“Everybody in this country should learn how to program a computer… because it teaches you how to think.” 

Steve Jobs

What we believe

Computing is the language of the future, used to support creativity, communication and progress. Whilst technology is ever-changing and developing at a tremendous rate, we want our pupils to have an understanding and grounding of how computing is a tool for their future, regardless of the area they choose to excel in. This is backed by our adoption of each unit beginning with ‘we are’. We aim for all pupils to become confident in their use to support their learning and understanding.

Intent & Implementation

Throughout our curriculum  it is our aim for children to have gained 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). 

To support our teaching of computing and to meet the requirements of the national curriculum we use the Kapow computing scheme. 

Baydon St Nicholas CE VA Primary School Curriculum Overview Areas of Study 2026-2027

Why Kapow?

Kapow Primary’s Computing scheme of work aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world – in other words, to think like computing experts. The intention is for pupils to develop the confidence to question and observe places, measure and record necessary data in a variety of ways and analyse and present their findings.
The scheme aims to build an awareness of how Computing shapes lives at multiple scales and over time. The hope is to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
The scheme supports teachers in developing their subject knowledge and skills, enabling the delivery of engaging, well-informed lessons with confidence. The curriculum is designed to be both accessible and ambitious, ensuring all learners’ full participation and potential achievement.

National curriculum
Kapow Primary’s standard, mixed-age and condensed schemes of work fulfil the statutory requirements for Computing outlined in the National curriculum (2014).

Ofsted research review
Kapow Primary’s standard, mixed-age and condensed Computing schemes of work are based on principles outlined in Ofsted’s Computing research review.

New research and developments
The Computing standard, mixed-age and condensed schemes of work are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.
Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.

Curriculum Balance

The National curriculum organises the attainment targets for Computing under three strands:

• Computer science.
• Information technology.
• Digital literacy.

Kapow Primary’s Computing curriculum has been structured to ensure these strands run through each unit.

These strands ensure a balanced coverage of the different aspects of Computing, supporting the development of both substantive knowledge (e.g understanding networks, algorithms and data) and disciplinary knowledge (e.g. applying skills to program, creating digital content and evaluating online information responsibly).

The Five Key Areas

The Computing curriculum is organised into five key areas. These key areas are revisited in each year group, helping pupils build on their existing knowledge while making clear links between prior and future learning. This structure also supports teachers in understanding how each unit fits into the broader learning journey.

These five key areas group learning into meaningful and purposeful domains, reflecting how technology is experienced and used in the real world. They help ensure that both declarative knowledge (knowing what) and procedural knowledge (knowing how) are developed in parallel.

The five key areas are:

Computing systems and networks – Identifying hardware and using software, while exploring how computers communicate and connect to one another.

Programming – Understanding that a computer operates on algorithms, and learning how to write, adapt and debug code to instruct a computer to perform set tasks.

Creating media – Learning how to use various devices — record, capture and edit content such as videos, music, pictures and photographs.

Data handling – Ensuring that information is collected, recorded, stored, presented and analysed in a manner that is useful and can help to solve problems.

Online safety – Understanding the benefits and risks of being online — how to remain safe, keep personal information secure and recognising when to seek help in difficult situations.

Progression

The Computing Progression of skills and knowledge tables below provide an overview of the knowledge and skills covered across each phase and strand. They outline how pupils develop their understanding of Computer science, Information technology and Digital literacy to meet the expectations set out in the National curriculum.

Baydon St Nicholas Computing Skills Progression (Kapow Scheme)

Baydon St Nicholas Computing Knowledge Progression (Kapow Scheme)

New learning is weighted toward the beginning of each key stage, allowing for regular opportunities to revisit, consolidate and apply it in subsequent years. As a result, knowledge and skill development may appear more concentrated in some year groups than others.

Spiral curriculum

Kapow Primary’s Computing scheme of work has been designed as a spiral curriculum with the following key principles in mind:

Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.

Increasing depth – each time a skill is revisited, it is covered with greater complexity.

Prior knowledge – pupils build upon previous foundations rather than starting again.

Broadening horizons

The process of broadening horizons in Computing begins with familiar tasks, such as using simple digital tools, then progresses to more complex concepts like programming, systems and networks.

This approach helps pupils build on what they know and understand their role in an increasingly digital world.

Wider Knowledge and Skills

Digital literacy
Kapow Primary’s Computing scheme places digital literacy at its core, ensuring pupils learn how to use technology safely, responsibly and effectively.
Through age-appropriate online safety lessons, digital tools and collaborative platforms, pupils develop the critical skills needed to navigate, evaluate and participate in the digital world with confidence.

Oracy
Lessons encourage discussion, explanation and collaborative problem-solving, allowing pupils to articulate their thinking, justify decisions and reflect on their digital creations.
Pupils use oracy to enhance their learning by thinking aloud, questioning processes and discussing solutions. They develop essential skills such as using subject-specific vocabulary, explaining their reasoning clearly and listening to and building on the ideas of others.

Sustainability
The Kapow Primary Computing curriculum promotes awareness of environmental issues. It encourages children to explore concepts such as climate change, resource use and conservation, promoting a sense of responsibility for the planet.

Critical thinking
Pupils analyse digital content, evaluate data and reflect on the effectiveness of their own and others’ digital solutions.
This helps them to question assumptions, make informed decisions and form reasoned conclusions about how technology is used and its impact on the world around them.

Personal Development in Computing

SMSC

The scheme supports spiritual, moral, social and cultural development by encouraging children to:

• Explore different perspectives.
• Reflect on ethical issues.
• Collaborate with others.
• Appreciate cultural diversity through subject-specific content.

British values

Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures

Cultural capital

Kapow Primary’s Computing curriculum broadens pupils’ experiences by introducing them to influential innovators, real-world applications of technology and the ethical and social dimensions of the digital world.

It ensures they gain the knowledge and skills needed to participate confidently and responsibly in a technology-driven society.

Inclusion and Diversity

Kapow Primary’s Computing scheme has been designed to represent a range of cultures, races and backgrounds:

The scheme’s visual representation is inclusive and representative of a variety of people and places, challenging stereotypes or historical ideologies.

Within sensitive units, questions have been included to support children’s lived experiences and backgrounds.

Where appropriate, colonial choices and their impact on digital issues are explored.

The Kapow Primary Computing scheme supports children in appreciating the complexity of people’s lives, the diversity of societies and the relationships between different groups.

SEND

The Kapow Primary Computing scheme of work is designed to be fully adaptable for pupils with SEND. Every lesson includes an adaptive teaching section, providing clear guidance on how activities can be modified to meet the needs of all learners.

Children learn in a variety of ways. As such, Kapow Primary Computing lessons include a range of strategies to support and challenge every pupil, such as:

Scaffolding – activities are designed with flexibility in mind, allowing for additional support or challenge where needed.

Multi-sensory approaches – lessons incorporate different elements to engage all learners.

Clear instructions and structured tasks – ensuring clarity and reducing cognitive load for pupils who benefit from additional support.

Opportunities for collaborative and independent learning – allowing pupils to work at their own pace while building confidence and independence.

By embedding adaptive teaching throughout, the scheme ensures that all pupils, regardless of their starting points, can access and succeed in their learning.

In addition, the step-by-step curriculum design supports pupils with SEND, avoiding sudden jumps in complexity at transition points and allowing for steady, manageable progression.

Transition from EYFS to Year 1

Continuity of learning

Kapow Primary’s Computing scheme aligns with the statutory EYFS guidance.

Key themes and skills introduced in EYFS are revisited and developed further in KS1, ensuring continuity and progression.

This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS to Year 6. Subject leaders can pinpoint how knowledge develops in Reception and how this creates the foundation for learning in KS1.

Building on early experiences

Lessons build on curiosity, exploration and discussion, which are central to EYFS learning. As pupils move into Year 1, more structured activities are gradually introduced.

In KS1, oracy, questioning and storytelling help pupils transition from informal to more formal subject-based learning.

Development of key skills

The scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS and strengthened in KS1.

Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.

Cross-curricular links

The scheme aligns with EYFS Early Learning Goals, making links with communication and language, understanding the world and expressive arts to create a smooth transition.

It encourages independence and confidence, supporting children as they adapt to the expectations of KS1 learning.

Vocabulary

Baydon St Nicholas Computing Vocabulary

Impact

Pupils will leave Baydon with the skills to become digital-literate.  They will have knowledge and understanding of computer programmes through writing and debugging code, and will be able to solve problems using technology and computational thinking is encouraged. Pupils will build perseverance through their work and are encouraged to learn from their mistakes and become confident in an ever-growing digital world. Pupils will leave Baydon with an understanding that computing supports and encourages their future career endeavours.

How we measure impact

Formative assessment

Formative assessment is embedded throughout Kapow Primary Computing lessons to ensure that teachers can gauge pupils’ understanding in real time and adapt their teaching accordingly.

Questioning – lesson plans include targeted and open-ended questions to check understanding, promote critical thinking and address misconceptions.

Observation – teachers are supported to observe pupils during tasks, noting how they approach activities, collaborate and apply geographical skills.

Discussion and peer interaction – pair and group discussions are built into lessons, providing opportunities for pupils to articulate their thinking and for teachers to assess understanding through dialogue.

Lesson pauses – plans include strategic pause points for checking comprehension, summarising learning and addressing any common errors before progressing.

Retrieval practice – recap activities such as short recall tasks and oral explanations are embedded to reinforce prior knowledge and assess retention.

Use of success criteria – success criteria are shared within lessons, allowing pupils to self-assess or peer-assess their work and reflect on their progress.

Short reflections in the Wrapping up – lessons end with brief written or verbal reflections, enabling pupils to consolidate learning and teachers to gauge understanding.

Summative assessment

Each unit of work provides an Assessment quiz and Knowledge catcher, which allow teachers to measure pupils’ understanding at key points.

These tools help gauge how well pupils have retained key knowledge and skills over time.

Pedagogically, we want to ensure that we are assessing pupils’ understanding of computing concepts, application of knowledge and skills, opposed to reading and writing skills. 

Evidencing Progress

Written outcomes

Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, code structures and creative responses.

Pupil voice

Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.

Assessment spreadsheet

The Assessment spreadsheet statements held with our INSIGHT whole school tracker helps to help track pupils’ Computing attainment over time. This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.