Computing Implementation, Intent and Impact at St Bede's


At St Bede’s it is our intention to teach a broad Computing curriculum to equip ALL pupils in their journey through education and beyond to being creative, collaborative and productive members of the workforce.

Pupils will focus on the three key areas of the curriculum:-

  • Computer Science – the understanding of what computers and computer networks are and how the systems that they use work.
  • Information Technology – to develop skills in creating and using computers and applications including creating our own content.
  • Digital literacy - to understand as to how we can use applications and how to use/access digital resources safely and responsibly.

By using computational thinking to develop concepts such as logical thinking and ability to evaluate what they are doing and giving pupils a range of approaches to explore the creative thinking, perseverance to try different methods and the collaborative way of working this will help our pupils become not just well rounded digital experts but confident, creative, resilient and independent people.

Pupils and teachers will be encouraged to use Computing in a cross-curricular way to show that Computing is a part of everyday as well as a standalone subject.




At St Bede’s children are given the opportunity to explore computing to develop skills in computational thinking and a range of approaches so that they can adapt their knowledge when faced with new programmes, applications and hardware in the future.


Pupils will be given the opportunity to explore concepts in an offline way using resources such as Barefoot Computing and Micro:Bits to develop understanding of algorithms and computational thinking. Pupils will use Computing tools to support cross curricular learning, for example using design tools when making an item or using Seesaw or Publisher to make pictograms or graphs in Maths and Science to using word processing and publishing skills to present work. To ensure that our pupils are able to access and use Computing resources responsibly and to work on digital devices safety will be combined with RHSE and using Project Evolve resources.


The three areas of the Curriculum will be implemented as follows:


Computer Science – Supported by the resources on the National Centre for Computing Education pupils will progress from understanding technology all around us in Year 1 to Internet Communication in Year 6. Primarily children will use iPads in the class room to support learning but opportunity will be explored to allow use of different devices. Pupils will be given a range of physical resources such as Bebot robot in EYFS/KS1 to SAMs labs equipment in KS2.


Information Technology – Pupils will use a range of applications in Computing and other lessons to achieve a goal. Seesaw is a key classroom tool and children are given other appropriate applications such as Mathletics. They will be encouraged to critically review the tools they are using and decide if they are suitable for the job. Pupils will use NCCE from Year 1 to Year 6 to develop their algorithm skills. Initially this will be via Block Coding, a visual coding tool, with Pupil’s encouraged to explore using a use, modify and create lesson model. Teachers will also use resources from Barefoot Computing to allow children to develop their understanding offline. There is an option in later KS2 to consider Python or HTML or Logo when pupils are ready to move on.


Digital Literacy – Pupils will be taught how to access resources safely and responsibly. The use of a Class blog on Seesaw for example, allows children to use Social Media from Year 1 forwards in a controlled and safe way helping them to create content to be enjoyed by others. Cross curricular links with RHSE will be important in teaching responsible and safe Computing usage.


Children will be given further opportunities to develop their skills as follows :-

  • Code Club – a lunchtime school club that will allow children to explore completing projects using primarily Scratch, exposing them to a different visual programming language. This will expose children to a less structured approach to allow them to develop their skills.
  • Digital Champions – in KS2 initially to have those children who have an aptitude for Computing to support others in the classroom and to influence Computing opportunities in the school. Their role will include being Digital Safety champions, ensuring others use Computing resources responsibly and helping maintain computer equipment in the classroom.
  • Competitions – KS2 children are able to take part in the Interschool’s Coding Competition. KS1 children can take part in an Interschool’s Competition using Bebots or other practical resources.
    • Where appropriate outside specialists will be invited into school such as the Google Safe Internet presentations.


    Children will be encouraged to work collaboratively in Computing where appropriate with partners working together to produce work, evaluating each other’s work as they progress.


    Where children have specific needs they will be encouraged to use technology to help them produce work digitally.


    As children progress through St Bede’s they will be encouraged to become responsible and confident users of technologies with strategies to adapt to new equipment and ways of working.


    Via Seesaw each child will build a student driven digital portfolio in all subjects. In Computing this will include examples of work in a specific Computing folder and they will be given opportunity to annotate their learning.


    Pupils will be encouraged across all subjects to be computational thinkers:-


    They will be able to apply logic to explain why something happens,

    They will recognise and be able to design algorithms.

    They will use decomposition to break down problems into smaller steps to find a solution.

    They will be encouraged to spot patterns to help them identify steps.

    Using logic, decomposition and patterns this will help them understand in an abstract way to simplify problems.

    Finally, children will be able to evaluate their own own work and look for areas that can be improved.


    By encouraging children to tinker, to create and debug their own algorithms and collaborating with others as well as persevering pupils will be computational thinkers.


    At the end of their learning journey at St Bede’s pupils will be able to confidently take their next steps in Education and onwards as they will be able to use and work with a range of and be confident in working with new digital technologies.



Meet our Digital Champions.

In Key Stage 2, each Class has appointed Digital Champions. They will help maintain technology in the Classroom and help set up and tidy away after each Computing lesson. The Champions have presented to the whole school in assemblies, including an excellent On-Line Safety quiz. The Champions also assist in our Wednesday lunchtime Code Club, helping children learn coding in Scratch and how to use Micor:Bits.

We have Micro:Bits!

In an exciting development we now have 30 Micro:bit Computers that link to our Class iPads. The Micro:Bits give the children a valuable insight into physical computing and can be used as name badges to compasses to step counters to data loggers in Science. The only limit is our imaginations! The Staff have been trained on the Micro:Bits and will be using across Key Stage 2.

Spring Online Safety Newsletter

On-line Safety Newsletter

Online Safety / E-safety

It is important that our pupils are save digital citizens. However, we also know that technology moves fast and that is difficult to keep on top of changing trends.

Ce-op Think You Know website has guidance for Parents and Carers as to what new games, websites, apps and social media are and the potential issues they may pose.

Childline also do an overview of Social Media and what different sites are and what they mean for you and your child.


Both of these are updated frequently as these things can change quickly and you may wish to keep an eye on both for future changes.



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Computing Policy


To create a happy, secure and Christian atmosphere in which children are safe and encouraged to be healthy, to achieve and make a positive contribution and can grow and develop physically, intellectually, spiritually and morally.


At St Bede’s RC Primary School, we believe that computing is an essential skill for all students in today's digital age. Our computing curriculum is designed to equip our students with the knowledge and skills they need to thrive in a technology-driven world. This policy outlines our approach to teaching computing and sets out our expectations for staff and students.

Aims and Objectives

Our aims and objectives for computing education are aligned with the expectations set out in the Ofsted most recent framework. These include:

  1. To develop computational thinking and problem-solving skills.
  2. To foster creativity and innovation using digital tools.
  3. To equip students with safe and responsible online behaviors.
  4. To provide a broad and balanced computing curriculum, covering key skills, knowledge, and understanding.
  5. To enhance cross-curricular links through the application of computing skills in different subject areas.
  6. To ensure equal access to computing resources for all students.

Curriculum Overview

Our computing curriculum covers the three core areas identified in the 2014 National Curriculum in England: Computer Science, Information Technology, and Digital Literacy.

Computer Science

Computer Science provides the foundation for understanding how computers and computer systems work. Our curriculum includes the following aspects:
- Algorithms and programming
- Computational thinking
- Data representation
- Hardware and software

Information Technology

Information Technology focuses on using technology to create, manipulate, and store digital content. Our curriculum includes the following aspects:
- Using software applications for various purposes including word processing, presentation, and spreadsheets.
- Multimedia creation, including graphic design and video editing.
- Data handling and analysis.

Digital Literacy

Digital Literacy encompasses online safety, responsible internet use, and the ability to critically evaluate digital content. Our curriculum includes the following aspects:
- E-Safety, including: responsible online behavior, protection against online threats, and understanding the impact of online actions.
- Digital citizenship, including: respect for intellectual property, understanding digital rights and responsibilities, and being a discerning consumer of online media.

Teaching and Learning Strategies

Our teaching and learning strategies are designed to engage and inspire students, while ensuring their progress and achievement. These strategies include:

  1. Practical, hands-on activities to enable students to apply their knowledge and skills.
  2. Collaborative learning opportunities to develop teamwork and communication skills.
  3. Regular use of educational software, programming tools, and online resources.
  4. Real-world contexts for learning, linking computing to other subject areas.
  5. Ongoing assessment to monitor progress and identify areas for improvement.

Resources and Facilities

We recognize the importance of providing access to up-to-date computing resources and facilities. Our school is equipped with:
- 16 iPads per Classroom for mobile computing.
- Interactive whiteboards in each classroom.
- 30 Microbit Computers

- SAMs Labs equipment

- High-speed internet connectivity to support online learning.

Cross Curricular Links

Children are encouraged to use Computing resources across the Curriculum. This included recording of work in Seesaw which also teaches responsible Social Media Usage. Suitable programs and apps are used to enhance learning in other subjects.

Staff Development

To ensure high standards of teaching and learning in computing, we provide regular professional development opportunities for our staff. These include:
- Training on the effective use of technology in the classroom.
- Workshops and conferences to enhance subject knowledge and teaching skills including termly meetings with other Computing Co-ordinators within the CSP.
- Collaborative planning sessions to share best practices and resources.


Monitoring and Evaluation

As part of our commitment to excellence, we maintain a cycle of monitoring and evaluation to ensure the effectiveness of our computing provision. This includes:

  • Recording of work within Seesaw.
    - Regular lesson observations and feedback to support professional development.
    - Analysis of student work and progress to track achievement.
    - Surveys to gather feedback from students, staff, and parents on computing provision.


Our school places the highest importance on ensuring the safety and well-being of our students online. We have Safeguarding and Online Safety and Monitoring policies and procedures in place to safeguard students and promote responsible internet use. These include:
- Regular e-safety lessons and discussions.
- Filtering and monitoring software to restrict access to inappropriate content.
- Clear guidelines for staff and students on acceptable use of technology.


At St Bede’s RC Primary School, our computing curriculum enables our students to develop the skills, knowledge, and understanding they need to become active participants in the digital world. This policy sets out our commitment to providing outstanding computing education for all students, as expected by Ofsted. By implementing this policy, we aim to inspire and equip our students to become confident users and creators of technology.

 Computing Policies
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For further information to support your child at home with online safety please look at the following website; 

This has information on how to help teach and keep your children safe online for different age ranges.



Computing Vocabulary to be used in Key Stage 1 and Key Stage 2 across St Bede’s

Key Vocabulary



An unambiguous set of rules or a precise step-by-step guide to solve a problem or achieve a particular objective.


A graphical representation of computer code in languages such as Scratch; also used to describe a part of a computer program.

Block language

A programming language in which blocks are used to program the computer.


To make a copy of information for faster retrieval or processing.


An instruction, written in a particular programming language, for the computer to execute.

Content management system

A database-driven system for managing web-based content, in which pages are generated automatically from stored content.

Examples include WordPress and Moodle.


A structured set of numbers, possibly representing digitised text, images, sound or video, which can be processed or transmitted by a computer; also used for numerical (quantitative) information.


To fix the errors in a program.

Digital devices

Electronic hardware that processes information represented as numbers, using a microprocessor to control its operation, including laptop computers, tablets and smartphones.

Domain Name System (DNS)

The distributed automatic system that converts domain names

into the IP addresses that are used for routing packets via the internet.


Securely encoding information so that it can only be read by those knowing both the system used and a secret, private key.


Used to describe behaviours and policies intended to minimise the risks to a user of using digital technology, particularly the internet.


The physical systems and components of digital devices; see also software.

Hypertext mark-up

language (HTML)

HTML is the language in which web pages are composed.


Hypertext transfer

protocol (HTTP)

HTTP is the standard protocol for the request and transmission of HTML web pages between browser and web server.

Hypertext transfer protocol – secure (HTTPS)

An encrypted version of HTTP in which page content cannot be read by the internet routers and gateways through which it



Data provided to a computer system, e.g. via a keyboard, mouse, microphone, camera or physical sensors.


The boundary between one system and another – often used to describe how a person interacts with a computer.

Internet Protocol (IP) addresses

Numeric addresses uniquely specifying computers directly connected to the internet; also used on private networks to

uniquely identify computers on that network.


A form of repetition in which a variable keeps track of how many times the loop has been executed.


A block of code repeated automatically under the program’s control.


The computers and the connecting hardware (Wi-Fi access points, cables, fibres, switches and routers) that make it possible to transfer data using an agreed method (‘protocol’).

Operating system

The programs on a computer that deal with internal management of memory, input/output, security and so on, such as Windows 10 or iOS.


The information produced by a computer system for its user, typically on a screen, through speakers or on a printer, but

possibly through the control of motors in physical systems.

Packets of data

A small set of numbers that get transmitted together via the

internet, typically enough for 1000 or 1500 characters.


Used to describe computer systems in which particular content, programs or systems can be developed.


A stored set of instructions encoded in a language understood by the computer that does some form of computation, processing input and/or stored data to generate output.

Pulse code modulation (PCM)

The standard format for audio files, in which the amplitude of the sound is represented at one of, say, 65,536 levels, sampled, say, 44,100 times a second.


Executing a section of computer code a number of times as part of the program.

Reverse engineer

The process of extracting knowledge or design information from an artefact, such as a computer program, often by experimenting with it to see how different inputs produce different outputs.

Safe search mode

A search engine functionality in which inappropriate results are hidden.


A computer program typically executed one line at a time through an interpreter, such as the instructions for a Scratch character.


A programming construct in which one section of code or another is executed depending on whether a particular condition is met.


To place program instructions in order, with each executed one after the other.



A computer connected to the internet or to a local area network providing services – such as file storage, printing, authentication, web pages or email – automatically to other computers on the internet or local network.


Using a computer to model the state and behaviour of real-world (or imaginary) systems, including physical or social systems; an integral part of most computer games.


The programs that control or are run on a computer, written in one or other programming language, including the operating

system, interpreters, compilers and application programs (apps).


A computer graphics object that can be controlled (programmed) independently of other objects or the background.


A system for representing typographic symbols and text in many different writing systems digitally.

Uniform Resource Locator (URL)

A standard for specifying the location on the internet of certain data files, such as In this case (and typically), the URL includes the protocol used to transmit the data, the computer on which it is stored, the file path and the file name of the data.


A way in which computer programs can store, retrieve or change data, such as a score, the time left or the user’s name.

Web (World Wide Web or WWW)

A service provided by computers connected to the internet (web servers) in which pages of hypertext (web pages) are transmitted to users; the pages typically include links to other web pages and may be generated by programs automatically.



Note: Some of the above has been taken or adapted from the Primary QuickStart Computing Toolkit, Crown copyright 2015, under the terms of the Open Government Licence.