We are Computer Scientist's
At Asquith Primary School, we recognise that ICT is an essential component of the National Curriculum and a key skill for everyday life. We are committed to delivering a coherent, inclusive and ambitious Computing curriculum that enables pupils to acquire, organise, store, manipulate, interpret, communicate and present information effectively. Our approach ensures pupils develop secure knowledge and skills to thrive as safe, responsible and creative users- and creators- of technology.
Intent
Our intent is rooted in our whole-school Drivers:
These are underpinned by our Asquith Values: Respect, Responsibility, Honesty, Determination, Co-operation and Understanding.
We want our children to use technology in a positive, safe and responsible way. We teach them not just how to use devices, but how to be creators, making, designing and sharing, rather than just watching or playing. Technology is used to support learning across the school, helping children to be creative, curious and confident. We also talk to children about making good choices when using technology, and we model positive use so they can see how it can be used to share learning, ideas and our school community in a safe and helpful way.
Our Aims are to develop confident, independent and reflective digital citizens who can design, debug and reason about algorithms; create and evaluate digital content; collect, analyse and represent data; and understand networks, systems and the internet. Computing is taught explicitly and progressively, ensuring pupils build knowledge and skills year on year.
We use the Teach Computing scheme to plan and deliver high-quality computing lessons and National Online Safety resources to teach e-safety explicitly. iPads and a range of age-appropriate applications enable creativity, collaboration and problem solving.
Implementation
Our Computing curriculum is carefully sequenced to ensure progression and depth. Each lesson begins by revisiting prior learning to strengthen understanding and address misconceptions. Key vocabulary is introduced and discussed so pupils can articulate their thinking accurately. Online safety is taught explicitly and reinforced regularly, ensuring pupils understand and apply SMART rules in all contexts.
Lessons include opportunities for exploration and experimentation, allowing pupils to “tinker” with technology before moving into structured teaching and guided practice. Teachers model processes clearly and provide scaffolding to support all learners. Independent practice follows, enabling pupils to apply new knowledge and skills confidently. Lessons conclude with review and assessment, often through exit tickets or questioning, to check understanding and inform next steps.
Our curriculum covers the five key strands of computing: Programming and Algorithms, Creating Media, Data and Information, Networks and Systems, and Digital Citizenship. These strands are revisited and deepened in age-appropriate contexts to ensure progression.
Precise vocabulary is taught explicitly and revisited frequently (e.g., algorithm, command, loop, variable, data, network, debug, representation). Teachers discuss key vocabulary with pupils and encourage them to use it accurately when explaining their thinking.
Teaching is supported through a range of resources and approaches, including iPads and selected apps, unplugged activities (cards, mats, flowcharts), programmable devices (e.g. floor robots) and visual scaffolds. Where helpful, manipulatives (such as physical sorting and sequencing cards, grids and tangible coding tools) make abstract concepts concrete.
We embed review in every lesson to help pupils consolidate their learning and check understanding. This ensures misconceptions are addressed promptly and key concepts are reinforced regularly.
Work produced during lessons is recorded in a class floor book, providing a shared record of learning and progression across the unit.
All lessons consider the needs of all pupils through adaptive teaching, scaffolded tasks, reinforcement of key vocabulary, visual prompts and accessible resources.
Impact
Children will demonstrate secure knowledge and increasing independence across the key strands of computing. They will produce purposeful digital artefacts, reason clearly about algorithms and program behaviour, and show good judgement as safe, respectful and responsible digital citizens. Their work will evidence progression over time, and their pupil voice will reflect confidence and clarity in describing what they have learned and how.
Assessment is ongoing and proportionate. Teachers use formative strategies throughout teaching units—review prompts, exit tickets, independent tasks and targeted questioning to identify misconceptions and inform next steps. Summative judgements are made against the whole-school progression document and triangulated through pupil interviews and teacher discussions. Evidence of learning is captured in the class floor book, enabling staff to review progression and moderate across classes and year groups.
Monitoring and Review
Subject leadership monitors implementation through planning scrutiny, learning walks, floor book looks and pupil voice. Findings inform staff development, resource allocation and curriculum refinement.