Computing
In an increasingly digital society, we recognise the importance of equipping our pupils with the knowledge and skills to become confident, responsible and safe digital citizens. At Danetree Primary School & Nursery, online safety is an integral part of our computing curriculum and is reinforced through PSHE, assemblies and discussions in response to current events and emerging online risks. We teach children how to protect their personal information, recognise inappropriate content and contact, communicate respectfully online and seek help when something makes them feel uncomfortable or unsafe.
Alongside our computing curriculum, we use ProjectEVOLVE to support the teaching of online safety through age-appropriate, discussion-based learning. ProjectEVOLVE helps children develop the knowledge, understanding and critical thinking skills needed to navigate the digital world safely and responsibly. This includes understanding their digital footprint, recognising misinformation, responding to cyberbullying and making informed choices about their online interactions. We want every child to understand not only how to stay safe online, but also how to contribute positively to the digital communities they are part of.
At Danetree, we teach computing using the National Centre for Computing Education’s (NCCE) Teach Computing Curriculum. Developed by subject experts and informed by pedagogical research and teacher feedback, this structured curriculum follows the National Curriculum and provides a clear progression of knowledge and skills from the early years through to the end of primary school. It prepares pupils for the next stage of their education, developing their understanding of computing, digital technology and computer science.
The NCCE is supported by the Department for Education and its partners, helping to strengthen the quality of computing education in England. You can explore how children’s knowledge and skills develop across the year groups by viewing the NCCE Curriculum Journey document at the bottom of this page.
What children will be taught
As children move through our school, they follow a progressive computing curriculum that builds on prior learning and develops their knowledge, skills and confidence. Across the year groups, pupils explore a range of areas, including computing systems and networks, programming, creating media and data and information. Online safety is woven throughout this learning, ensuring that children understand how to use technology purposefully, respectfully and safely as they prepare for life in an increasingly digital world.
Key Stage 1
Year 1
Technology around us: Recognising technology in school and using it responsibly
Digital painting: Choosing appropriate tools in a program to create art, and making comparisons with working non-digitally
Moving a robot: Writing short algorithms and programs for floor robots, and predicting program outcomes
Grouping data: Exploring object labels, then using them to sort and group objects buy properties
Digital writing: Using a computer to create and format text, before comparing to writing non-digitally
Programming animations: Designing and programming the movement of a character on screen to tell stories
Year 2
Information technology around us: Identifying IT and how its responsible use improves our world in school and beyond.
Digital photography: Capturing and changing digital photographs for different purposes.
Robot algorithms: Creating and debugging programs, and using logical reasoning to make predictions.
Pictograms: Collecting data in tally charts and using attributes to organise and present data on a computer.
Digital music: Using a computer as a tool to explore rhythms and melodies, before creating a musical composition.
Programming quizzes: Designing algorithms and programs that use events to trigger sequences of code to make an interactive quiz.
Key Stage 2
Year 3
Connecting computers: Identifying that digital devices have inputs, processes, and outputs, and how devices can be connected to make networks.
Stop-frame animation: Capturing and editing digital still images to produce a stop-frame animation that tells a story.
Sequencing sounds: Creating sequences in a block-based programming language to make music.
Branching databases: Building and using branching databases to group objects using yes/no questions.
Desktop publishing: Creating documents by modifying text, images, and page layouts for a specified purpose
Events and actions in programs: Writing algorithms and programs that use a range of events to trigger sequences of actions.
Year 4
The internet: Recognising the internet as a network of networks including the WWW, and why we should evaluate online content.
Audio production: Capturing and editing audio to produce a podcast, ensuring that copyright is considered.
Repetition in shapes: Using a text-based programming language to explore count- controlled loops when drawing shapes.
Data logging: Recognising how and why data is collected over time, before using data loggers to carry out an investigation.
Photo editing: Manipulating digital images, and reflecting on the impact of changes and whether the required purpose is fulfilled.
Repetition in games: Using a block-based programming language to explore count-controlled and infinite loops when creating a game.
Year 5
Systems and searching: Recognising IT systems in the world and how some can enable searching on the internet.
Video production: Planning, capturing, and editing video to produce a short film.
Selection in physical computing Exploring conditions and selection using a programmable microcontroller.
Flat-file databases: Using a database to order data and create charts to answer questions.
Introduction to vector graphics: Creating images in a drawing program by using layers and groups of objects.
Selection in quizzes: Exploring selection in programming to design and code an interactive quiz.
Year 6
Communication and collaboration: Exploring how data is transferred by working collaboratively online.
Webpage creation: Designing and creating webpages, giving consideration to copyright, aesthetics, and navigation.
Variables in games: Exploring variables when designing and coding a game.
Introduction to spreadsheets: Answering questions by using spreadsheets to organise and calculate data.
3D modelling: Planning, developing, and evaluating 3D computer models of physical objects.
Sensing movement: Designing and coding a project that captures inputs from a physical device.
Useful Learning Links
Scratch - Online Coding Resource
Downloads
EYFS
Although computing is no longer part of the statutory EYFS framework, we believe it's still important for children to explore and engage with a variety of technologies from a young age.
We're currently updating our Early Years resources to ensure children have access to a wide range of tools that support curiosity, creativity, and digital awareness.
Technology in the Early Years can include simple, playful experiences such as taking a photo with a tablet, searching for information online, playing games on the interactive whiteboard, exploring an old typewriter or mechanical toys, using a Beebot, watching video clips, or listening to music. These activities help children build confidence and familiarity with the digital world in a safe and age-appropriate way.
