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At Woodcote, Computing is a practical and creative subject that focuses on teaching children the key skills to become active participants in our ever-changing digital world. Computing and IT is essential in our society, and it continues to develop with new technological advances. Computing allows children to be creative and problem-solve in various cross-curricular ways. There are many links between Computing and mathematical thinking, science, D&T, and PSHE. Children at Woodcote respect other users and understand the importance of appropriate behaviour online. We encourage our children to express themselves and think outside of the box to develop new ideas that challenge their understanding and those around them.


Our main aim is to develop independent and competent users of different software and processes. At Woodcote Primary, the Computing curriculum is carefully sequenced to ensure learning is progressive throughout the year and between year groups. Each lesson and unit of work builds upon prior knowledge and the children's current skills. We actively encourage our children to be creative with applying their knowledge of skills and processes to create a variety of digital content. 

  • Computing at Woodcote is taught through the three main strands:
  • Computer science (programming algorithms/coding and fixing simple programs)
  • Digital literacy (how computers work and understanding how to use technology safely)
  • Information technology (the use of various software and programs to create a goal)

In all areas of the Computing curriculum, our teaching is exciting, high quality and innovative to give children opportunities to explore and create their programs, documents and learning. Our teaching involves projects that encourage the use of programs that are applicable in real-life. 

We aim to provide:

  • Stimulating lessons to excite children
  • Opportunities for children to be creative with the skills they have taught
  • Opportunities for children to be challenged to result in effective and practical problem-solving.

Through the computing curriculum, we teach the skills of each piece of software and give children the freedom to explore and create their digital learning related to our IPC topics. By linking computing lessons to IPC topics, lessons have meaningful links with learning in other subjects to create long-lasting memories. We allocate two half terms to explicitly teach discrete e-safety lessons, so children know the risks and are confident users to seek help if needed. Throughout the year, these e-safety issues are recapped in all Computing lessons because we are dedicated to ensuring our children are safe when they are online. 

Curriculum/Scheme of Work 

The curriculum was developed alongside IPC to tie in computing objectives with themes across the year to give meaningful links. The curriculum aims to teach children essential software skills for later in life, so where possible, the objectives are embedded in real-life situations. National Curriculum objectives have been broken down into two key stages and then down further for each year group. This enables each year group to understand the progression of skills throughout the key stages. As a school, we have a clear view of progression to ensure that skills are built upon and that children are not taught the same every year. We use a range of software across the key stages to ensure children are developing their skills consistently across the school. The three strands of Computing are rotated around each half term so that learning can be revisited and built upon at different times of the year.


The Computing lead maps out computing planning over the half term with three main objectives, and this is handed to the teachers to deliver their sessions. Once shared, teachers take the computing mapping and consider the learning journey for their children to tailor it to the needs of individual children in the class. Where possible, the learning journey is embedded within the IPC topic with a clear journey. Teachers plan collaboratively and work together to tease out the main teaching points and where they need to support or challenge the needs of their class. Decisions about whether lessons are on-screen or off-screen are made during the planning process, and a combination is used to ensure children are taught in different ways. On-screen tasks involve using technology to create learning, and off-screen tasks can take objectives and teach them without using technology. 

At Woodcote, we use a range of programs and software to ensure children have the opportunity to learn and experience different forms of technology, for example, bee bots, iPads, laptops and cameras.


Computing is taught 3-4 times a half term with a flexible schedule that suits the age or needs of the year group.

A Computing lesson comprises an e-safety recap or starter, explicit teaching of the main skill or objective, an opportunity for discussion with a partner or group, and an application activity.

Computing is evidenced in a variety of ways:

  • Written work in books
  • In children's folders on the laptops
  • Photographs stuck in books
  • Photographs on Class Dojo


Learning is differentiated to challenge and support children during Computing sessions. The computing objectives focus on teaching skills rather than procedures, resulting in children being encouraged to adapt and vary the work to suit their own needs, allowing children to experiment and challenge themselves by problem-solving. Wherever possible, children are taught in groups to learn from each other and support one another. 

Adults move around the room to support all children and make formative assessments within lessons that inform future planning. Support is provided in several ways: adult support, peer support, additional resources or learning chunked into smaller, more manageable steps. Challenges are made available for all children to be able to access. Where possible, these are open-ended as they provide the best learning opportunities for the children.


Teachers use their assessment of the children to consider what the children already know during the planning process. The assessment of their skills and understanding is established during many parts of the lesson, including during starters/recaps, listening to children's group discussions, independent application of skill, and understanding at the end of the session. 

Assessments made are based on the objectives and key skills outlined in the whole school overview rather than assessing the end product. Judgements are made on the children's ability to use technology and manipulate rules and processes they have learnt to be creative and imaginative.  


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