Shaping our computing curriculum:


We follow the National Curriculum which enables our children to:

Ensure children receive a good breadth of opportunity and experience in use of range of hardware and software. Range of opportunities to develop Computer Science (programming and logical thinking), E-Safety Awareness (safe and appropriate use, reporting concerns, evaluating content) and Information Technology (understanding of storing, retrieving inc. networking and creating digital content).


The computing opportunities tie into our wider curriculum topics as regularly as possible, to give the computing work a sense of purpose and integration with other learning the children are engaged in.


We want our children to gain the basic skills connected to use of technology in everyday life and education whilst also seeing how technology can be used to present, engage and enhance learning. We also want children to develop logical thinking skills that can be transferred to other areas of learning.


A well-rounded learner in computing would be able to discuss the following subject specific concepts confidently, talking about what each mean and examples of when they have used each within their learning in school. They would have skills that enabled them to use technology confidently for a wide range of purposes and thinking skills that allowed them to transfer skills/experiences to problem solve independently using technology to achieve end goals.    


We use concepts to give meaning to computing:


In all subjects at Barlow Hall we use six Thinking Concepts:

  • Continuity and Change over Time
  • Inter-relationships
  • Perspectives
  • Similarities and Differences
  • Analysing and Interpreting
  • Cause and Effect


Our computing subject concepts are:


  • Programming and computational thinking
  • Searching, storing, creating, editing and publishing
  • Interacting with the Internet
  • Being safe and aware


Our computing topics are included as a download to the right of this section.


Our curriculum is designed so children are taught the knowledge then use their knowledge. We build knowledge from one year to another, moving from a basic understanding to an advanced model where understanding is applied to fluency and then a deep and automatic understanding. In our lessons we build on prior knowledge and link back and forwards to embed our knowledge. We return to key concepts so that are children know more and remember more.


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