Computing
Intent
Our intent in KS2 Computing is to ensure all pupils develop a secure, transferable understanding of how digital systems work, how information is created and managed, and how purposeful programming enables them to solve problems creatively. We aim for pupils to become confident, responsible and discerning users of technology who can apply their knowledge across a range of contexts.
Through a carefully sequenced curriculum built around the four key strands — computer systems and networks, creating media, data and information, and programming — pupils gain the substantive knowledge needed to understand the digital world. They learn how devices connect, how information is shared, how media is constructed, and how data can be organised and analysed. E‑safety is embedded throughout, ensuring pupils understand how to communicate safely, evaluate online content, and make informed choices.
Alongside this, pupils develop disciplinary knowledge by learning to use, create, debug and program. They build confidence in selecting and using digital tools, designing and producing digital content, and developing increasingly sophisticated algorithms. By the end of KS2, pupils can apply systematic debugging techniques, manipulate data, construct 3D digital models, and use programming concepts such as variables, loops, selection and inputs/outputs.
Our intent is that all pupils leave KS2 equipped with the digital literacy, computational thinking and creativity needed to thrive in an ever‑changing technological world.
Implementation
Computing at KS2 is delivered through a progressive, well‑structured curriculum that builds knowledge and skills year‑on‑year. Each year group follows a clear sequence of units across the four strands, ensuring pupils revisit and deepen key concepts while developing increasing independence and sophistication.
Substantive knowledge is taught explicitly within each unit. For example, pupils learn how networks connect in Year 3, explore how the internet functions in Year 4, understand how systems share information in Year 5, and evaluate communication and search technologies in Year 6. In media units, pupils progress from desktop publishing and stop‑frame animation to audio production, video editing, vector drawing and 3D modelling. Data and information units move from branching databases to data logging, flat‑file databases and spreadsheets.
Disciplinary knowledge is embedded through practical, hands‑on experiences. Pupils use digital devices to record sound, capture video, collect data and construct digital models. They create content for different purposes, from animations to web pages. Debugging is taught progressively, beginning with fixing simple mistakes and culminating in systematic debugging of complex algorithms. Programming units follow a clear progression: sequences and events in Year 3, repetition in Year 4, selection and physical computing in Year 5, and variables, sensing and Python in Year 6.
E‑safety is taught continuously through computing lessons, PSHE and Internet Safety Day, ensuring pupils understand safe communication, reliable content, copyright, and responsible online behaviour.
Learning is sequenced across the year using the whole‑school overview, ensuring coverage of all strands and a balanced curriculum. Teachers use modelling, guided practice and structured tasks to support pupils in developing both conceptual understanding and practical capability. By the end of KS2, pupils can confidently apply their computing knowledge to create, analyse, communicate and solve problems using technology.