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Computing

At Bamford Academy we are Technologists!

Our children are at the heart of everything we do, and in Computing we want every child to see themselves as someone who can think logically, create digital content, solve problems and use technology safely and confidently.

Computing is one of the ways we help our children grow into lifelong learners who are happy, ambitious and curious about the world around them. It is also where our core values come to life every day – Respect, Perseverance, Kindness, Acceptance and Responsibility - from collaborating on a programming project to making careful choices about what we share online. You can read more on our Our Values page and in our Headteacher’s Welcome.

We hope this page helps you understand what your child will experience in Computing and how you can share in their learning journey.

Computing at Bamford - At a glance

Who: every child from Reception to Year 6 is encouraged to think of themselves as a Technologist.
How much: Computing is taught through weekly discrete lessons from Year 1 to Year 6.
What: a carefully sequenced curriculum based on the National Curriculum and the Teach Computing Curriculum developed by the National Centre for Computing Education (NCCE).
How: practical, hands-on lessons using laptops, iPads and physical computing devices such as Bee-Bots and Micro:bits.
Three strands: Computer Science, Information Technology and Digital Literacy.
Online safety: embedded throughout and reinforced through ProjectEVOLVE, mapped to the Education for a Connected World framework.
Spiral curriculum: key concepts are revisited each year in greater depth so children know more and remember more.
Careers and future skills: Computing develops logical thinking, problem-solving, creativity and digital literacy that connect to a wide range of future pathways.

Intent: Why we teach Computing at Bamford Academy

We teach Computing so that every child can use computational thinking and creativity to understand and change the world - and believe that technology is for them. We want our children to love Computing, to have no limits to their ambitions, and to grow up as confident, creative and responsible digital citizens.

Our curriculum equips pupils with the knowledge, skills and confidence needed to thrive in an increasingly technological world. Computing has deep links with Mathematics, Science and Design Technology, and provides insights into both natural and artificial systems. The core of our Computing curriculum 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, pupils are equipped to use information technology to create programmes, systems and a range of content, and to become digitally literate - able to use and express themselves through information and communication technology at a level suitable for the future workplace and as active participants in a digital world.

What do we want every child to achieve in Computing?

Our aims are that all pupils:

understand how digital systems work;
write, test and debug computer programs;
use technology creatively to produce digital content;
collect, organise and analyse data;
communicate responsibly online;
evaluate digital information critically;
understand how technology impacts everyday life.

How does Computing help children learn about British values?

Computing is a natural place to practise the values that matter in modern Britain. Children learn mutual respect and tolerance by collaborating on projects and giving constructive feedback; democracy by sharing ideas and deciding together how to solve a problem; individual liberty by making choices when designing programs and selecting digital tools; and the rule of law by following rules for safe and responsible use of technology. Our values of Respect, Perseverance, Kindness, Acceptance and Responsibility run through every unit - from debugging with resilience to treating others kindly online.

Every pupil, regardless of individual needs, is supported to develop confidence with technology. Online safety is woven throughout the curriculum and reinforced through ProjectEVOLVE, ensuring children understand how to manage risks, protect personal information and behave responsibly online. We also want children to see that computing skills open doors to many careers, and that no one’s aspirations should be limited by stereotypes.

Implementation: How we teach Computing at Bamford Academy

Computing is taught every week through carefully sequenced units that build on one another so that children know more and remember more. Teachers follow our long-term curriculum map and the Teach Computing Curriculum so that knowledge and skills are developed and revisited as children move through the school. The curriculum is a spiral curriculum: key concepts return each year, each time in greater depth.

What are the key principles behind our Computing teaching?

Three curriculum strands. Computer Science (how digital systems work and programming), Information Technology (creating digital content, collecting and analysing data) and Digital Literacy (using technology safely, respectfully and responsibly).
Practical and purposeful. Lessons make full use of laptops, iPads and physical computing devices such as Bee-Bots and Micro:bits. Children collaborate, investigate, predict, test, debug and evaluate their work.
A clear lesson routine. Lessons follow The Bamford Way of Teaching and Learning, beginning with retrieval practice. Teachers use an I do, We do, You do approach, and structure learning using principles such as PRIMM and Use-Modify-Create. Children read and explore code before writing code.
Online safety embedded. Online safety is taught through ProjectEVOLVE alongside the Teach Computing Curriculum and is mapped to the Education for a Connected World framework. This ensures progressive teaching across all eight strands of online safety, including privacy and security, online relationships, online reputation, managing online information, and health, wellbeing and lifestyle.
Remembering more. Retrieval practice and carefully sequenced learning help pupils retain knowledge over time. Knowledge organisers support long-term retention.
Beyond the discrete lesson. Computing is also used across the wider curriculum to enhance learning and provide meaningful opportunities for children to apply their digital skills in authentic contexts.

What does Computing look like in Reception?

In our Early Years, children are introduced to the understanding of internet safety as they explore the world around them and learn how technology is an everyday part of their understanding of the world. They explore technology through play and build an understanding of simple devices, for example cameras, tablets and simple electronic games. Units include Using a computer, Instructions, Exploring Hardware, Programming Bee-Bots and Introduction to Data.

How does Computing connect to wider school life, careers and role models?

Computing does not stop when the lesson ends. It links to our wider Personal Development programme and Careers Related Learning. Computing develops transferable skills including logical thinking, problem-solving, creativity, communication, collaboration and digital literacy. These connect to a wide range of careers, including Software Developer, Computer Programmer, Cybersecurity Analyst, Game Designer, Web Developer, App Developer, Data Analyst, Artificial Iintelligence Engineer, Robotics Engineer, Network Engineer, IT Technician, Systems Analyst, UX/UI Designer and Graphic Designer.

Through Careers Week and opportunities to collaborate with secondary schools and colleges within the Altus Trust, children see that technology is for everyone and that aspirations should not be limited by stereotypes. You can find out more on our Personal Development page.

In the classroom example: Moving a robot – Bee-Bots (Years 1 and 2)

In this Autumn 2 unit, children learn what the buttons on a Bee-Bot do, follow and give instructions, combine forwards and backwards commands to make a sequence, combine four direction commands, plan a simple program and explore whether there is more than one solution to a problem.

Children predict the outcome of a command, match commands to outcomes, run commands on a device, follow and give directions, experiment with turn and move commands, plan routes, test programs and debug mistakes. They explore different ways of reaching the same destination. Working with a partner, taking turns, listening to others’ ideas and using equipment carefully are all part of the learning.

You may notice your child... using words such as “algorithm”, “programme”, “sequence” or “debug” at home; giving clear instructions when playing; predicting what will happen next in a game or routine; or persevering when something does not work first time and trying a different approach. Joining in with these conversations is a wonderful way to share their learning.

Impact: What children achieve in Computing

By the time children leave Bamford Academy, we expect them to be confident, capable and responsible users of technology. They demonstrate a secure understanding of the key concepts within Computer Science, Information Technology and Digital Literacy and can apply these skills across the wider curriculum.

Pupils become increasingly independent in creating digital content, programming computers, solving problems logically and selecting appropriate digital tools for different purposes. Children understand how to keep themselves safe online and know how to respond appropriately to online risks. Through regular retrieval practice and carefully sequenced learning, pupils retain knowledge over time and are well prepared for the next stage of their education and for life in an increasingly digital society.

Pupils are assessed termly against age-related national curriculum objectives by their teachers, and data is collated and analysed by the curriculum leader with class teachers. We also measure impact through reflection on standards against planned outcomes, and through how children understand and apply the fundamental principles of Computer Science, analyse problems in computational terms, evaluate and apply information technology, and become responsible, competent, confident and creative users of information and communication technology.

What does success look like in Computing?

Success is not about a perfect program or a flawless presentation. It looks like a child who is confident to predict what a command will do, willing to test an idea and resilient when a program does not work first time. It sounds like a child using computing vocabulary accurately to explain their thinking, justify a design choice and talk about how they found and fixed a bug - with a partner, on screen or in front of the class. And it grows as children link new learning to what they already know, notice how technology connects to everyday life and future careers, and recognise the importance of using technology safely, respectfully and responsibly.

What your child will learn in Computing: Curriculum Overview

Computing units are planned across two-year cycles. Years 1 and 2, Years 3 and 4, and Years 5 and 6 follow Cycle A and Cycle B, and key ideas are revisited and deepened over time. Online safety is taught through ProjectEVOLVE, aligned with the Education for a Connected World framework, alongside the Teach Computing curriculum. Open each section below to see the units your child will study. The full plan is available to download in the section further down this page.

Reception (Foundation Stage) – Understanding the World

Children explore technology through first-hand experiences, play and adult-led activities.

Using a computer
Instructions
Exploring Hardware
Programming Bee-Bots
Introduction to Data

Years 1 and 2 – Cycle A

Half term	Computing unit and online safety focus
Autumn 1	Grouping data (Y1 Unit 4) Self-image and identity
Autumn 2	Moving a robot (Y1 Unit 3) Online relationships
Spring 1	Digital Writing (Y1 Unit 5) Privacy and security
Spring 2	IT around us (Y2 Unit 1) Managing online information
Summer 1	Robot Algorithms (Y2 Unit 3) Online bullying
Summer 2	Digital Music (Y2 Unit 5) Health, wellbeing and lifestyle

Years 1 and 2 – Cycle B

Half term	Computing unit and online safety focus
Autumn 1	Technology around us (Y1 Unit 1) Online relationships
Autumn 2	Programming animations (Y1 Unit 6) Self-image and identity
Spring 1	Digital Painting (Y1 Unit 2) Privacy and security
Spring 2	Pictograms (Y2 Unit 4) Managing online information
Summer 1	Programming quizzes (Y2 Unit 6) Health, wellbeing and lifestyle
Summer 2	Digital Photography (Y2 Unit 2) Online bullying

Years 3 and 4 – Cycle A

Half term	Computing unit and online safety focus
Autumn 1	Branching databases (Y3 Unit 4) Self-image and identity
Autumn 2	Sequencing sounds – Scratch (Y3 Unit 3) Online relationships
Spring 1	Events and actions in programs (Y3 Unit 6) Privacy and security
Spring 2	Data logging (Y4 Unit 4) Managing online information
Summer 1	Desktop publishing (Y3 Unit 5) Online bullying
Summer 2	Repetition in games (Y4 Unit 6) Online reputation

Years 3 and 4 – Cycle B

Half term	Computing unit and online safety focus
Autumn 1	Connecting computers (Y3 Unit 1) Privacy and security
Autumn 2	Repetition in shapes (Y4 Unit 3) Self-image and identity
Spring 1	Stop frame animations (Y3 Unit 2) Online relationships
Spring 2	The Internet (Y4 Unit 1) Online reputation
Summer 1	Photo editing (Y4 Unit 5) Managing online information
Summer 2	Audio production (Y4 Unit 2) Health, wellbeing and lifestyle

Years 5 and 6 – Cycle A

Half term	Computing unit and online safety focus
Autumn 1	Flat file databases (Y5 Unit 4) Self-image and identity
Autumn 2	Selection in quizzes (Y5 Unit 6) Online relationships
Spring 1	Vector Graphics (Y5 Unit 5) Privacy and security
Spring 2	Spreadsheets (Y6 Unit 4) Managing online information
Summer 1	Variables in games (Y6 Unit 3) Online bullying
Summer 2	3D Modelling (Y6 Unit 5) Online reputation

Years 5 and 6 – Cycle B

Half term	Computing unit and online safety focus
Autumn 1	Systems and searching (Y5 Unit 1) Privacy and security
Autumn 2	Selection in physical computing (Y5 Unit 3) Online reputation
Spring 1	Video production (Y5 Unit 2) Online relationships
Spring 2	Communication and collaboration (Y6 Unit 1) Managing online information
Summer 1	Sensing movement (Y6 Unit 6) Copyright and ownership
Summer 2	Webpage creation (Y6 Unit 2) / Micro:bit (Y6 Unit 7) Health, wellbeing and lifestyle

How can I help my child with Computing at home?

You do not need to be a coding expert – just curious and supportive! Talking about how technology is used at home, encouraging careful choices online, and celebrating perseverance when something does not work first time are all simple ways to support your child.

View and download our Computing curriculum documents:

Would you prefer a paper copy? We are happy to provide a free printed copy of any of these documents please ask at the school office, call 01706 631496 or email office@bamfordacademy.co.uk.

Supporting every child

Computing is for every child at Bamford Academy. All pupils access the Computing curriculum through quality-first teaching and a range of strategies to ensure everyone can take part. These include scaffolding (pre-teaching key vocabulary, chunking instructions, worked examples and visual prompts), explicit instruction and live modelling, cognitive strategies such as retrieval practice and explicit debugging strategies, flexible grouping, and adaptive technology (accessibility settings, alternative input devices, speech-to-text and text-to-speech tools). You can read more about how we support children on our SEND page.

If you feel your child might need extra support or extra challenge in Computing, please talk to your child’s teacher. We will always work with you to find the right way forward.

Frequently Asked Questions about Computing at Bamford Academy

How much Computing will my child do each week?

Computing is taught through weekly discrete lessons using the Teach Computing Curriculum. In Reception, technology is explored through Understanding the World and play. Computing skills are also applied across the wider curriculum.

Does Bamford Academy follow the National Curriculum for Computing?

Yes. Our Computing curriculum is based on the National Curriculum and follows the Teach Computing Curriculum produced by the National Centre for Computing Education (NCCE). Online safety is taught through ProjectEVOLVE and mapped to the Education for a Connected World framework. Our long-term overview shows what is taught in each year group, from Reception to Year 6.

Will my child get to do real programming?

Yes. Practical, hands-on programming is at the heart of our teaching. In Key Stage 1 children program Bee-Bots and create simple sequences. In Key Stage 2 they design, write and debug programs using environments such as Scratch, and work with physical computing devices including Micro:bits. Children predict, test, debug and evaluate their work throughout each unit.

How is online safety taught?

Online safety is embedded throughout the Computing curriculum and reinforced through ProjectEVOLVE. Teaching is progressive across the eight strands of the Education for a Connected World framework, including self-image and identity, online relationships, online reputation, online bullying, managing online information, health wellbeing and lifestyle, privacy and security, and copyright and ownership. It is also reinforced through Safer Internet Day activities and assemblies.

How do teachers check how my child is doing in Computing?

Pupils are assessed termly against age-related national curriculum objectives by their teachers. Data is collated and analysed by the curriculum leader with class teachers. We also look at how children understand and apply Computer Science principles, analyse problems, evaluate information technology, and use technology responsibly and creatively. If you have questions about your child’s progress, please speak to their class teacher.

Will my child learn about careers linked to Computing?

Yes. Computing develops transferable skills that connect to many careers, from software development and cybersecurity to data analysis, game design and digital design. Through Careers Week and links with secondary schools and colleges within the Altus Trust, children explore pathways and see that technology is for everyone.

Get in touch

Our Computing Subject Lead welcomes questions and queries about Computing, and we would love to hear from you.

If you have any questions about the curriculum, would like to find out more about how to support your child, or would like a free printed copy of any document, please contact the school office.

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