The Heycroft Primary School Computing Curriculum
Our Vision To ensure that all students have the ability to use technology fluently, creatively and purposefully.
Our Principles We are committed to:
1. Passionately sharing the endless possibilities that come with technology.
2. Conveying technology as a fundamental aspect of life now and in the future.
3. Offering students the opportunity to become adept at using a wide range of devices.
4. Ensuring experience and exposure to industry-standard programs and applications
5. Encouraging students to apply the skills and knowledge gained from computing across the curriculum.
6. Connecting the classroom to the real world, innovators and the industry.
7. Championing the power of problem-solving and logic.
8. Making sure that safe and responsible practice is at the heart of our curriculum.
As a consequence of adopting these principles, Heycroft Primary students will:
1. Appreciate the power of technology to change the world
2. Recognise technology’s ever-changing nature and growth
3. Be skilful, creative, confident and self-sufficient users of a wide range of technologies, selecting the most appropriate program for the task
4. Be prepared for the future, whatever it looks like
5. Be digitally literate, and able to apply their learning to other aspects of the curriculum
6. Apply their knowledge and skills to the real world and to unfamiliar situations
7. Be logical, critical and analytical thinkers who can engineer or reverse-engineer solutions
8. Be safe, considered and responsible users of technology
Curriculum Rationale
● The Heycroft Primary Computing Curriculum is designed to give pupils a practical and connected knowledge of computing and the use of digital
technologies. It is designed to build on prior knowledge and skills in order to support retention of knowledge.
● The knowledge of the curriculum is broken down into three main strands, with appropriate substrands:
● Computer science, IT, digital literacy
○ Computing Systems and Networks
○ Creating Media
○ Programming
○ Data and Information
● These strands link to the aims of the National Curriculum:
○ 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 (Creating media and programming)
○ can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Data and information)
○ are responsible, competent, confident and creative users of information and communication technology (Computing Systems and Networks)
● Within the substrands, knowledge is sequenced hierarchically, with attention paid to prior computing knowledge and the knowledge that children
will have from other related disciplines, particularly mathematics and science.
Knowledge End Points:
By the end of Year 6, Heycroft Primary students will know:
1. how to use, design write and debug code to program including
a. decomposing problems into smaller pieces
b. using and sequencing a wide range of programming commands & functions
c. using repetition, loops and nested loops
d. using variables and conditions
e. making substantial restructures to code
2. how to use software and apps to
a. create and edit documents, presentations, forms and spreadsheets
b. work collaboratively with others
c. build webpages
d. create and edit music, stop-go animations and videos
e. create 3D designs
3. how to use a range of search technologies effectively, appreciating how results are selected and ranked, and the implications of this when
choosing content
4. the advantages and disadvantages of digital content
5. how to collect, store, analyse and report data
6. how to: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; report concerns about content and
contact; maintain online security
Year 1-6 Subject Overview: Computing
Computing Creating media Programming A Data and Creating media Programming B
systems and information
networks
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 Technology Digital painting Digital writing Grouping data Moving a robot Programming
around us Choosing Using a computer to Exploring object Writing short animations
Recognising appropriate tools in create and format labels, then using algorithms and Designing and
technology in school a program to create text, before them to sort and programs for floor programming the
and using it art, and making comparing to writing group objects by robots, and movement of a
responsibly. comparisons with non-digitally. properties. predicting program character on screen
working non- outcomes. to tell stories.
digitally.
Year 2 Information Digital Robot algorithms Pictograms Making music Programming
technology around photography Creating and Collecting data in Using a computer as quizzes
us Capturing and debugging tally charts and a tool to explore Designing
Identifying IT and changing digital programs, and using using attributes to rhythms and algorithms and
how its responsible photographs for logical reasoning to organise and melodies, before programs that use
use improves our different purposes. make predictions. present data on a creating a musical events to trigger
world in school and computer. composition. sequences of code
beyond. to make an
interactive quiz.
Year 3 Connecting Stop-frame Sequencing Branching Desktop Events and actions
computers animation sounds databases publishing in programs
Identifying that Capturing and Creating sequences Building and using Creating documents Writing algorithms
digital devices have editing digital still in a block-based branching by modifying text, and programs that
inputs, processes, images to produce a programming databases to group images, and page use a range of
and outputs, and stop-frame language to make objects using yes/no layouts for a events to trigger
how devices can be animation that tells a music. questions. specified purpose. sequences of
connected to make story actions.
networks.
Year 4 The internet Audio editing Photo editing Repetition in Data logging Repetition in
Recognising the Capturing and Manipulating digital shapes Recognising how games
internet as a editing audio to images and Using a text-based and why data is Using a block-based
network of networks produce a podcast, reflecting on the programming collected over time, programming
including the WWW, ensuring that impact of changes language to explore before using data language to explore
and why we should copyright is and whether the count-controlled loggers to carry out count-controlled and
evaluate online considered. required purpose is loops when drawing an investigation. infinite loops when
content. fulfilled. shapes. creating a game.
Year 5 Sharing Video editing Selection in Flat-file databases Vector drawing Selection in
information Planning, capturing, physical Using a database to Creating images in a quizzes Exploring
Identifying and and editing video to computing order data and drawing program by selection in
exploring how produce a short film. Exploring conditions create charts to using layers and programming to
information is and selection using answer questions. groups of objects. design and code an
shared between a programmable interactive quiz.
digital systems. microcontroller.
Year 6 Communication Variables in games Introduction to 3D modelling Sensing
and collaboration Exploring variables spreadsheets Planning, Designing and
Exploring how data when designing and Answering developing, and coding a project that
is transferred by coding a game. questions by using evaluating 3D captures inputs from
working spreadsheets to computer models of a physical device.
collaboratively organise and physical objects.
online. calculate data.
Substantive and Disciplinary Knowledge Progression
Computing systems Creating media Programming A Data and Creating media Programming B
and networks information
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 Identify technology Describe what different
freehand tools do Explain what a given Label objects Use a computer to write Choose a command for a
Identify a computer and its command will do given purpose
main parts Use the shape tool and the Identify that objects can be Add and remove text on a
line tools Act out a given word counted computer Show that a series of
Use a mouse in different commands can be joined
ways Make careful choices when together
Combine forwards and Describe objects in Identify that the look of text
painting a digital picture
backwards commands to different ways can be changed on a
Use a keyboard to type on
make a sequence computer Identify the effect of
a computer Explain why I chose the
Count objects with the changing a value
tools I used
Use the keyboard to edit Combine four direction same properties Make careful choices when
text commands to make changing text Explain that each sprite
Use a computer on my own sequences has its own instructions
Compare groups of objects
to paint a picture
Create rules for using Explain why I used the
technology responsibly Plan a simple program Answer questions about tools that I chose Design the parts of a
Compare painting a picture project
groups of objects
on a computer and on
Find more than one Compare typing on a
paper
solution to a problem computer to writing on Use my algorithm to create
paper a program
Year 2
Recognise the uses and Use a digital device to take Describe a series of Recognise that we can Say how music can make Explain that a sequence of
features of information a photograph instructions as a sequence count and compare objects us feel commands has a start
technology using tally charts
Make choices when taking Explain what happens Identify that there are Explain that a sequence of
Identify the uses of a photograph when we change the order Recognise that objects can patterns in music commands has an
information technology in of instructions be represented as pictures outcome
the school Describe what makes a Show how music is made
good photograph Use logical reasoning to Create a pictogram from a series of notes Create a program using a
Identify information predict the outcome of a given design
technology beyond school Decide how photographs program (series of Select objects by attribute Create music for a purpose
can be improved commands) and make comparisons Change a given design
Explain how information Review and refine our
technology helps us Use tools to change an Explain that programming Recognise that people can computer work Create a program using my
image projects can have code and be described by attributes own design
Explain how to use artwork
information technology Recognise that photos can Explain that we can Decide how my project can
safely be changed Design an algorithm present information using a be improved
computer
Recognise that choices are Create and debug a
made when using program that I have written
information technology
Year 3
Explain how digital devices Explain that animation is a Explore a new Create questions with Recognise how text and Explain how a sprite moves
function sequence of drawings or programming environment yes/no answers images convey information in an existing project
photographs
Identify input and output Identify that commands Identify the object attributes Recognise that text and Create a program to move
devices Relate animated movement have an outcome needed to collect relevant layout can be edited a sprite in four directions
with a sequence of images data
Recognise how digital Explain that a program has Choose appropriate page Adapt a program to a new
devices can change the Plan an animation a start Create a branching settings context
way we work database
Identify the need to work Recognise that a sequence Add content to a desktop Develop my program by
Explain how a computer consistently and carefully of commands can have an Explain why it is helpful for publishing publication adding features
network can be used to order a database to be well
share information Review and improve an structured Consider how different Identify and fix bugs in a
animation Change the appearance of layouts can suit different program
Explore how digital devices my project Identify objects using a purposes
can be connected branching database Design and create a maze-
based challenge
Recognise the physical Evaluate the impact of Create a project from a Compare the information Consider the benefits of
components of a network adding other media to an task description shown in a pictogram with desktop publishing
animation a branching database
Year 4
Describe how networks Identify that sound can be Explain that digital images Explain that data gathered Develop the use of count-
physically connect to other digitally recorded can be changed over time can be used to Identify that accuracy in controlled loops in a
networks answer questions programming is important different programming
Use a digital device to Change the composition of environment
Recognise how networked record sound an image Create a program in a text-
Use a digital device to
devices make up the based language Explain that in
internet collect data automatically programming there are
Explain that a digital Describe how images can
recording is stored as a file be changed for different Explain what 'repeat' infinite loops and count-
Outline how websites can uses Explain that a data logger means controlled loops
be shared via the World Explain that audio can be collects 'data points' from
Wide Web (WWW) changed through editing Make good choices when sensors over time Modify a count-controlled Develop a design that
selecting different tools loop to produce a given includes two or more loops
Describe how content can Show that different types of Use data collected over a outcome which run at the same time
be added and accessed on audio can be combined Recognise that not all long duration to find
the World Wide Web and played together images are real Decompose a task into Modify an infinite loop in a
information
(WWW) small steps given program
Evaluate editing choices Evaluate how changes can
Recognise that the content Identify the data needed to Design a project that
made improve an image Create a program that uses
of the WWW is created by answer questions count-controlled loops to includes repetition
people produce a given outcome
Use collected data to Create a project that
Evaluate the answer questions includes repetition
consequences of unreliable
content
Year 5
Explain that computers can Explain what makes a Control a simple circuit Use a form to record Identify that drawing tools Explain how selection is
be connected together to video effective connected to a computer information can be used to produce used in computer programs
form systems different outcomes
Identify digital devices that Write a program that Compare paper and Relate that a conditional
Recognise the role of can record video includes count-controlled computer-based databases Create a vector drawing by statement connects a
computer systems in our loops combining shapes condition to an outcome
lives Capture video using a Outline how grouping and
range of techniques Explain that a loop can then sorting data allows us Use tools to achieve a Explain how selection
Recognise how information stop when a condition is directs the flow of a
is transferred over the Create a storyboard met to answer questions desired effect program
internet
Identify that video can be Explain that a loop can be Explain that tools can be Recognise that vector Design a program which
Explain how sharing improved through used to repeatedly check used to select specific data drawings consist of layers uses selection
information online lets reshooting and editing whether a condition has
people in different places been met Explain that computer Group objects to make Create a program which
work together Consider the impact of the programs can be used to them easier to work with uses selection
choices made when Design a physical project compare data visually
Contribute to a shared making and sharing a video that includes selection Evaluate my vector Evaluate my program
project online Apply my knowledge of a drawing
Create a program that database to ask and
Evaluate different ways of controls a physical answer real-world
working together online computing project questions
Year 6
Explain how selection is Define a ‘variable’ as Create a data set in a Use a computer to create Create a program to run on
used in computer programs something that is spreadsheet and manipulate three- a controllable device
changeable dimensional (3D) digital
Build a data set in a objects Explain that selection can
Relate that a conditional
Explain why a variable is spreadsheet control the flow of a
statement connects a
used in a program Compare working digitally program
condition to an outcome with 2D and 3D graphics
Explain that formulas can
Choose how to improve a be used to produce Update a variable with a
Explain how selection game by using variables calculated data Construct a digital 3D user input
directs the flow of a model of a physical object
program Design a project that builds Apply formulas to data Use a conditional
on a given example Identify that physical statement to compare a
Design a program which Create a spreadsheet to objects can be broken variable to a value
uses selection Use my design to create a plan an event down into a collection of 3D
project shapes Design a project that uses
To choose suitable ways to inputs and outputs on a
Create a program which
Evaluate my project present data Design a digital model by controllable device
uses selection combining 3D objects
Develop a program to use
Evaluate my program Develop and improve a inputs and outputs on a
digital 3D model controllable device
