Computing
Intent
At Jubilee Wood Primary School, our computing curriculum is designed to equip all pupils with the knowledge, skills, and understanding needed to thrive in a digital world. We aim to develop confident, responsible, and resilient learners who can think critically, solve problems, and use technology safely and creatively.
Our curriculum ensures that pupils:
- Gain a strong foundation in computer science, information technology, and digital literacy
- Develop transferable skills such as logical thinking, creativity, and collaboration
- Understand how technology impacts individuals, communities, and society
- Learn how to stay safe and responsible when using digital systems
We are committed to high expectations for all learners and ensure equality of access so that every child, including those with additional needs, can succeed.
Implementation
The computing curriculum is delivered through the National Centre for Computing Education’s Teach Computing curriculum, which is fully embedded across Key Stages 1 and 2.
The curriculum follows a spiral structure, with key concepts revisited and built upon each year. This approach strengthens retention, supports progression, and ensures continuity across year groups.
Learning is organised around the three National Curriculum strands:
- Computer Science
- Information Technology
- Digital Literacy
These are taught through ten core themes:
- Algorithms
- Programming
- Computer systems
- Computer networks
- Data and information
- Creating media
- Design and development
- Effective use of tools
- Impact of technology
- Safety and security
All pupils receive a minimum of one hour of computing per week.
- In Reception, learning is exploratory and practical.
- In Key Stages 1 and 2, pupils use laptops in classrooms and desktop PCs in the computing suite to complete increasingly complex tasks.
- All timetabled computing lessons are taught by a specialist computing teacher, ensuring subject expertise and consistency.
Lessons are carefully sequenced using year-specific units that include clear learning objectives, success criteria, practical activities, and assessment opportunities. Pupils store their work digitally using their own OneDrive accounts, allowing progress to be tracked over time.
A wide range of resources support learning, including:
- Laptops, tablets, and desktop PCs
- Google Workspace and Microsoft tools, including Teams
- Interactive whiteboards and visualisers
- Online platforms such as TTRS, EdShed, and Teams
- Educational software including Scratch, Tinkercad, BBC micro:bit, and data-logging tools
- Physical devices such as cameras and Bee-Bots
Provision is adapted to support pupils with special educational needs, including the use of adapted hardware and additional adult support where required.
Digital Leaders support peers, model positive digital behaviour, and take part in enrichment activities that enhance leadership and responsibility.
Impact
The impact of our computing curriculum is evident in pupils’ strong digital literacy, problem-solving skills, creativity, and confidence. Pupils are motivated, engaged, and able to apply their learning across the wider curriculum.
Assessment is used effectively to inform teaching and measure progress:
Formative assessment is ongoing and includes:
- Teacher observation and targeted questioning
- Use of clear success criteria and learning objectives
- Retrieval activities to strengthen long-term memory
- Digital evidence of learning stored via OneDrive and Teams
Summative assessment takes place at the end of units or terms and includes:
- Built-in assessments such as quizzes and assessment rubrics
- Work scrutiny against curriculum objectives
- Reporting that identifies whether pupils are working towards, meeting, or exceeding age-related expectations
By the end of Year 6, pupils leave Jubilee Wood Primary School with the skills, knowledge, and understanding required to successfully access the Key Stage 3 computing curriculum. They are confident, safe, and responsible users of technology, well prepared for the next stage of their education and for life in a digital society.
