Appleton C of E Primary School


What is Computing?

Computing and ICT (Information and Communications Technology) play a vital role in our lives, particularly in current times where technologies are constantly changing and evolving. A sound knowledge and understanding of Computing and ICT enables and prepares pupils to be active participants in a world where work, and other activities, are increasingly transformed by access to varied and developing technology. It is our duty as educators to ensure all children have access to an education in which such technologies are available. At Appleton C of E School, skills are taught and practiced to a high standard in a variety of ways, as part of our vision to “build wisely for life”.

The National Curriculum (implemented in 2014) reflected the developments that have taken place over recent years; shifting focus from children learning how to use computers, to becoming competent and confident analytical thinkers, computer programmers and possessing understanding as to how technology works.  The curriculum encompasses three main strands of Computer Science, Information and Communication Technology (ICT) and Digital Literacy.

Aims of Computing

We aim for our curriculum to:

  • Provide a whole school approach to Computer Science, ICT and Digital Literacy, ensuring continuity and progression;
  • Provide children with opportunities to develop their computing capabilities in all areas specified by the National Curriculum Computing Programme of Study;
  • Provide challenge and excitement for our pupils, both in Computer Science and ICT and through their use across the curriculum;
  • Inspire children to be creative and innovative with new and emerging technologies.

We aim for our children to:

  • Become autonomous, independent users of computing technologies;
  • Be confident users of new technologies and be able to experiment with them in different ways to communicate learning;
  • Be able to use logical thinking and reasoning to solve problems;
  • Gain and apply new skills and knowledge in the areas set out in the curriculum;
  • Understand how their Computer Science, ICT and Digital Literacy learning in school impacts on their future lives.

How is Computing taught? 

Some teaching and learning of the Computing and E-Safety curriculum can be cross-curricular in nature, especially areas such as searching for information and making presentations. However, many of the skills will need to be taught as a discrete subject.

  • The teaching of Computer Science, ICT and Digital Literacy skills will be discrete.
  • Children should be given as many opportunities as possible to apply their Computer Science, ICT and Digital Literacy skills across the curriculum and in creative ways.
  • There are no minimum or maximum requirements in relation to time spent on the teaching and learning of Computer Science, ICT and Digital Literacy per week. However, the class teacher must ensure, through careful planning and reviewing, that each learning objective from the Computer Science, ICT and Digital Literacy curriculum is covered thoroughly, and that Computer Science, ICT and Digital Literacy are an integral part of the whole curriculum.
  • Teachers must show coverage of the Computing and E-safety curriculum on long term planning. This includes discrete Computer Science, ICT and Digital Literacy as well as the coverage that occurs in cross-curricular learning. 
  • Planning must be centred around the needs of the pupils, and designed to meet a range of differing needs, including those needing additional support.
  • Planning must show differentiation by highlighting key questions that may be asked of pupils to challenge or support them further.
  • Where appropriate, learning will be linked to topics being studied.


Technology is everywhere and will play a pivotal part in pupils' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. Our broad curriculum encompasses computer science, information technology and digital literacy. We want our pupils to understand that there is always a choice with how we use technology, and as a school we utilise technology to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education.

We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge-rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will, in turn, help our pupils become skilful computer scientists.

We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding, and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.


Computing at Appleton C of E Primary School: 

  • Our curriculum is being continuously developed in order to improve both computing and e-safety outcomes.
  • The computing skills progression includes a clear set of knowledge and skills statements for all year groups.
  • Computing is often taught as a discrete subject and through cross-curricular links.
  • Computing covers a wide range of areas, including information technology, computer science and digital literacy.
  • E-safety is an important part of our digital literacy and PSHCE work and is taught through Gooseberry Planet.
  • Children are taught through targeted differentiated small group and mixed ability whole class lessons.
  • Where possible, links are made with other subjects across the curriculum.


  • We encourage our children to enjoy and value the curriculum we deliver. 
  • We will constantly ask the WHY behind their learning and not just the HOW. 
  • We want pupils to discuss, reflect and appreciate the impact computing has on their learning, development and well-being, as finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. 
  • The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through tools like Google Drive. 
  • Progress is demonstrated and monitored through curriculum coverage, outcomes, and assessment.