Computing

Vision

At Wolfson Hillel Primary School, our vision is for computing to develop ‘thinkers of the future’ through a modern, inclusive and relevant education. Guided by the National Curriculum we plan both teaching and learning of Computing as a discrete subject and the use of Computing as a learning tool across the curriculum. Using Computing tools, we enable the pupils to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. It is important to us that the pupils understand how to use everchanging technology to express themselves and as a means to drive their generation forward into the future.

How we teach computing

We use the iCompute scheme to support our planning and teaching of computing.
We teach computing as a discipline that combines logical reasoning, creativity and problem-solving. Pupils learn to think computationally by decomposing problems, recognising patterns, designing algorithms and debugging errors. We prioritise understanding concepts over simply using software, ensuring children know why something works as well as how.
The computing curriculum is delivered in six weekly blocks throughout the academic year to build pupils’ core knowledge and skills. In addition, computing is regularly applied across the curriculum so children use technology purposefully to research, create, analyse and present information in other subjects.
The curriculum is sequenced progressively so knowledge builds year on year. Units are organised into the strands of programming, digital literacy, multimedia and data, with key concepts revisited at increasing levels of complexity to secure long-term understanding.
Lessons follow a consistent structure:
review of prior learning, explicit teaching and modelling, guided practice, independent application and reflection. This predictable routine supports confidence while ensuring cognitive challenge and conceptual clarity.
We use inclusive strategies such as paired programming, targeted questioning, prediction tasks and discussion before device use so every pupil engages intellectually. Learning is designed so all children are required to explain their thinking, not just produce outcomes.
Tasks are planned to provide both depth and repetition. Pupils practise key skills through short focused challenges as well as extended projects that require planning, testing and refining. Activities are scaffolded so all learners can access them, with extensions that deepen reasoning rather than simply adding more work.
Computing projects offer creative choice so pupils can select themes, visuals, music or contexts that reflect their interests and identities. We use varied examples, global influences and inclusive content to ensure computing feels relevant and accessible to all learners. This approach encourages pupils to see technology as a tool for personal expression and positive contribution to society.

How we ensure progress in computing for all pupils

A clearly sequenced curriculum
Learning is structured progressively from year to year so that key concepts are revisited and deepened. This ensures pupils build secure understanding rather than encountering isolated skills.
Regular, discrete teaching
Weekly computing lessons guarantee consistent exposure to core knowledge and skills, preventing gaps and supporting steady development for all learners.
Assessment that informs teaching
We use questioning, observation, quizzes and practical tasks to identify misconceptions quickly.
Teaching is then adapted through reteaching, scaffolding or extension so every pupil moves forward.
Clear knowledge and skill expectations
Each unit has defined learning goals and vocabulary so pupils understand what success looks like and teachers can track progress accurately.
Scaffolding and challenge for all
Tasks are designed with support for those who need it (models, prompts, templates) and deeper challenges for confident learners (problem-solving, debugging, open-ended design). This ensures appropriate stretch for every pupil.
Focus on computational thinking
Progress is measured not just by finished digital products but by how well pupils can explain, reason, debug and improve their work. This develops transferable thinking skills over time.
Structured practice opportunities
Pupils regularly revisit core skills through short practice tasks as well as longer projects. Repetition with variation helps knowledge become secure and automatic.
Active participation strategies
Techniques such as paired programming, targeted questioning and prediction activities ensure all pupils are intellectually engaged and cannot opt out of thinking.
Inclusive teaching approaches
Lessons are planned so that different learning needs, abilities and backgrounds are supported through flexible grouping, visual supports, practical activities and choice in creative outcomes.
Monitoring and review
Teachers and subject leaders track attainment and progression across year groups, using this information to refine curriculum planning, provide support and ensure no pupil falls behind.