Preston Park Primary


 “Computers themselves, and software yet to be developed, will revolutionize the way we learn.” - Steve Jobs

What do we want for our children?

At Preston Park we aim to provide children with the skills and attributes to access and use information technology throughout their lives. The principles of Online Safety encompass all that we do and are in integral part of the Computing curriculum, in which children are taught about the importance of Online Safety and the ramifications of their digital footprint.

The children use computers, laptops and programmable devices as an integrated part of their lessons.  We believe children should embrace and enjoy technology, understand its importance in their everyday lives and recognise that there are exciting career opportunities to be had in computing technologies. Alongside this, children learn about the importance of having breaks from technology and screens.

It is the intention to develop every child’s computing abilities and technical knowledge during their time at Preston Park, in order that they leave the school with a solid foundation in computing skills fit for the technologically advanced world they will be faced with. A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology..

The following principles, drawn from the 2014 National Curriculum [1], drive our Computing provision:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

How do we deliver this effectively?

 At Preston Park, the computing curriculum aims to provide the children with the skills and knowledge necessary to use technologies safely and creatively. Over time, the children will become increasingly more independent using technologies, be able to work collaboratively when solving complex problems, take steps to keep themselves safe online and develop resilience when finding solutions by learning from mistakes. Our computing curriculum is both comprehensive and enjoyable. In line with the National Curriculum, we use the Purple Mash scheme of learning to deliver our Computing curriculum.

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. Building 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. They are taught how to use technology safely and how to keep themselves safe online

We view computing as an integral component of the curriculum. Our overall aim is to enhance learning in all areas of the curriculum through the use of computing whilst ensuring pupils are equipped with the technical knowledge and computing skills to support them in life.  Implementation of the computing curriculum will seek to ensure consistency in the teaching of computing and the experiences of the children across the year groups.

Lessons are taught weekly over a half term each term utilising the Computing Suite or new laptops in classrooms. Teachers follow the Computing curriculum map shown towards the end of this document.

The Computing Curriculum is divided into three inter-related strands:

  • Computer Science
  • Information Technology
  • Digital Literacy

Computer Science:

Pupils need to understand what algorithms are – the basis of what they need to know in order to write computer programs. Each programming language has its own vocabulary and grammar but they all follow the same type of logic.  It is possible and beneficial to learn computer science away from computers or other digital devices. Role play and kinaesthetic activities can help pupils develop logical reasoning.

Pupils need to be able to write algorithms and programs. They also need to be able to find mistakes (bugs) and fix them.  When children write programs they will learn that there are often different ways of getting the right outcome, and they need to be able to evaluate the programs to decide which is the most efficient.

While children will make mistakes in their own programs it is often easier to find mistakes in code that has been produced by other people. Providing pupils with example programs give them the opportunity to predict what they will do and identify any bugs. Working collaboratively is also an effective method.  As pupils get older the programs they write will become more complicated. They will need to use, sequence, selection, repetition and variables in their programs.

The computer science strand also requires knowledge of networks and how searches are performed.

Information Technology:

This strand is mostly taught by using technology to support other subject areas and topics, though it may be necessary to teach some discrete skills or use stand alone starting points. Children should understand that technology is everywhere, be able to identify the technology they encounter and have a basic understanding of how it works. This will link to work on programming and algorithms.

Appropriate activities include word processing, creating images, taking and using photographs and video, creating music and animations, using and creating databases, producing websites and contributing to blogs. As well as creation of digital materials pupils should have experience of manipulating and editing their own work and resources from elsewhere. They need to know how to use the tools available but also to have an element of digital literacy – awareness of audience and good design principles. Pupils should experience a range of different applications and software, initially the teacher will select the programs they use but over time pupils should be encouraged to make decisions themselves.

Pupils also need to know how to store and organise their files so that these can easily be found again. They need an understanding of the devices they can use including: hard drive, USB sticks, school network server, and the cloud storage on the internet.

Digital Literacy:

Children need to be able to use technology safely. They need the knowledge of how to keep their personal information private and treat other people with respect. If something
goes wrong or they see something they don’t like they should know what to do
and where to go for help.  As children get older they need to know about how to use technology responsibly. As well as thinking about how their online behaviour affects
others they need to be aware of legal and ethical responsibilities, including
respecting copyright and intellectual property rights, keeping passwords and
personal data secure and observing terms and conditions for online services. They need to understand the main risks relating to:

Content – being exposed to illegal, inappropriate or harmful material
Contact – being subjected to harmful online interaction with other users
Conduct – online behaviour that increases the likelihood of, or causes, harm

Children should understand an age appropriate version of the school’s
Acceptable Use Policy.  E-Safeguarding links with the school’s general child protection policy and is not seen as a separate issue.

Computing is an essential part of the developing modern world.  At Thomas Jones, we believe that it is essential that all children including children with SEND have the opportunity to access the skills needed and develop the tools required to flourish in a technological world.  Computing has the potential to empower pupils with SEND and transform their lives. With exposure to a broad range of tools and technologies alongside support, it is possible that all children can fulfil their potential.

We have an inclusive approach which supports children with SEND. At Preston Park, we recognise that computing and information technology are essential tools for inclusion.  They enable children with SEND, whatever their needs, to use technology purposefully in ways that make the wider curriculum accessible, empower those with communication difficulties to engage with others and to fully include everyone in activities and learning.  At Preston Park, lessons are adapted to meet the needs of children with SEND.  Alongside adult and peer support, children with SEND can access other year group’s schemes while also covering the objectives required.  This enables the child to feel included, engaged and autonomous.

What does this look for our children?

 Early Years Foundation Stage (Reception)

In the Early Years Foundation Stage, children focus on early technology skills through exploratory free play. Technology is now commonplace for many families and children often see and use it quite naturally when they activate a toy such as an ambulance or police car to make a siren sound. Although ‘Technology’ is no longer a specific Early Learning Goal in the EYFS revised framework, pupils’ learning experiences within Nursery and Reception form the foundation in preparing them for the Computing curriculum in Year 1. At Preston Park, children learn to recognise the role of technology because this helps them to identify the different types of technology and what they are useful for. This hands on learning may include operating a CD player independently, calculators or ‘bee-bot’ robot toys. By the time the children are in Reception, they have use of the classroom interactive board, which is used for large-scale educational games and activities during choosing time focussing on skills such as handwriting and number sequencing. This then forms the foundation for more in-depth learning through the computing curriculum and teaching that begins in Year 1.  



Autumn term










Spring term

Summer term

Key Stage One (Years One and Two)

In year 1 and 2, children learn what algorithms are and how they are implemented as programs on digital devices. They understand that programs execute by following precise and unambiguous instructions. There will be opportunities in lessons for children to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. Children will use technology purposefully to create, organise, store, manipulate and retrieve digital content. They will learn to recognise common uses of information technology beyond school. Online safety is taught at the beginning of each lesson to help our children to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Year One Year Two
Autumn Term

Online Safety


Grouping and Sorting

Lego Builders

Online Safety



Spring Term

Online Safety

Maze Explorers

Animated Story Books

Online Safety


Effective searching

Summer Term

Online Safety



Technology Outside School

Online Safety

Creating pictures

Making music

Presenting Ideas

Key Stage Two (Years Three to Six)

Across Key Stage 2, children are taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems which will help them solve problems by decomposing them into smaller parts. They learn to use sequence, selection, and repetition in programs and work with variables and various forms of input and output. Developing their logical reasoning, children will be able  to articulate how some simple algorithms work and to detect and correct errors in algorithms and programs.  By the end of key stage two, children will understand computer networks, including the internet and recognise how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration. They will become well verse in using search technologies and appreciate how results are selected and ranked, and be discerning in evaluating digital content. They will select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Online safety is taught at the beginning of each lesson to help our children to use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content and contact.

Lower Key Stage Two (Years Three and Four)

Year Three Year Four
Autumn Term

Online Safety



Online Safety


Hardware Investigators
Spring Term

Online Safety

Touch Typing


Online Safety


Writing for different audiences
Summer Term

Online Safety

Branching Databases



Online Safety



Effective Searching

Upper Key Stage Two (Years Five and Six)

Year Five Year Six
Autumn Term Online Safety


Concept Maps

Online safety



Spring Term

Online Safety



Online safety



Summer Term

Online Safety

Game creator

3-D Modelling

Online safety

Text adventures


Online Safety

At Preston Park, we have embedded Online Safety into each start of the term for KS1 and KS2. Due to the rise of smartphones and other digital devices, children are able to do many different things on the internet – sometimes even better than adults! However, having the knowledge and skills does not always prepare them for the risks that come with using the internet. At Preston Park, we regularly discuss these risks, and you can support us by continuing these conversations at home.

Guidance for Parents:

 For more information, please click on the images which will direct you to information.

Useful website links:



Think u know 5 – 7 years old

Think u know 8 – 10 years old

Progression in Skills and Understanding

The ‘Progression of Skills and Understanding in Computing’ document refers to how concepts, skills and knowledge in computing are planned, built upon and revisited year on year to embed knowledge, aligned with the whole school curriculum intent. This knowledge underpins all future learning, and there is a cumulative effect of teaching across key stages. For example:

  • The task outlined in Year 1: Can give simple instructions to control a digital device, like a 'floor' robot or on-screen object.
  • Continues in Year 2: Can use trial and error to produce an accurate set of 'instructions' to control a floor 'robot' or on-screen object; refine (de-bug) and improve / make changes.
  • Year 3: Can also talk about how the sequence of events in some simple instructions (algorithms) or code are 'working'.
  • Through to Year 6: Can test, debug and edit a program that accomplishes a given goal, (simple computer 'game' or model or simulation), to solve a problem.

How does our Computing curriculum contribute to and develop our 21st Century learner?

The outcome of meeting the requirements of the National Curriculum for Computing ensures our children are well-versed in computational thinking, digital literacy, computer science, and technology. Computing allows children to be taught the principles of how digital systems work and how to put this knowledge to use. It equips children to use information technology to create a range of content, including programs and systems. Computing also ensures that pupils are able to express themselves and develop their ideas through technology – preparing them for life in this digital era. Some of the expected outcomes for our children are that our children:

  • will have been taught, understand and can apply the subject content as laid out in the computing programme of study.
  • are able to articulate their understanding of computing science, digital literacy and information technology. They are able to give examples of ways to stay safe on-line and recognise acceptable/unacceptable behaviour.
  • receive an equitable learning offer as there is consistency designed across the year groups in the quality and frequency of learning using technologies and in the progress made by the children.
  • can cite examples of times when technology has allowed them to access a lesson in the wider curriculum.
  • can articulate enthusiastically about technologies and suggest ways that the digital age differs from that of older generations.
  • can enjoy using technologies, can do so safely and creatively and are receptive to new or unfamiliar technologies, viewing them as a natural development in the modern world.
  • can use hardware with skill.

This links in with our school vision and core values. Through resilience and having a reflective mindset our children can become innovative, problem solvers, who are globally aware. They are also given opportunities to become a creative and critical thinker. The children are ready for computing at KS3 and some children may have developed increased confidence and interest with computing technologies.


[1] Dfe Computing programmes of study: key stage 1 and 2 - National Curriculum or England