Bardsey Primary School believes that every child should have the right to a curriculum that champions excellence; supporting pupils in achieving to the very best of their abilities. We understand the immense value technology plays not only in supporting the Computing and whole school curriculum but overall in the day-to-day life of our school. We believe that technology can provide: enhanced collaborative learning opportunities; better engagement of pupils; easier access to rich content; support conceptual understanding of new concepts and can support the needs of all our pupils.

EYFS Curriculum

The Computing Development for EYFS can be found using the link below.


Key Stage 1 and Key Stage 2 National Curriculum

The National Curriculum for Computing in Primary Document can be found using the link below.



Our Computing curriculum intends to:

  • Are responsible, competent, confident and creative users of information and communication technology.

  • Know how to keep themselves safe whilst using technology and on the internet and be able to minimise risk to themselves and others.

  • Become responsible, respectful and competent users of data, information and communication technology.

  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

  • Can analyse problems in computational terms, and have repeated practical experience writing computer programs in order to solve such problems.

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

  • Become digitally literate and are active participants in a digital world.

  • Are equipped with the capability to use technology throughout their lives.

  • Understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.

  • Have a ‘can do’ attitude when engaging with technology and its associated resources.

  • Utilise computational thinking beyond the Computing curriculum.

  • Understand and follow the online safety rules.

  • Understand the Online safety messages can keep them safe online.

  • Know who to contact if they have concerns. Apply their learning in a range of contexts, e.g. at school and at home.

  • Know where to locate the CEOP button and how to use it.


To ensure high standards of teaching and learning in Computing, we implement a curriculum that is progressive throughout the whole school. Computing is a foundation subject in the National Curriculum and at Bardsey Primary School implementation of the Computing curriculum is in line with 2014 Primary National Curriculum requirements for KS1 and KS2 and the Foundation Stage Curriculum in England. This provides a broad framework and outlines the knowledge and skills taught in each key stage.


Computing teaching at Bardsey Primary School will deliver the requirements of the National Curriculum through half-termly units. Teachers plan using our Computing Progression Model which highlights the knowledge, skills and vocabulary for each year group and is progressive from year to year. Our Computing progression model is broken down into three strands that make up the Computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses all of which are covered at Bardsey Primary School.


At Bardsey Primary School teachers use the Purple Mash scheme of work. Computing lessons are broken down into weekly units, usually with two units taught per half-term. Units are practical and engaging and allow Computing lessons to be hands on. Units cover a broad range of Computing components such as coding, spreadsheets, Internet and email, databases, communication networks, touch typing, animation and online safety. When teaching Computing teachers should also follow the children’s interests to ensure their learning is engaging, broad and balanced. Teachers should ensure that Computing capability is also achieved through core and foundation subjects and where appropriate and necessary Computing should be incorporated into work for all subjects using our wide range of interactive Computing resources.

Through our Purple Mash subscription our teachers can deliver thematic, cross curricular lessons that also follow children’s interests and provide flexibility. Purple Mash has an online portal of age-appropriate software, games and activities as well as topic materials and materials to support children’s learning in other subject areas for all key stages. Through pupils Computing lessons they will also use the Purple Mash software to ‘make music’ using the 2Sequence program, design and make using the 2Animate software and make links with maths through spreadsheets using 2Calculate. Computing teaching is practical and engaging and a variety of teaching approaches and activities are provided based on teacher judgement and pupil ability.

Pupils are fully encouraged to engage with Computing and technology outside of school. Each teacher and pupil at Bardsey Primary School has their own unique Purple Mash login and password. Computing work can be stored and saved using pupil log in details and homework or ‘2do’s’ can also be set for pupils to access and complete tasks at home that link with their current class learning. Each class has a display board that also displays a range of Computing/ICT related work. Parents at Bardsey Primary School are also encouraged to support the implementation of Computing where possible by encouraging use of Computing skills at home during homework tasks and support pupils beyond the classroom by registering with the ‘Parent Portal’.


Alongside our curriculum provision pupils will also have the opportunity to participate in after school Computing coding clubs ran by teacher or teaching assistants. This club aims to provide additional Computing support and enjoyment whilst further challenging pupils who possess exceptional Computing abilities.


Key Vocabulary

The promotion of a language rich Computing curriculum is essential to the successful acquisition of knowledge and understanding in Computing. Key vocabulary and concepts could be presented in knowledge organisers and will be prominent in Computing displays.

Independent learning

n Computing, children are encouraged to enquire about their topic of interest and develop their independence when learning new skills and developing confidence in Computing.


High Quality Resources

Children will access resources to acquire learning through Bee Bots, iPads, computer suite resources and Google Classroom. Children will use a range of secondary resources to develop their knowledge and understanding that is integral to their learning.


Fieldwork and Outdoor Learning

Across both key stages, children have a range of opportunities to experience Computing through practical engaging tasks beyond the classroom. To enhance the curriculum for Computing, children can use different areas of the curriculum to enhance using Computing skills such as maths and data handling.

Educational Visits to enhance their cultural capital

Where applicable, links to Computing will be made to develop the children’s topical learning such as Code Club in partnership with Lloyds TSB which is supported by a parent helper from Lloyds TSB.



Continuous training to ensure teacher skill and knowledge is developed to teach the subject with confidence and accuracy.


Our Computing curriculum is high quality, well thought out and is planned to demonstrate progression and build on and embed current skills. We focus on progression of knowledge and skills in the different computational components and alike other subjects discreet vocabulary progression also form part of the units of work. If children are keeping up with the curriculum, they are deemed to be making good or better progress.

The impact and measure of our Computing curriculum is that pupils are:

We measure the impact of our curriculum through the following methods:

  • pupil discussions and interviewing the pupils about their learning (pupil voice)

  • Governor monitoring with our subject Computing link governor

  • moderation staff meetings with opportunities for dialogue between teachers

  • photo evidence and images of pupils practical learning

  • a reflection on standards achieved against the planned outcomes  

  • learning walks and reflective staff feedback (teacher voice)

  • dedicated Computing leader time

Leadership, Assessment and Feedback

​The use of key questions ensures opportunities for ongoing assessment. At the end of each Computing unit of work from Year 1 to 6. When assessed, it is likely that children will have a mixture of objectives assessed at emerging, expected and exceeding. To calculate the children’s ‘overall understanding’ the objectives are totalled and then converted into an overall value of emerging, expected and exceeding using the Purple Mash Assessment tool. Questionnaires will also be completed by children which will also help the subject leader have an overview of Computing taught in each year group