At St. Joseph’s Catholic Primary School, we recognise that Computing is an essential life skill and a key component of a modern, balanced curriculum. Our Computing curriculum is designed to equip pupils with the knowledge, skills and understanding needed to thrive in an increasingly digital world.

Our intent is to ensure that pupils:

Understand the principles of computing, including information, computation and digital systems
Develop skills in programming, problem solving and logical thinking
Use technology creatively, safely and responsibly
Understand the digital footprint they leave and how to protect themselves online
Build digital literacy appropriate for future learning, the workplace and active participation in society

Through Computing, pupils develop confidence, resilience and independence as they learn to explore technology, solve problems and reflect critically on the role of digital systems in everyday life.

Implementation

Our Computing curriculum is based on the National Centre for Computing Education (NCCE) computing taxonomy, which provides a comprehensive framework of progressive knowledge and skills.

This taxonomy consists of ten key strands which form the foundation of all Computing learning. The curriculum follows a spiral approach, meaning that pupils revisit each strand regularly, building on prior knowledge and deepening understanding as they move through the school.

The Ten NCCE Computing Strands

The strands and their associated learning outcomes are:

Algorithms – Understanding how to create, follow and evaluate step by step instructions
Computer Networks – Learning how information is shared and the risks associated with networks
Computer Systems – Understanding how computers and digital systems function
Creating Media – Selecting and creating content using text, images, sound and video
Data and Information – Exploring how data is organised, stored and represented
Design and Development – Planning, creating and evaluating computing outcomes
Effective Use of Tools – Using software and digital tools confidently and appropriately
Impact of Technology – Understanding how technology affects individuals and society
Programming – Creating programs to solve problems and control systems
Safety and Security – Understanding online risks and how to stay safe

At Key Stages 1 and 2, learning focuses on age appropriate strands while maintaining clear progression towards Key Stage 3.

Progression and Teaching Approach

Each strand is revisited at least once per year group
New learning builds on prior understanding through increasingly complex tasks
Lessons are carefully sequenced to support knowledge retention and skill mastery
Online safety is explicitly taught and revisited regularly, not treated as a standalone topic

In Upper Key Stage 2, pupils engage in physical computing, using devices such as micro:bits and Crumble controllers. This allows pupils to:

Apply programming knowledge in tangible, real world contexts
Develop problem solving and debugging skills
Engage in creative and challenging tasks that deepen understanding

Physical computing supports engagement and helps pupils see how digital systems interact with the physical world.

Digital Balance and Responsibility

Throughout the curriculum, pupils are encouraged to reflect on:

The impact of technology on wellbeing, learning and relationships
The importance of a healthy balance between digital and offline life
Making responsible and informed choices when using technology

Regular discussion and reflection support pupils in developing mature, thoughtful attitudes towards technology.

Computing

Implementation

Progression and Teaching Approach

Digital Balance and Responsibility

Impact