The intent for our computing curriculum

Our curriculum aims to equip pupils to use computational thinking and creativity to understand and change the world. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. We want all of our pupils to be 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.

The implementation of our computing curriculum

At Paxton Academy, we use the Teach Computing Curriculum. The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:

• Algorithms — Be able to comprehend, design, create, and evaluate algorithms

• Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks

• Computer systems — Understand what a computer is, and how its constituent parts function together as a whole

• Creating media — Select and create a range of media including text, images, sounds, and video

• Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios

• Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts

• Effective use of tools — Use software tools to support computing work

• Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems

• Programming — Create software to allow computers to solve problems

• Safety and security — Understand risks when using technology, and how to protect individuals and systems

The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme.