Computing
Computing Leader: Mr Knaggs (Hinchliffe Mill Junior and Infant School)
Vision
At Holme Junior and Infant School, our vision is to equip every child with the knowledge, skills, and values they need to thrive in a digital world. We believe computing is a powerful tool for expression, exploration, and innovation. Through a curriculum that is both challenging and inspiring, we aim to nurture digitally literate learners who are not only technically competent but who also approach technology with confidence, curiosity, and care.
We want our pupils to become active, informed digital citizens who are able to think critically, solve problems, and make safe, ethical choices online and beyond. Computing at Holme is rooted in our school values and supports our children to grow into the thoughtful, capable individuals we know they can be.
Aspirational: We challenge our pupils to aim high in computing, setting ambitious goals and embracing opportunities to extend their digital understanding. From writing code to designing multimedia projects, our learners are encouraged to pursue excellence and believe in their own potential.
Adventurous: We create opportunities for children to explore new technologies, experiment with ideas, and take risks in their learning. Whether trying out unfamiliar software, exploring AI concepts, or collaborating on digital projects, we nurture a spirit of adventure and discovery in computing.
Creative: Our computing curriculum supports pupils to express their ideas in imaginative and original ways. From animation to app design, children learn to think creatively and use digital tools to communicate, invent, and solve real-world problems with flair and innovation.
Resilient: Debugging and refining digital work can be challenging, but we empower our pupils to keep going when things don’t work the first time. They learn to embrace mistakes, reflect on feedback, and see setbacks as valuable steps in their learning journey.
Respectful: We promote a strong culture of digital respect—towards ourselves, others, and the wider world. Pupils learn to work collaboratively and kindly, give and receive constructive feedback, and use technology responsibly and thoughtfully, always considering the impact of their actions online.
Independent: We encourage children to take ownership of their digital learning. Through open-ended tasks and guided exploration, pupils build the confidence to work independently, make informed choices, and become self-motivated, reflective users of technology.
Implementation
Long Term Plans:
At Holme Junior and Infant School, our computing curriculum is designed to give pupils the knowledge, skills and confidence they need to succeed in an increasingly digital world. Over the course of their time at the school, children explore key areas of computing, including computer science, digital literacy and information technology, while developing creativity, problem-solving skills, and an understanding of how to use technology safely and responsibly.
Computing plays an important role across the curriculum and supports learning in all subjects. Through engaging and carefully structured lessons, pupils learn to design and debug simple programs, use technology to create and share content, and develop the ability to select and apply digital tools effectively. Online safety is embedded throughout the curriculum, helping children to become confident, respectful and responsible digital citizens.
In Class 1, Reception pupils follow the EYFS computing scheme, while Year 1 and Year 2 pupils progress through a two-year rolling cycle. In Class 2, Years 3 and 4 follow a two-year cycle, and Years 5 and 6 continue on a separate two-year cycle within the same class. This structure ensures that all pupils complete a full range of computing units and gain coverage of the knowledge and skills required by the National Curriculum.
Long Term Overview:
Medium Term Plan:
Our medium-term plans are designed to meet the needs of our mixed-age classes. They provide a structured progression of learning, helping pupils grow their computing knowledge, develop hands-on skills, and become confident, capable users of technology.
Impact
We track pupils’ progress carefully against our computing curriculum, making sure it is clear what they are learning and how this develops in everyday lessons.
To evaluate the difference our teaching makes for each child, we look closely at two main strands of assessment:
Substantive Knowledge: The understanding pupils build of computing ideas, systems, processes and how to use technology responsibly and effectively.
Disciplinary Knowledge: The skills they gain through programming, logical thinking, problem-solving and applying computational approaches in real situations.
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