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At St Bartholomew’s our aim is that, through a comprehensive computing curriculum and wider curriculum links, children gain an understanding of computational systems of all kinds in order for them to become creative and logical thinkers. Our vision is for computing to be a practical subject where invention and resourcefulness is encouraged so pupils can become creators and not consumers of technology. We intend to provide our pupils with a knowledge rich curriculum which encompasses all three aspects of computing: computer science, digital literacy and information technology. Our curriculum is one where the ideas of computing are applied to understanding real-world systems and creating purposeful products and systems as a result of their new found knowledge. Every core principle in our computing curriculum can be taught or illustrated through a range of technology; the devices and technology the children use, in order to create and develop their understanding of a specific aspect of computing, must be up-to-date and at a level suitable for the future workplace and enable pupils to be active participants in a digital world. Computing is a practical subject, in which invention and resourcefulness are encouraged. This combination of principles, practice and invention makes computing an extraordinarily useful and intensely creative subject. Encompassed throughout our computing and PSHE curriculum will be all aspects of e-safety to ensure that children have a range of strategies able to operate safely in digital world.


We have developed a comprehensive progression document to best embed and cover every element of the computing curriculum and beyond. Knowledge and skills build year on year to deepen and challenge our learners and ensure that these are embedded through practice in a range of experiences. This comprehensive curriculum will develop children’s confidence and character.

Through a dedicated computing session pupils will have access to a class set of laptops and iPads which will enable students to familiarise and embed the knowledge and skills needed to become a digital thinker. Every session builds on from the last in order for all students to produce a purposeful outcome by the end of each half term. Each outcome in computing is linked with other subjects in the wider curriculum in order to ensure computing is never an isolated subject. Moreover, there can be further access to digital devices throughout the week to help broaden their understanding in Information technology, computer science and digital literacy via the rest of the curriculum developing the opportunities for all learners to become creative and computational thinkers.

Digital Imaging: Through the exploration of digital art and animation software, children will develop an awareness of audience and, therefore, the ability to present information effectively, interestingly and in a variety of ways. Children will develop an ability to structure and organise their ideas in order to create a clear and purposeful plan for their animation.

Digital coder: This aspect explores computer science, specifically programming. Through an understanding of algorithms, children will refine and create a clear set of instructions in order to achieve a specific goal. Children will develop their ability to be logical thinkers and solve problems by decomposing them into smaller parts.

Digital musician: Children will work with a range of digital sounds and their own voice during this area of information technology. As they learn the interrelated dimensions of music, they will strengthen their listening skills and musical understanding as well as work collaboratively and confidently with their peers to produce a purposeful piece of digital music.

Digital informer: During this computer science topic, children will understand that data is informative and holds meaning and be able to work on a variety of ways to present this data so it is organised in a logical and helpful way. Children will develop an awareness of databases, including search engines such as Google, and understand how to use these efficiently to solve problems and answer questions.

Digital film maker: Through the UN’s Global Goals agenda, children will develop an understanding of not only important aspects of how to ensure the planet develops in a sustainable way but also use film and motion in order to share this information with their peers and the wider school community. They will work in a collaborative manner to dissect their idea into logical steps and understand how they can fully contribute to each section in order to create a finished product that is informative and clear. As they progress with this topic, children will understand how film and motion evoke a certain emotion from the audience and manipulate this through a range of camera angles and shots.

Digital Presenter: This aspect of information technology continues to focus on Global Goals but children will move from gaining an understanding of a specific goal and sharing this insight with others to developing a persuasive presentation. Children will use digital devices to enhance and support their vocal abilities so they control aspects of computing to develop and empower their own voice.


Through our comprehensive computing curriculum, all children will be equipped with a set of transferrable skills which will allow them to be controllers and developers of technology and not hide behind it nor become a slave to it. This is why we ensure our computing curriculum either has links with other subjects, develops a strong understanding of how to be safe with it or is a platform to allow for their voice to be heard. We are passionate that to be able to succeed later on in life, all children should be able to have the ability to stand up and be counted from an early age.

Computational thinking provides insights into many areas of the curriculum and influences work at the cutting edge of a wide range of disciplines. Why is computational thinking so important? It allows us to solve problems, design systems and understand the power and limits of human and machine intelligence. It is a skill that empowers and one that all pupils will be aware of and develop competence in during their time at St Bartholomew’s. The computing curriculum develops experiences of the 3 different strands of computing (computer science, information technology and digital literacy) and ends each year with a consolidation focus where children will present to their peers, the school and parents about an important issue in the world. This constant focus of developing computational, creative and logical thinkers who have a sense of autonomy in their end product, enables all pupils to see how computing can enhance their current learning, develop the next stage of their development and pave the way for beyond that too.

Finding the right balance with technology is key to an effective education. The technologies we use are varied in order to consistently ensure that the most important aspects are the skills and knowledge learnt and not the technologies used; this will raise resilience and resourcefulness in learners where they are not reliant on one product to achieve an end goal. Instead they will have experiences of a range of technologies in the computing curriculum all of which have been chosen because they have strong links to the next stages of their digital journey.

We strongly believe that the teaching of computing is not an isolated vehicle but one which develops a child’s ability to solve problems, be logical, problem solve and use computational thinking. The progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes. We will constantly ask the WHY behind their learning and not just the HOW. Our students will be ones who can discuss, reflect and appreciate the impact computing has on their learning, development and well-being because a pupil who can think computationally are better able to conceptualise, understand and use computer-based technology and so are better prepared for today’s world and the future.

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