Computing equips pupils to use computational thinking and creativity to understand and change the world.  It helps to ensure children become digitally literate.




Years 1 and 2

EYFS (Reception)/National Curriculum Objectives (Years 1 and 2)

·         Children recognise that a range of technology is used in places such as homes and schools.  They select and use technology for particular purposes.

·         Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

·         Create and debug simple programs.

·         Use logical reasoning to predict the behaviour of simple programs.

·         Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

·         Recognise common uses of information technology beyond school.

·         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.

Cecil Gowing’s curriculum coverage


·         Children know to notify an adult if they are unsure about any computer event.

·         Follow Smartie the Penguin’s rules for being safe on line.

·         Children understand the importance of using technology safely.

·         Children with have the opportunity to use different modes of technology which will be constantly available to the children.

·         Turning an iPad off and on/sliding to open.

·         Turn on and off and give simple commands to robots such as Beebots.

·         Can operate an online robot to perform simple movements.

·         Explore buttons when individual buttons are pressed on a robot.

Year 1

·         Know to tell a trusted adult if they see something inappropriate.

·         Know that some information (full name, address, birthday, etc) is ‘special’ as it applies to them.

·         Children know that personal information is as valuable online as offline and that it should not be shared without an adult’s permission.

·         Children discuss, understand and abide by the school’s e-Safety rules.

·         Children understand the importance of talking to a trusted adult about online experiences.

·         Develop familiarity with the iPad

·         Select appropriate images.

·         Add text to photographs, graphics and sound, e.g. captions and labelling.

·         Begin to explain reasons why choices have been made

·         Understand what an algorithm is.

·         Follow algorithms to move around a course.

·         Create a series of algorithms to move their peers around a course.

·         Predict what will happen when navigating around a course.

·         Explore an onscreen robot, e.g. ALEX, navigate it around a course or grid.

·         Have experiences of controlling other devices such as video recording equipment and digital cameras.

·         Perform simple tasks and commands on Beebots.

·         Find and repair a simple algorithm.

Year 2

·         Children explore a range of age appropriate digital resources.

·         Children to know that not everything they find online is accurate.

·         Children to know what to do if they find something inappropriate online.

·         Children discuss, understand and abide by the school’s e-Safety rules.

·         Children are aware that not everyone they meet online is automatically trustworthy.

·         Children understand that personal information is unique to them and should not be shared without parent or teacher’s permission.

·         Children identify characteristics of people are worthy of their trust and can identify the signs of dangers online.

·         Begin to word process short stories through digital books.

·         Develop basic editing skills including different presentational features.

·         Save, retrieve and amend their work.

·         Make use of graphics to enhance their text on screen.

·         Talk about their use of graphics and how it may alter the message begin given.

·         Use different layouts and templates for different purposes.

·         Use a search engine to research specific topics.

·         Talk about how everyday devices can be controlled.

·         Know that devices and actions on screen may be controlled by sequences of actions and instructions from a controller.

·         Create a sequence of instructions to control a programmable robot (such as a Beebot) to carry out a pre-determined route to include direction, distance and turn.

·         Use a program like ALEX to create a simple program of algorithms to perform actions.

·         Discuss how to improve/change their sequence of commands.

·         Find and repair (debug) the mistake in a sequence of algorithms.

Outdoor Learning Opportunities 

Activities such as…

Emergency services bike role play, climbing wall, habitats/maps, woodwork, treasure hunt, camp fire/cooking, gardening/maintenance, archery, woodland crowns, games in the woods, weather, art using natural materials, bug hunting and identification, mud kitchen potion making, bird feeders/watching, litter picking, pond dipping and den building.