Computing Intent

At Bottesford Schools Federation, we recognise that Computing is an integral part of children’s education, both within and beyond the school community. We believe that a high-quality Computing curriculum stimulates curiosity, promotes enthusiasm for digital technology and recognises the significant role it plays—and will continue to play—in our lives.

We want our pupils to become creative, digitally literate and computational thinkers who have the knowledge, skills and confidence to use technology effectively and responsibly. Our curriculum develops pupils’ understanding of computer science, information technology and digital literacy, alongside a strong understanding of online safety and how to make safe and responsible choices in a digital world.

Computing supports our vision to “We RISE together”. Pupils demonstrate Respect by using technology responsibly and considering the impact their actions can have on others; Integrity by behaving honestly and safely online and using digital information responsibly; Strive by persevering when solving problems, debugging programs and developing their computational thinking; and Empowered by using technology creatively, confidently and independently to express themselves, solve problems and prepare for their future.

Our curriculum is built around key concepts, terms and vocabulary, providing pupils with a consistent understanding that can be developed and applied over time. We want children to take their Computing knowledge beyond the classroom and use technology confidently and purposefully across their education and wider lives.

Computing also enables pupils to understand how technology can be used to create programs, systems and a wide range of digital content. We recognise the many opportunities technology provides, whilst ensuring pupils understand the potential risks and know how to protect themselves and others online.

We place strong emphasis on applying Computing knowledge across the wider curriculum. Pupils have opportunities to use programming, data and digital tools in meaningful contexts, such as programming lights in Design and Technology, using data loggers in Science to measure light, sound and temperature, and representing or describing processes in Mathematics. This purposeful application helps pupils recognise that Computing is not an isolated subject but an essential tool for learning, creating and problem-solving.

A Bottesford Federation Computing Specialist will:

• Use technology with Respect, considering how their actions and choices affect themselves and others.
• Demonstrate Integrity by behaving safely, responsibly and honestly when using technology and digital information.
• Strive to develop their computational thinking, problem-solving and programming skills.
• Feel Empowered to use technology creatively and confidently to communicate, create and solve problems.
• Develop secure knowledge of key Computing concepts, vocabulary and skills.
• Apply their Computing knowledge across different subjects and real-life situations.
• Approach problems logically, breaking them down into smaller steps and identifying solutions.
• Persevere when things do not work as expected, using debugging and reflection to improve their solutions.
• Understand how to stay safe online and make responsible choices when communicating, creating and sharing digitally.
• Become confident and increasingly independent users of technology, recognising the opportunities it provides for their learning, future lives and careers.

Our computing curriculum:

The curriculum is designed as one progression from Reception to Year 6. Reception provides the foundations rather than a separate formal Teach Computing sequence: children encounter technology purposefully within the Early Years environment, develop confidence with age-appropriate digital tools, follow and create simple instructions, notice patterns and sequences, talk about technology and begin to understand safe and responsible use.

From Year 1, the NCCE Teach Computing Curriculum provides the core progression. The curriculum is organised into units for each year group and uses a spiral approach in which concepts, knowledge, vocabulary and skills are revisited and built upon. Programming concepts are sequenced so that new learning depends on prior knowledge and experience.

Year 1 and Year 2 establish core foundations through:
• Computing systems and networks
• Creating media
• Programming
• Data and information

Across Years 3–6, the federation continues with the Teach Computing sequence. Key coverage includes:
• Computing systems and networks
• Creating media
• Programming
• Data and information

Online safety and responsible digital behaviour are embedded throughout the curriculum and strengthened through dedicated online-safety teaching, assemblies and PSHE links.

Our Computing curriculum is knowledge-rich, practical and progressive. Lessons use clear explanations, modelling, scaffolding practice, exploratory tasks, challenge and assessment to help pupils retain and apply what they know. Key vocabulary is explicitly taught so that pupils develop a shared and consistent language for computing.

The Teach Computing Curriculum provides curriculum maps, teacher guidance, resources, scaffolding and assessment materials. We use these alongside our own professional judgement to adapt learning to the needs of our pupils while maintaining the intended progression.

Computing knowledge is applied meaningfully across the wider curriculum. Examples include programming lights or systems in Design and Technology, using data loggers in Science, presenting and interpreting information in Mathematics, creating digital content for English and humanities, and using technology to communicate, collaborate and showcase learning.

We are responsive to the needs of our school community. Adaptive teaching, targeted support and appropriate accessibility tools enable pupils to participate fully. Online safety is taught explicitly and reinforced through Computing, PSHE and whole-school provision, helping pupils understand how to stay safe, recognise risks, seek help and make responsible choices.