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Information Technology / Computing

Computing Policy 2019

In Foundation stage, we are using Keychain Computing, a scheme of work that has been created to be engaging and supportive in allowing children to interact with different aspects of the computing curriculum.


Throughout the academic year, children will cover:



Name of Unit

Key Objectives

Key vocabulary

Autumn Term

E-safety and Sequencing

I can put things in the right order (sequencing).

I know what to do if I see something on the internet that makes me feel ‘funny in my tummy’.

E-safety, Online, internet, sequence, instructions

Autumn Term

A cat on a mat

I can read an ebook.

I can navigate an ebook.

I can put words in the correct sequence so they make sense.

I can drag and drop objects in a game.

I can type using a keyboard.

I can use a mouse.

Drag and drop, ebook, sequence, mouse

Autumn Term

Music Algorithms

I can create a piece of music.

I can write an algorithm.

I can debug an algorithm.

I can use a mouse or touch screen.

I can tinker.

Algorithms, debug, rhythm, music, mouse, touch screen

Spring Term

Algorithm – Coding blocks

I can create an algorithm.

I can debug an algorithm.

I can follow algorithms.

I can drag and drop objects using a mouse or touch screen.

Algorithm, sequence, repeat, blocks, debug, touch screen, mouse

Spring Term

Algorithms – Jam Sandwiches

I can create an algorithm.

I can debug an algorithm.

I can follow algorithms.

I can create a set of instructions.

Algorithm, sequence, blocks, debug

Spring Term


I can sort objects into groups.

I can put objects in the correct order (sequence).

I can arrange objects in height order.

Sort, sequence, order

Spring Term


I can spot repeating patterns.

I can identify the next object in a pattern.

I can make my own patterns.

I can create simple rhythms with repeating patterns.

Pattern, repeat

Summer Term

Martha Monkey

I can drag and drop objects.

I can count to 10.

I can put the days of the week in order.

I can read the days of the week.

Sequence, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Summer Term

Bees in the garden

I can move my bee around the screen using an algorithm.

I understand left and right.

I know what a quarter turn is (some may know 90 degrees).

I can create an algorithm.

Algorithm, forward, right turn, left turn, 90 degrees, quarter turn

Summer Term

Handling Data

I can count to 20.

I keep accurate records.

I can make my own pictogram.

I can display information in a pictogram.

I can read a pictogram and ask questions.

Pictogram, count, tally, information


In Key stage 1 & 2:

At St Mary's CofE Primary School, we are using the National Centre for Computing Education (NCCE) scheme of work for computing, funded by the Department for Education, which has been adapted to suit the learners at our school. The Programmes of study have been organised as follows:


Year 1/2

Year 3/4

Year 5/6

Year B (2021/2022)

Autumn 1 - Yr 2 - Unit 1

Tech around us

Autumn 2 - Yr 1 - Unit 3

Digital writing

Spring 1 - Yr 1 - Unit 5

Moving a Robot

Spring 2 - Yr 2 - Unit 5

Robot Algorithms

Summer 1 - Yr 1 - Unit 6

Intro to animation

Summer 2 - Yr 2 – Unit 6

Programming Quizzes



Autumn 1 - Yr 3 - Unit 3

Desktop Publishing

Autumn 2 – Yr 4 - Unit 2

Audio Editing

Spring 1 - Yr 3 - Unit 2


Spring 2 -Yr 3 - Unit 4

Branching Databases

Summer 1 - Yr 4 - Unit 5

Repetition in Shape

Summer 2 - Yr 4 - Unit 6

Repetition in Game


Autumn 1 - Yr 5 Unit 2

Vector Drawing

Autumn 2 - Yr 6 Unit 2

3D Modelling

Spring 1 - Yr 5 Unit 3

Video Editing

Spring 2 - Yr 5 Unit 4

Flat-file Databases

Summer 1 - Yr 6 Unit 5

Variables in Games

Summer 2 - Yr 6 Unit 6



Year A (2022/2023)

Autumn 1 - Yr 1 - Unit 1

Intro to Tech

Autumn 2 - Yr 2 - Unit 2

Digital Photography

Spring 1 - Yr 1 - Unit 2

Digital Paint

Spring 2 - Yr 2 - Unit 3

Making Music

Summer 1 - Yr 1 - Unit 4

Grouping Data

Summer 2 - Yr 2 - Unit 4



Autumn 1 - Yr 3 -  Unit 1

Connecting Computers

Autumn 2 - Yr 4 - Unit 1

The Internet

Spring 1 - Yr 3 - Unit 5

Sequencing Sounds

Spring 2 - Yr 3 - Unit 6

Events and Actions

Summer 1 - Yr 4 - Unit 4

Data Logging

Summer 2 - Yr 4 - Unit 4

Photo Editing


Autumn 1 - Yr 5 Unit 1

Sharing information

Autumn 2 - Yr 6 Unit 1


Spring 1 - Yr 6 Unit 3

Web Page Creations

Spring 2 - Yr 6 Unit 4


Summer 1 - Yr 5 Unit 5

Physical Computing

Summer 2 - Yr 5 Unit 6

Selection in Quizzes



All resources have been tailored to our school setting in terms of technology we have access to and programs available. The materials are suitable for all pupils irrespective of their skills, background, and additional needs.


Spiral Curriculum:

The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly, and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited. It also ensures that connections are made even if different teachers are teaching the units within a theme.


The curriculum has been written to support all pupils. Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Scaffolded activities may include extra resources, visual clues or teacher time. The curriculum also offers, exploratory tasks which foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences.



Lessons include formative assessment opportunities for teachers to use. These opportunities are listed in the lesson plan and are included to ensure that misconceptions are recognised and addressed if they occur. They vary from teacher observation or questioning, to marked activities. These assessments are vital to ensure that teachers are adapting their teaching to suit the needs of the pupils that they are working with, and you are encouraged to change parts of the lesson, such as how much time you spend on a specific activity, in response to these assessments. The learning objective and success criteria are introduced in the slides at the beginning of every lesson. At the end of every lesson, pupils are invited to assess how well they feel they have met the learning objective using thumbs up, thumbs sideways, or thumbs down. This gives pupils a chance to reflect on their learning. It is also a chance for teachers to see how confident the class is feeling so that they can make changes to subsequent lessons accordingly.