Computing

Computing Curriculum Overview 

Curriculum Content and Coverage

 The curriculum is structured to ensure full coverage of the three key strands of computing:  

• Information Technology  

• Computer Science  

• Digital Literacy  

The computing curriculum is delivered through a structured one-year rolling programme that has been carefully designed to ensure both progression and continuity in learning. This approach enables pupils to revisit and consolidate key skills over time, supporting retention and deepening understanding. Each cycle builds systematically on prior knowledge while reinforcing the core competencies pupils need to become confident and independent users of technology by the time they leave school. The long-term plan is underpinned by the three key strands of the computing curriculum ensuring balanced coverage and clear progression across all areas.  

Through repeated and progressive exposure, pupils develop the essential skills to apply computing effectively across the curriculum and in real-life contexts.  

Online safety is a central component of the curriculum and is explicitly taught through the Digital Literacy strand. It is further reinforced through the PSHE curriculum, ensuring that pupils develop a secure understanding of how to use technology safely in a range of contexts.  

Curriculum Structure

The computing curriculum is structured around three key components: the Early Years Foundation Stage (EYFS) framework, the Switch Progression Guidance, and the main computing curriculum. Together, these provide a coherent and progressive pathway that supports pupils’ development of computing knowledge and skills from early development through to the end of their school journey.  

Whole School Implementation

Beyond the Early Years, computing is delivered through both the Switch Progression Guidance and the main computing curriculum. These pathways are skills-based and designed to provide a clear progression of learning that meets the diverse needs of all pupils.  

The curriculum enables pupils to systematically develop the knowledge and skills required to access and use ICT effectively across the wider curriculum. It ensures that learning is meaningful, progressively sequenced and supports pupils in becoming confident, independent users of technology.  

Across all phases, the curriculum is designed to support pupils in applying their computing skills in a range of contexts, promoting independence, communication and access to learning across all subject areas.  

For pupils in the semi-formal and formal pathways, computing is delivered through an adapted National Curriculum, with a minimum of one hour of discrete teaching per week. This ensures that all pupils have sufficient opportunity to develop, practise and embed key computing skills, enabling them to confidently access ICT across the wider curriculum.  

Early Years (EYFS)

In the Early Years, computing is delivered through the EYFS framework, specifically within the Understanding the World – Technology strand. Learning is embedded within a topic-based, child-led approach, ensuring that pupils develop early technological awareness through exploration, play and meaningful experiences. This approach supports the development of foundational skills, curiosity and familiarity with technology in a purposeful and engaging context.  

Provision for Different Curriculum Strands

The computing curriculum is carefully adapted to meet the needs of all pupils throughout the complex, semi-formal and formal Curriculum strands.  

Complex

Pupils accessing a complex curriculum follow the Switch Progression Guidance, which supports them in developing the foundational skills required to increasingly access and interact with the world around them. Progress is assessed through the VOE Pre-Formal Assessment Tracker, ensuring that small steps of development are recognised and built upon. Resources and learning opportunities are progressively adapted to remain age appropriate as pupils move through the school. Where appropriate, pupils are supported to progress towards the higher engagement steps, enabling a transition into a semi-formal pathway.  

Semi-Formal  

Pupils following a semi-formal curriculum access an adapted computing curriculum based on the Key Stage 1 and Key Stage 2 National Curriculum. Learning is aligned with the higher engagement steps and overlaps with early progression steps, ensuring continuity and appropriate challenge as pupils develop independence and application of skills.  

Formal  

Pupils accessing a formal curriculum follow the computing curriculum based on the National Curriculum and work within clearly defined progression steps. These pupils receive a minimum of one hour of discrete computing teaching per week to develop the knowledge, understanding and technical skills required to apply ICT effectively across all areas of the curriculum.