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Computing & IT

St. Michael's Computing & IT Curriculum Statement

At St. Michael's we understand that computers are now a key part of children’s everyday lives at both home and school. It is our intent that children will leave our school not just confident using a range of devices and applications but also with an understanding of how they work. As children’s lives increasingly move online, we want the children to know how to keep themselves safe and how to make the most of the digital tools at their fingertips. We want to kindle in the children a knowledge and enjoyment of computer science and STEM learning which they can take forward into their future learning.


We prepare our pupils for the future by providing an excellent computing education and bringing the subject to life through the following journey:


St. Michael’s Computing Curriculum Map 2023-24



Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 




Comp Science - 
Coding & Programming
: Electronic and Controllable Toys  



Creative Computing
touch screen games; Photo, Video & Audio; the internet; Toys with technology  




Creative Computing
Digital Painting – Choosing appropriate tools in a program to create art and making comparisons with working non-digitally. 




Comp Science - 
Coding & Programming

Moving a Robot – Writing short algorithms and programs for floor robots, and predicting program outcomes. 



Understanding Networks
Information Technology Around Us – Identifying IT and how its responsible use improves our world in school and beyond.  



Data & Information
Pictograms – Collecting data in tally charts and using attributes to organise and present data on a computer. 




Understanding Networks: Connecting Computers (3.1) 


Creative Computing:  

Stop-frame animation (3.2) 


Comp Science - 
Coding & Programming:

Sequencing sounds (3.3) 





Comp Science - 
Coding & Programming

Repetition in Shapes (4.3) 


Data & Information:
Data Logging (4.4) 


Creative Computing

Photo editing (4.5) 

Structure of the Units of Work 


Every unit of work in the Teach Computing Curriculum contains: a unit overview; a learning graph, to show the progression of skills and concepts in a unit; lesson content – including a detailed lesson plan, slides for learners, and all the resources needed; and formative and summative assessment opportunities. 


There are four distinct strands to our computing curriculum. Each strand has its own clear skills progression. The strands are taught through a mixture of discrete, subject specific computing lessons and as part of other blocks of learning. The four strands are:  

  • coding and programming  

  • understanding networks (KS2 only)  

  • creative computing  

  • online safety  

The whole curriculum has been designed with input from secondary colleagues to ensure a smooth transition through KS1 and KS2 and in readiness for KS3.  


Coding & Programming  

This strand, which incorporates computational thinking, is mainly taught as discrete computing sessions, although some curriculum links will exist where appropriate. Children begin in EYFS with exploring technology in everyday life through their play and using programable toys such as Beebots. In KS1 children use Beebots with a specific goal to complete tasks, they begin plan their code and debug where necessary. Children also begin to use on screen coding applications, such as the use of Scratch Jr and other apps. In lower KS2 children begin to use Scratch as a block programming tool. They learn to use repeats, selection, variables and mathematical operators to achieve a specific task. Their computational thinking is also developed as they plan their code using flow charts. 


Understanding Networks  

This strand, started at KS2, is about introducing children to some of the concepts behind the technology they use. These are taught in a few dedicated, discrete lessons throughout the year, although teachers will be able to regularly reinforce concepts through the children’s everyday use of the internet and technology. Learning includes how the internet works, how computers work together in the school network, how search engines work and what is inside a computer.  


Creative Computing  

This strand is usually taught as part of other areas of the curriculum, although it may start with a ‘tinkering’ session to familiarise children with an app, process or specific tool. The wider curriculum provides the focus and task aspect (for example make a podcast, digital publication or animation to showcase your learning about Ancient Greeks). Through KS1 and KS2 children will learn word processing, desktop publication, presentation, digital publishing, animation, audio content creation and video creation tools and skills. They will also learn to combine these, for example adding their own video or animation to an ebook. Throughout the school children are encouraged to make choices about layout, format and content to suit audience and purpose.


Online Safety  

We teach online Safety using the resources and lessons on These take the 350 statements from the UKCIS (UK Council for Internet Safety) framework “Education for a Connected World” and provide resources for each. These cover 8 strands of online safety: Self-Image & Identity; Online Reputation; Managing Online Information; Privacy & Security; Online Relationships; Online Bullying; Health, Well-being & Lifestyle; Copyright & Ownership 

Online safety is an all year, ongoing focus, which is constantly returned to – teachers will use Project Evolve resources to support their online safety teaching and messages throughout the year. There is also an overlap into our SCARF PSHE curriculum . 

Computing in the National Curriculum

“A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Buildings on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.” (National Curriculum, 2013)