Computing Curriculum

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Computing at Plymouth Grove Primary School

Our Computing and Technology for Learning Leaders are Mrs Butler and Mr Mullins

Article 29 of the UNCRC: a child or young person's education should help their mind, body and talents be the best they can

Global Goal4: Quality Education



Plymouth Grove Primary School gives children a wide-ranging and real-world experience of computing that will prepare them for not only secondary school, but also for the reality of our ever changing technological landscape. Children work individually and using paired programming to solve problems and put their computing skills into action through real-life problem based learning scenarios. 

Our computing curriculum aims to develop a high level of digital literacy and confidence in real-world technologies by:

  • Developing an understanding of algorithms, abstraction, logic and data representation.

  • Giving the children practical experience of writing programs to solve problems.

  • Allowing children to experiment with and evaluate new technologies in an analytical manner.

  • Making links with digital literacy skills so that children can safely, creatively and confidently navigate their digital landscape.



Computing is taught using the 2014 National Curriculum as its basis. The scheme of work we will start to develop will take in expertise and support from the CAS Network, Google Suite for Educators and Barefoot Computing.

The computing curriculum will be based on a spiral curriculum which repeats on an annual basis. Over the first 1-2 years of our implementation, there will be some flux in topics to allow us to continually evaluate and debug our own computing curriculum to match the needs of the children and the ever changing world of computing.

We will encourage children to develop their confidence in using computers in real-world contexts by giving them a repertoire of web apps that they can access at home. This will enable them to practice the skills that they have learned in a wide range of contexts and will also support staff in their professional development so that the risk of deskilling is reduced. 

The topics are clearly mapped to the Age Related Expectations (AREs) as set out in our legacy documentation. This ensures that the pitching of lessons and progression is clear throughout the school. Planning is saved on Google Drive and on the school’s server.

As our new curriculum develops, it is envisaged that units will be structured in the following way.

  • Exploration of current software and ideas.

  • Skills based tasks.

  • Project assignments.

  • Evaluation.

This approach develops the children’s design skills, as set out in the Design and Technology curriculum statement.

In terms of resources, the school currently has the following hardware:

  • 30 laptops

  • 113 Chromebooks

  • 30 Samsung tablets

  • 17 iPads
  • Beebots.

  • Lego WeDo

  • Microbits

The computing coordinator currently manages the timetabling of these resources. We also use the following software/web apps:

  • Seesaw
  • Google Suite for Educators.

  • 2Simple suite 

  • Spelling shed

  • Maths Shed

  • Accelerated reader

  • Maths Watch

  • Times Tables Rock Stars
  • Scratch web app

Assessment is carried out in the form of project challenges which inform the teacher’s assessment against AREs. This, combined with other assessment and monitoring strategies will continue to inform and develop the computing curriculum statement and action plan.

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Fischer Family Trust curriculum tracker is used to record the progress the progress that pupils are making in terms of knowing more, remembering more and being able to do more  at the end of each academic year. This will record whether the children are working towards the age related expectations, at the age related expectations or exceeding the age related expectations. 

These judgements will be quality assured by subject leaders using first-hand evidence of how pupils are doing, drawing together evidence from pupil interviews, observations of tasks, reading tasks, work scrutinies and  discussions with pupils about what they have remembered about the content they have studied.

These judgements will inform the curriculum and whether children are ready for the next stage of their education.

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