• Resources include lesson plans, slides, activity sheets, homework, and assessments
• Each key stage has a teacher guide and curriculum map
• Built around an innovative progression framework where computing content has been organised into interconnected networks called learning graphs
• Created by subject experts, using the latest pedagogical research and teacher feedback
• It is in formats that make it easy to adapt it to meet the needs of learners

The purpose of teaching Computing to Key Stage 1 pupils is to lay the foundation for understanding how technology works, how it is used in the world around them, and how they can use it safely and purposefully. At this stage, the goal is to develop early computational thinking, problem-solving skills, and digital literacy in an age-appropriate way.

Pupils begin to understand simple concepts such as algorithms and instructions, explore basic programming through hands-on activities, and learn how to use technology to create, store, and retrieve digital content. Teaching computing in KS1 also supports creativity and communication while introducing children to how to stay safe online. The overarching intent is to build confident, curious learners who are prepared for more complex computing concepts in later years and who can begin to use technology as a tool in their learning and everyday lives

 The intent of the Teach Computing scheme in early Key Stage 2 is to deepen pupils’ understanding of computing concepts introduced in KS1, while fostering independence, logical thinking, and creativity. The scheme is designed to build progressively on prior knowledge, enabling pupils to develop more advanced skills in programming, data handling, and digital content creation. At this stage, children begin to write more complex algorithms, debug code, and understand how

computers process and store information.

The Teach Computing curriculum ensures that learning is inclusive, engaging, and relevant, with real-world contexts that help pupils see the purpose of computing in everyday life. It also continues to embed key messages about online safety and responsible use of technology. Overall, the scheme aims to develop confident, competent learners who are prepared for the more challenging computing concepts in upper KS2 and beyond.

 In Upper Key Stage 2, the intent of the Teach Computing scheme is to consolidate and extend pupils’ understanding of computing, enabling them to become more autonomous, critical, and responsible users of technology. Building on the foundations laid in earlier years, pupils engage with more sophisticated programming concepts, such as variables, selection, and control, and begin to understand the principles of computer networks and data representation. The curriculum encourages pupils to think logically and creatively when designing and evaluating digital solutions, fostering problem-solving skills and resilience.
Additionally, there is a strong focus on developing digital literacy and ensuring pupils can use a range of tools to collect, analyse, and present information effectively. Online safety is woven throughout the curriculum, equipping children with the knowledge and awareness to navigate the digital world responsibly. Overall, the scheme prepares pupils for the transition to secondary computing by developing both technical skills and a confident, reflective approach to using technology in their lives and learning.

The Teach Computing Curriculum supports pupils in working scientifically by fostering critical thinking, problem-solving, and logical reasoning - skills essential in scientific inquiry. Through activities such as data collection, analysis, modelling, and simulations, students learn to form hypotheses, test ideas, and interpret results. The curriculum encourages systematic investigation and precise communication, mirroring scientific methods. It also integrates cross-curricular links with science, helping pupils understand concepts like data logging, variables, and patterns. By using computational tools to explore and represent scientific problems, pupils develop a deeper understanding of scientific processes and enhance their ability to ask questions, make predictions, and evaluate evidence effectively.

The Teach Computing lessons for both Key Stage 1 (KS1) and Key Stage 2 (KS2) are carefully designed to be age-appropriate, engaging, and progressive. Here's how they're structured:

• Curriculum progression: Lessons build sequentially from Year 1 to Year 6, introducing and developing key computing concepts across four main strands: Computing Systems and Networks, Programming, Creating Media, and Data and Information.

• Clear learning outcomes: Each lesson has specific, measurable objectives aligned with the National Curriculum for computing.

• Scaffolded learning: Activities are broken down into manageable steps, with scaffolding and differentiation to support all learners, including SEND and EAL pupils.

• Hands-on activities: Lessons include practical, unplugged tasks and digital tools to reinforce learning through exploration and creativity.

• Cross-curricular links: Content is often linked to other subjects, such as maths, science, and literacy, to deepen understanding and relevance

In the Teach Computing Curriculum, knowledge is carefully mapped throughout each unit to ensure clear progression and coherent learning. Here's how it is structured:

• Conceptual progression: Each unit builds on prior knowledge, revisiting key concepts (such as programming, data handling, or digital literacy) with increasing complexity as pupils move through the year groups.

• Strands based mapping: Knowledge is organised into four key strands: Computing Systems and Networks, Creating Media, Programming, and Data and Information, with each unit mapped to one or more of these.

• Learning objectives and skills: Each lesson within a unit has defined learning objectives that progressively develop both knowledge and skills, ensuring pupils consolidate understanding before moving on.

  • Assessment alignment: End of unit assessments and success criteria are aligned with the mapped knowledge, enabling tracking of progress and identification of gaps.

• This systematic mapping ensures that learning is sequential, connected, and age appropriate, giving pupils a strong foundation in computing.

Vocabulary

The Teach Computing Curriculum delivers vocabulary effectively through a structured and consistent approach that supports understanding and retention. Here's how:

• Explicit teaching: Key vocabulary is introduced clearly at the start of each lesson, often highlighted in slides and lesson plans.

• Repetition and reinforcement: Terms are revisited regularly across lessons and units, helping pupils embed new language over time.

• Knowledge organisers: Each unit includes a knowledge organiser listing key terms with definitions, which pupils can refer to throughout.

• Contextual use: Vocabulary is taught in context through hands-on activities and discussions, allowing pupils to apply terms meaningfully.

• Visual aids and scaffolds: Diagrams, icons, and sentence stems support comprehension, particularly for younger learners or those with additional needs.

• Teacher guidance: Lesson plans provide clear explanations and pronunciation guides, enabling consistent delivery across classrooms.

This approach ensures that pupils not only learn computing vocabulary but also understand and use it confidently.

In the Teach Computing Curriculum, understanding what children have learnt and measuring the impact of teaching is achieved through a combination of formative and summative assessment strategies:

• Learning objectives: Each lesson has clear, measurable objectives that guide what pupils should know and be able to do by the end.

• Success criteria: Lessons include success criteria to help teachers and pupils evaluate progress against expected outcomes.

• Summative assessment: End-of-unit activities often include tasks or quizzes that check knowledge and skills in a structured way.

• Pupil work and reflection: Practical outcomes, digital artefacts, and pupil reflections provide evidence of understanding and learning over time.

• Progression mapping: The curriculum's progression framework helps track development across key concepts, ensuring long-term impact is monitored.

Together, these methods provide a clear picture of what pupils have learned and how effective the teaching has been.