Computing
At Elaine, our Computing curriculum is designed to prepare our pupils to thrive as confident, responsible, and creative digital citizens in an increasingly interconnected world. Underpinned by our school-wide commitment to social justice and educational excellence, our curriculum is structured to ensure that all children—regardless of their socioeconomic starting points—develop a deep conceptual and practical understanding of technology.
By framing our curriculum around the three national pillars of Computer Science, Information Technology, and Digital Literacy, we empower our pupils to move from being passive consumers of technology to active creators, logical thinkers, and computational problem-solvers. We weave our core school values of Excellence, Love, Aspiration, Individuality, Nurture, and Engagement (ELAINE) into our computing lessons, preparing pupils to utilise technology as a powerful tool for positive change, active representation, and lifelong learning.
Our Curriculum Intent
Our Computing curriculum is sequenced to ensure that children build substantive and disciplinary knowledge cumulatively over time, preparing them for the opportunities, responsibilities, and experiences of later life:
- Computer Science (The Mechanics of Technology): Pupils learn the core principles of information and computation, including how digital systems work, block-based and text-based programming, and the design and debugging of algorithms.
- Information Technology (Applying Technology): Pupils learn to select, use, and combine a range of software and digital devices to accomplish specific goals, including collecting and analysing data, creating rich digital media, and designing projects.
- Digital Literacy (Navigating Technology Safely): Pupils learn to use, express themselves, and develop their ideas through information and communication technology safely, respectfully, and critically.
Implementation
To ensure that pupils develop long-term memory retention and avoid cognitive overload, we deliver our Computing curriculum through a carefully scaffolded approach:
- Early Years Foundation Stage (EYFS): Early Technological Exploration & Cause-and-Effect: Early computing begins in our early years setting through structured continuous provision. Children explore technology through play, learning early cause-and-effect relationships, such as operating simple mechanical or digital toys, taking photos, and recording audio. This early language-rich exploration builds the physical coordination, sensory vocabulary, and communication skills required for formal computing in Key Stage 1.
- The Concrete-Pictorial-Abstract (CPA) Approach in Programming: Just as we do in mathematics, we utilise a CPA progression for early programming. Children begin with physical, concrete experiences, such as physically directing their peers or floor robots like Bee-Bots, transition to pictorial representations, such as visual block programming on screens, before mastering abstract computational thinking.
- The Purple Mash Curriculum: In Key Stages 1 and 2, we implement a highly structured computing curriculum powered by Purple Mash. This platform allows teachers to deliver lessons in small, sequential steps. Elements of programming are broken down into manageable chunks, using I Do, We Do, You Do modelling via classroom visualisers to make expectations explicit before independent tasks begin.
- Metacognition and Debugging Scaffolds: We explicitly teach our pupils how to think about their own thinking when solving technology challenges. When coding sequences do not work as intended, pupils utilise our signature Why-Why-Why Chains to isolate and identify the root cause of the error. This systemic approach transforms code errors into logical learning opportunities, building pupils' resilience and problem-solving stamina.
Digital Literacy and a Culture of Online Safety
Digital safety is embedded into the fabric of school life, rather than being treated as a once-a-year topic.
- E-Safety and Digital Footprints: Children receive regular, age-appropriate instruction on how to keep themselves safe online, protect their personal data, and manage their digital footprints. We explicitly teach children how to recognise potential online hazards and know exactly how to report concerns to trusted adults in our robust culture of vigilance.
- Evaluating Misinformation: In Key Stage 2, pupils utilise our Perspective Glasses critical thinking scaffold to analyse digital information critically. Pupils learn to explore who benefits from online content, evaluate authorial intent, identify biased perspectives, and distinguish between verified facts and digital misinformation.
- Prioritising Cyber-Safety: Pupils collaborate using the Diamond Nine activity to discuss and evaluate different strategies for staying safe online, negotiating and justifying their rankings based on feasibility, cost, and real-world effectiveness.
Removing Barriers
We believe that every child has the right to achieve at the highest standard in Computing. We systematically adapt our lessons to support all learners:
- Scaffolding for Cognitive Ease: For pupils with challenges with working memory or processing difficulties, computing tasks are scaffolded using visual Widgit symbols, segmented sentence structures for code commands, and pre-recorded audio instructions, such as talking tins, to minimise cognitive load and maximise independent success.
- Bespoke Support in Da Vinci and EEC provisions: For pupils with complex Speech, Language, and Communication Needs (SLCN) and neurodivergent profiles in our specialist provisions, computing is used as a powerful diagnostic and communicative tool. Tasks are adapted using concrete inputs, tactile buttons, and highly visual, low-arousal interfaces to support communication, self-regulation, and developmental progress.
Digital Skills for Families
We actively work to support learning at home:
- Family Digital Workshops: We deliver targeted workshops on Digital Skills for Families, focusing on how to navigate online learning platforms, complete homework tasks together, and utilise school-supported digital resources like Purple Mash and Century Learning.
- Parent Co-educator Guidance: We share practical, low-cost strategies with parents to support e-safety and healthy digital boundaries at home, ensuring a consistent vocabulary and set of expectations between school and home.
