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The Rosary Catholic Primary School



At The Rosary we understand that our pupils have a variety and range of digital experiences already through everyday life. We see it as our mission to prepare our children for society and future job roles that are yet to have even been imagined.  It is important to us that the children understand how to use the ever changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future. Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. Whilst ensuring they understand the advantages and disadvantages associated with the online experiences, we want the children to develop as respectful, responsible and confident users of technology, who are aware of measures that can be taken to keep themselves and others safe online. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. Building our knowledge in this subject will allow pupils to effectively demonstrate their learning through creative use of technology. We recognise that technology can allow pupils to share their learning in creative ways. We want to equip our children to use computational thinking and creativity that will enable when to become active participants in a digital world. We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skillful computer scientists. We encourage staff to embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding.

By the time children leave The Rosary they will have mastered a range of skills that will support their future development. These are:

  • To have a sense of curiosity and enjoyment in computing by being creative in using technology for coding and understanding of computer systems and having access to a variety of high quality hardware, software and unplugged resources.

  • To have experience Cultural Capital in a variety of forms – by encouraging children to communicate effectively using Computing and technology in a range of ways and exposing children to events such as Safer Internet Day.

  • To be resilient, independent and self-motivated learners who are prepared for a future where technology will play a huge part of future developments. By upper Key Stage 2, children will have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers

  • To ask questions and to problem solve - children will enjoy challenges and understand how to fix problems that arise when working with online systems. Children will develop critical thinking, reflective learning and a ‘can do’ attitude particularly when engaging with technology and its associated resources.

  • To be global citizens of the twenty first century and to know how to keep themselves safe and be respectful in their communities and have a sound awareness of Online Safety. Through our curriculum, we intend for pupils not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace, but also to be responsible online citizens.

They will gain key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).

The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

In conjunction with PSHE sessions, children's learning experiences in Computing aim to satisfy the objectives of the DfE’s Education for a Connected World framework. This is designed to help equip children for life in the digital world, including developing their understanding of appropriate online behaviour, copyright issues, being discerning consumers of online information and healthy users of technology.


At The Rosary we use the Ilearn2 scheme of work that builds on previous learning, provides both support and challenge for learners and supports teachers with their planning and delivery of the computing curriculum. Our computing curriculum has been specifically tailored to meet the unique context of our school. It is designed to be broad and balanced, providing all pupils with the opportunity to master their learning and deepen their knowledge, making sense and giving purpose as to why we learn about computing. The scheme provides coverage in line with the National curriculum and teaching and learning facilitates progression across all key stages within the strands of digital literacy, information technology and computer science. Pupils use Ipads, computers and other hardware such as micro: bits to access the computing curriculum. Lessons build on what the pupils already know and the subject knowledge that is imparted becomes increasingly specific and in depth, with more complex skills being taught.  Some aspects of digital literacy, with a focus on e-safety, are covered in PSHE lessons as well as whole school assemblies.  As well as stand-alone computing lessons, children are constantly accessing computing equipment during the day, including reading books online, completing cross-curricular tasks and presenting their work in a digital form. 

The Computing Subject Leader keeps teachers up to date on the latest uses of Computing as a teaching tool. Teachers are expected to follow the outline generated by the Computing Subject Leader; however they are encouraged to further adapt them to other subjects as well as to the needs of the class. Within the academic year, all children have a scheduled computing lesson each week, as outlined in the overall curriculum framework overview. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy.

Our children begin their journey with technology in Early Years, with access to iPads and BeeBots. Teachers facilitate children’s curiosity with challenge and modelling how to use the equipment carefully and safely. Children are given the opportunities to explore computers, early programming, digital photos, videos, music, art and design. In KS1 children continue their journey with the BeeBots, using them more precisely. They learn how to programme a BeeBot to reach a destination and begin to be able to debug when something does not work out the way they imagined. In the ICT suite they improve their mouse control and learn how to log on and off a computer using their own username and password. They learn about online safety and what to do if they encounter something which makes them feel uncomfortable as well as what personal information is and why it is important we don’t share it with someone on the internet. Coding then progresses from BeeBots onto a computer based programme where children learn how to programme a variety of sprites. In KS2, children continue this coding journey, not only making the sprites move, but interact with each other. As children progress up KS2 the coding becomes more complex and they are able to create basic games with code and identify errors and fix them. They start to use different platforms for programming such as Scratch, Sphero, Binary code, Python and text based. Alongside this they look at computer networks, operating systems, app design, EBooks, music, virtual reality, web design and computers from the past, present and future. Their digital literacy skills are combined with English, Science, History and Geography and work is word processed and presentations are created using PowerPoint. Children learn how to use the hardware we have in school including webcams, where they are taught how to take and manipulate pictures, showing them that what they view in the media is not always accurate. The children are also taught internet safety throughout each year of KS2. They know how to keep themselves safe online and what to do if they come across something that makes them uncomfortable. Upper KS2 understand the importance of media balance and appreciate that as they get older, they are more responsible for their online presence and how often they access a variety of forms of media.

We have a computing suite, Chromebooks that can be used for remote learning, shared class sets of Ipads to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons.

Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught. Interactive workshops themed around key areas of the computing curriculum such as online safety and coding are planned for throughout the year to develop skills and inspire children to have a life-long love of learning in computer science.


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. 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 Shared Drive and Seesaw and observing learning regularly. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.

We measure the impact of computing curriculum in the following ways:

In-class feedback

We understand that feedback is linked to progress and has to be timely to make an impact. In class feedback is used to support teachers ‘ workload. Verbal feedback/ questioning/ modelling/ demonstrations at the time of the activity or during small focus groups are the main form of feedback used.

Corrective Teaching / Summative Assessment

When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers would adapt their planning for the next lesson to ensure there is time to address these misconceptions.  These misconceptions might also be addressed through in class marking, verbal feedback or with use of mini plenaries.

Assessment for learning is continuous throughout the planning, teaching and learning cycle. It is supported by use of the following strategies:

Verbal feedback/questioning/modelling/demonstrations at the time of the activity or during small focus groups are the main form of feedback used.

  • Effective questioning is provided on each lesson plan.
  • Plans outline clear assessment opportunities to help teachers make accurate, formative assessment throughout the lesson.
  • Plans provide teachers with ‘next step’ activities to help challenge children further.
  • At the end of the academic year, the class teacher will identify those children who are working towards, at and above expectations. This will be passed onto the next teacher.
  • Children are to complete unit quizzes at the start and end of a unit to help teachers and children track progress.
  • Teachers incorporate clear success criteria as part of their plenaries to allow for children to reflect on their learning at the end of each lesson.

Pre Teaching / Pre Assessment

Teachers must be aware of the pupil’s prior attainment and prior learning to establish starting points for learning. This night be through revisiting vocabulary or basic skills needed to access the age related objectives in computing.

Teaching Assistants and Interventions

When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.

Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.


Teachers engage parents through September welcome meetings. Parent Consultation Days ensure an effective partnership to ensure children meet their age-related expectations. Online safety workshops for parents are delivered and children are encouraged to showcase their computing skills at home.

Formal Assessment Cycle

Computing is assessed in groups of children meeting the expected standard, working below/ above the expected standard. This will be based on the evidence gathered in student folders which are saved on the computers, computing scrapbook, the use of the Knowledge Organisers and the progression of skills document.  Termly book looks and learning walks will provide an insight into the assessment and progress.