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The study of computing equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems.

Vision for computing:

Learners will leave Northborough computer-literate and confident when using and applying computer science to technology in the world around them. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Why study computing?

Computers are now a part of everyday life and for most people technology is essential to their lives. The new computing curriculum has been designed to equip young people in England with the foundational skills, knowledge and understanding of computing that they will need for the rest of their lives. To develop children's experience and understanding of ICT, preparing them for jobs of the future.

To empower pupils to feel confident and safe when using and applying skills taught in Computing and the use of ICT, so that they have a clear understanding of their capabilities. With the knowledge that Computing and ICT will undoubtedly continue to form a major part in the children’s life at home, in further education and places of work, we ensure the Computing and ICT experiences and abilities that the children are equipped with at Woodstock, are effective and transferrable life skills.

Careers / role models

ICT skills are transferable in science, technology, engineering and maths. The jobs of tomorrow are yet to be created involving ICT, innovations for transforming the world. James Dyson, Elon Musk, Steve Jobs, Steve Wozniak, Ronald Wayne.

How do you know if it is successful?

Children are able to demonstrate the following:

  • Can 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.
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • Are responsible, competent, confident and creative users of information and communication technology.

The subject of computing replaces that of ICT and represents community and change, challenge and opportunity. It is essential to remember that computing is a practical subject in which resourcefulness and intervention are encouraged.

The introduction to the new computing curriculum makes clear the three aspects of the computing curriculum; computer science (CS), information technology (IT) and digital literacy (DL).


At our school we want pupils to be MASTERS of technology and not slaves to it. The intent of iLearn2 scheme of work is to help pupils become independent, creative, safe, respectful and problem-solving digital citizens with a broad and transferrable skill-set. iLearn2 makes computing fun for pupils, inspiring them to develop skills beyond the classroom and building an awareness of all the opportunities the subject provides.

iLearn2’s Progression of Skills page is the suggested teaching sequence of our activity packs and the skills within them. The page also includes how the activities meet the expectations of the national curriculum programmes of study for Key Stages 1 and 2. It has been designed to make sure pupils learn computing skills from the three recognised aspects of computing (below) within each year of their primary education. This means that pupils will build upon skills and concepts they established from the previous year and develop them further in the current and subsequent year.

We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. For example, pupils will learn how to programme keyboard or touch screen inputs in Year 3 to control a sprite in Scratch, then develop this further into a racing game in Year 4 using conditions and variables. Before introducing random variables in Year 5 to make the game unpredictable. Also, basic e-book creation skills can be introduced in Year 2 with text and images and developed further in year 4 and 5 with the addition of hyperlinks and interactive elements.

The three aspects of ICT are:

Computer Science – this covers programming (both block-based and text-based), including computational thinking using web-based software such as Scratch. Pupils across Key Stage 1 and 2 will write code to programme physical and on-screen objects, interactive games and use text-based language, such as HTML and Python by the end of Key Stage 2.

Information Technology – this covers the use of applications to create digital content, including document creation and editing, video making, digital art, graphic design, animation, 3D modelling and website building.

Digital Literacy – covers skills to find, evaluate, utilise and share using technologies and the Internet. This includes important e-safety and internet research skills, as well as an understanding of computer networks in Key Stage 2.


iLearn2 includes activity packs with step-by-step, easy to follow video tutorials and challenges for both teachers and pupils to access. This has many advantages including:

Pupils can learn computing skills at their own pace, developing independent learning skills with opportunities to continually review and revisit the skills covered.

The pupil activity codes help teachers provide pupils with specific activities, meaning pupils can access resources and content suitable for their individual ability and needs.

The pupil activity packs are available across Key Stage 1 and 2. Key Stage 1 pupils learn how to apply the skills they learn in the tutorials to their own work. Key Stage 2 pupils apply and develop the skills they learn in the tutorials into their own projects, independently improving and evaluating their work.

The video tutorials are compatible with Google Chrome’s Live Caption tool, meaning pupils with hearing loss can access the video content.

The Embed page on iLearn2 provides pupils with cross-curricular projects, helping apply computing skills across the Key Stage 1 and 2 curriculum. The activity packs cover skills for the three most common platforms; Microsoft, Apple and Google. In many packs there are tutorials for all three, allowing pupils to learn skills regardless of the platform used in the school and to prepare pupils for all possibilities in the next steps of their education.


Printable ‘unplugged’ challenge sheets/cards for pupils to demonstrate their understanding of key vocabulary and the application of skills.

We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being.

Activities ask why and how could a project be improved/adapted, both through class/group discussion and independent critical thought. This helps pupils reflect on the development of their computing skills to apply their knowledge, solve problems, stay safe and respect others.

Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through tools like Class Dojo and Tapestry and observing learning regularly. Progress of our computing curriculum supported by Ilearn2 is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.