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St Mary Bourne Primary School

Learning, growing and achieving together




At St Mary Bourne Primary School the computing curriculum is designed to develop pupil’s skills and knowledge through a progressive approach using practical opportunities. Through providing a challenging, reflective and enjoyable curriculum, our pupils will be able to go from St Mary Bourne as confident and responsible individuals.

Our computing curriculum aims to develop children as computational thinkers, enabling them to solve problems across the whole curriculum and throughout life in general.


The teaching of computing will guide children to learn through a practical approach which supports children’s natural curiosity, and through access to different devices, apps and programmes, children will develop a progression of skills and understanding of technology. This will equip them to use ICT and computing safely and responsibly throughout their time in our school, and beyond.

Learning opportunities for each class are carefully planned to build on previously developed skills and knowledge across the curriculum planning cycle. Computing will be used to support all areas of the curriculum focused on the areas of word processing, data handling, presentations, animation, video creation, photography and art.

In the Foundation Stage, children will be given the opportunity to access play-based experience of ICT in a range of context, including outdoor play. ICT will be used to support children learning in all areas of the curriculum to develop their confidence, control and communication skills.

During Key Stage 1 and 2, pupils will develop their use of programs and apps to communicate their understanding and present their learning in different subjects. They will learn how to use our remote learning platform- Google classroom, building up their skills across the time they are at school. Through engaging tasks and challenges, children will develop a deep understanding of computer science, knowing how to develop and create their own programs for a range of purposes. They will be also know how to communicate safely and respectfully online, keeping personal information private.


Through a balanced curriculum which engages and incorporates a wide range of technologies, the pupils will develop an understanding of and appreciation for the learning opportunities ICT brings.  

Our curriculum is designed to offer increasing challenge to all pupils as they move up through the school, so they can build up a deep knowledge and a mastery of the skills needed to develop their confidence in using digital technology.

By the end of their primary educations, pupils should be able to:

  • confidently choose the best application to demonstrate their learning or to communicate to specific audiences
  • format and publish word processed document including Google slides
  • evaluate their own work and consider ways to make improvements
  • create videos using a range of media
  • edit and enhance images
  • voice over and edit sound clips (volume, pitch, fade effects) to use in a film
  • write precise algorithms when programming and decompose code into sections for effective debugging
  • identify and write generic code for use across multiple projects
  • challenge and explain why it is important to reject inappropriate content online (including bullying and abusive behaviours)
  • show responsibility for the well-being of others online and be able to explain how impulsive and rash communication online may cause problems
  • describe ways to build a positive online reputation
  • use passwords and describe ways to increase privacy online
  • use search tools to find and access online content and demonstrate how to make references to acknowledge sources they have used from the internet


Pupil’s progress will be assessed informally over a period of time. Opportunities to celebrate children’s progress may present in many ways, such as through: screenshots of creations, saved programs, presentations, word processing documents, photographs, sound and video recordings. As such, children’s work is marked and written feedback given only where appropriate. Otherwise, feedback is given verbally to children in order to support them to progress within and across lessons.