Computing

^{At Cullercoats Primary School, our computing vision is straightforward yet powerful: our children should be online-safe, online-competent, and online-confident. We believe that computing is not a standalone subject - it's an essential part of daily life and a foundation for future success in a technology-rich world.}

Subject Lead - Mrs Wendy Parr

INTENT

At Cullercoats Primary School, our computing vision is straightforward yet powerful: our children should be online-safe, online-competent, and online-confident. We believe that computing is not a standalone subject - it's an essential part of daily life and a foundation for future success in a technology-rich world.

We aim to equip every child with the skills, creativity and enthusiasm they need to thrive in a rapidly changing digital landscape. Through our computing curriculum, we help learners to:

Think critically and solve problems with computational approaches;

Communicate and collaborate using digital tools;

Design and create with technology;

Understand online risks and act responsibly and safely.

By building confidence, not just competence, we prepare our children to be adaptive, resilient, and proactive users of technology - ready for whatever their futures may hold.

IMPLEMENTATION

At Cullercoats Primary School, our children have frequent and meaningful opportunities to use technology, building their skills progressively throughout their school journey. Our aim is to ensure that every child develops the knowledge and confidence they need for 21st-century lifestyles.

Our computing curriculum follows the Teach ICT North Tyneside Scheme of Work. These tried-and-tested units, developed by North Tyneside’s subject specialist advisors, provide teachers with clear guidance and make teaching computing both easy for staff and exciting and engaging for students.

Computing is integrated across the curriculum, enhancing learning in all subjects while also supporting motivation, creativity, and the development of social skills. We prioritise the use of up-to-date resources and emerging technologies, enabling children to explore, experiment, and solve problems in meaningful contexts.

Our computing curriculum is carefully sequenced so that skills and knowledge build year on year:

Nursery & Reception: Children interact with iPads and touchscreens for early literacy, phonics, and numeracy games, introducing them to technology in safe, playful ways.
Key Stage 1: Children follow structured units covering digital sound, multimedia stories, algorithms, digital art, programming directional instructions, word processing, and animation, with most activities supported by Purple Mash software. For programming, children also use Scratch JR and LOGO, developing logical thinking and problem-solving skills in a hands-on, engaging way.
Key Stage 2: Children progress to more advanced computing and digital creation, including email communication, building websites, databases, spreadsheets (using the Google Suite), Scratch, Kodu, Crumble kits, LEGO Robotics, and micro:bits. They also develop creative skills through photo editing and creating instructional videos using iMovie.

Resources and Technology

To support our computing curriculum, we provide a wide range of devices, software and resources:

Class sets of iPads, Chromebooks and Netbooks are available for all pupils.

Each classroom has a networked PC linked to a Promethean panel for interactive lessons.

iPads are available to support children with additional needs.

Purple Mash an interactive educational platform used to teach computing concepts, coding, and digital creativity, particularly in Key Stage 1.

We work closely with the North Tyneside Computing and IT Curriculum Support Team, who provide extensive guidance and partner with us to support the delivery of high-quality computing lessons. Their expertise helps ensure our curriculum is up to date, engaging and effectively meets the needs of all pupils.

All devices are connected to the school broadband, enabling safe, effective use of the Internet.

Online Safety

At Cullercoats Primary School, online safety is a priority and is embedded across the curriculum. In the first half term of each new school year, all year groups focus specifically on online safety lessons using Common Sense Education resources, ensuring children understand the risks, responsibilities, and best practices for using digital technology.

In Key Stage 2, children also take part in Google’s Be Internet Legends live assemblies throughout the year, which provide interactive, age-appropriate guidance on protecting personal information, responding to online risks, recognizing trustworthy content, and communicating safely and responsibly online.

We also celebrate Safer Internet Day annually, reinforcing key messages and engaging the whole school community in safe and responsible use of technology.

These initiatives, combined with structured lessons, assemblies and ongoing classroom discussions, ensure that every child learns to navigate the digital world safely, confidently and respectfully. Children are also taught where to seek help and know that no one should feel threatened or unsafe online, whether at school or at home.

Enrichment and Extra-Curricular Activities

Each year, a team of Year 6 pupils takes part in the FIRST® LEGO® League Challenge competition, giving children the chance to apply their computing and problem-solving skills in a competitive, real-world context while developing teamwork, creativity and resilience.

Our after-school coding club for Lower Key Stage 2 pupils, run in collaboration with The Kids Hub, allows children to explore coding projects and creative digital activities in a fun, hands-on environment.

Pedagogical Approach & Rosenshine’s Principles

Our teaching in computing is informed by research-based principles of effective instruction:

Modelling & Think-Alouds: Teachers demonstrate software, coding processes, and problem-solving strategies (Rosenshine, 2012 – Principle 1: Daily Review / Principle 4: Modelling).
Scaffolding & Guided Practice: Children are supported through step-by-step tasks before attempting independent work (Principle 6: Guided Practice).
Check for Understanding: Ongoing assessment ensures children can progress confidently (Principle 7: Check for Understanding).
Independent Practice & Cumulative Review: Skills are consolidated over time with projects, competitions, and cross-curricular applications (Principle 8: Independent Practice / Principle 10: Review).

By embedding these principles, we ensure that computing lessons are structured, clear, and engaging and that all children are supported to succeed and progress confidently.

IMPACT

The impact of our Computing Curriculum is evident in both children’s digital work and in their confidence and competence when using technology. Evidence can be gathered through reviewing individual accounts, observing learning in classrooms and examining work stored in platforms such as Google Drive and SeeSaw. Discussions with children themselves (pupil voice) provide additional insight into their understanding and engagement with computing.

Our curriculum ensures that, by the time children leave Cullercoats Primary School, they are confident, competent and safe users of ICT, with a clear understanding of how technology

works. Children develop the ability to express themselves creatively using digital media, solve problems using computational thinking and apply their skills across a range of subjects and real-world contexts.

We continuously strive to enrich our computing provision, for example through our highly successful LEGO Robotics programme, which has led to multiple national finals and even an international final, making us the only North East primary school to reach this stage. Such achievements demonstrate the real-world impact of our curriculum and the high level of skill, creativity and perseverance our pupils develop.

The impact and progress of our computing curriculum are measured through ongoing formative and summative assessment, regular discussions with children about their learning and the review of digital work. This ensures that knowledge and skills are retained and built upon over time, in line with research-informed teaching principles, such as Rosenshine’s emphasis on cumulative review, guided practice, and checking for understanding.

SKILLS MAPPING DOCUMENTS