taught how to keep safe.

Our Computing curriculum also ensures that pupils become digitally literate to able to use, express themselves and develop their ideas through, information and communication technology.

Teachers will help pupils with SEND to overcome any barriers to participating and learning and make any ‘reasonable adjustments’ needed to include pupils. To make lessons inclusive, teachers will anticipate what the barriers to taking part will be and what the learning may pose for pupils with SEND. Appropriate modifications or adjustments will be made or smaller steps to achieve the learning goal. 



Assessment is viewed as building a picture over time of a child's learning progress across the curriculum and is viewed as an integral part of teaching and learning.  

Assessment for learning (AFL) and Visible Learning underpin all learning. A variety of feedback is used to inform the pupils about their learning so that they become more involved in their own learning and from this gain confidence in what they are expected to learn and how to progress it further. 

Core success criteria and learning intentions are used to track pupils understanding of their learning.

We use the NCCE unit assessment grids where possible and gather all children's work to create a deeper understanding of each child's level of understanding within each topic. 


Pupil Retrieval Practices include: 

We use a range of quizzes, concept/ mind maps, questioning, success criteria and learning intentions to gage children's understanding. 


Whole School Tracking and Progress 

Alongside using assessment grids and collating childrens understanding through their work. We also use iTRACK for summative assessment, the online pupil tracking software, that uses powerful data analysis to track pupil progress and attainment in real time. This gives the end of year assessment level.