Computing

At Harris Primary Academy Merton, the Computing Curriculum is designed to empower students with the technical expertise, critical thinking skills, and creativity needed to thrive in the digital world. With a clear focus on developing digital literacy, information technology knowledge, and computer science skills, the curriculum covers an impressive range of concepts and technologies that progressively build on each other from Early Years Foundation Stage through Year 6.

Our computing curriculum will teach children: 

• Programming 

• Computational thinking 

• Productivity 

• Computer networks 

• Communication 

• Online safety 

An excellent, working knowledge of computing and IT is an important part of equipping children for future learning and future work. We believe in teaching children the key knowledge and skills to enable them to use technology to complement and improve their work and life experiences.  

Our computing curriculum is designed to give children the ability to use computers and software and to become digitally literate. In our modern society, where new technology is being introduced and developed constantly, it is important that children have an insight into how digital systems work and how they can use programming to effect changes. They also need the skills to be able to respond to developments in technology and gain new knowledge. 

Intent: Introduction, Vision and Philosophy

Our curriculum is designed to cover the full range of National Curriculum objectives for KS1 & KS2. National Curriculum objectives for Computing are outlined by Key Stage, not year group or phase. Accordingly, pupils will achieve progression by repeating key stage objectives from one year group to the next, but in increasingly complex contexts or with increasingly complex tasks. This applies particularly to the e-safety and programming elements of the Computing curriculum. For example – To write programs that accomplish specific goals in Year 3 may be achieved with simple forward/back/turn movements on-screen, but in Year 6 it would be achieved by programming a physical system to grab hold of an object and then release it elsewhere.  

Our curriculum is designed to maximise the use of efficient and intuitive technology and therefore focuses on using touch-screen and block-based programming software in KS1 & Lower KS2 before advancing to keyboard and screen and character-code programming in Upper KS2. Our aims within computing align with the National Curriculum.  We aim to ensure that all pupils: 

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation 

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 

• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 

• are responsible, competent, confident and creative users of information and communication technology 

We recognise that children in our academy use a wide range of technology in a range of contexts and need to be equipped with a solid understanding of internet safety.  

Disciplinary Concepts

The curriculum is centred around four disciplinary concepts that underpin each activity:

- Code: Students learn the intricacies of writing and using code to produce instructions, solve problems, and test solutions. This concept is integrated throughout the programming units.

- Connect: Understanding how to connect digitally with others is a key theme, encouraging students to use digital platforms and tools responsibly.

- Communicate: Students are taught to use digital media effectively, honing their ability to communicate and present information through various apps and tools.

- Collect: Critical data skills are fostered, with students learning to find, evaluate, and organise data, whether through branching databases in Year 3 or spreadsheets in Year 6.

Implementation: What does Computing look like? An overview:

The curriculum is carefully sequenced to ensure continuity and progression. In the early years, students are introduced to technology through hands-on and interactive tasks, building their familiarity and confidence. By Key Stage 1, students are introduced to programming, basic digital content creation, and grouping data. As students progress into Key Stage 2, they expand their capabilities in programming (including repetition, variables, and physical computing), multimedia creation (including video editing and 3D modelling), and data handling. Computing is a significant part of everyone’s daily life and we want our children to be at the forefront of new technology. Children will have opportunities to use a range of technology both within computing lessons and across the curriculum.   

In the Early Years, children will be taught to recognise that a range of technology is used both at home and at school.  Children will have opportunities to select appropriate technology for a particular purpose and we will encourage parental feedback so that we know how children access and use technology at home.   

Each term's topics are designed to stimulate curiosity and encourage problem-solving, with students using tools and technologies that mirror the real world, preparing them for the demands of future education and employment.

KS1:

KS2:

Impact 
Evidence and Assessment

A pupil’s attainment is evaluated at the end of each unit, using formative assessment.  

Week in learning meetings will also measure the impact of our curriculum. 

E-Safety

E-safety lessons at Harris Primary Academy Merton are designed to equip pupils with the essential digital literacy and online safety skills required to navigate the increasingly interconnected world. The curriculum is structured to be age-appropriate, engaging, and centred on key concepts such as privacy and security, online relationships, and digital reputation. 

Pupils from Reception to Year 6 progressively build their understanding of digital safety. In Year 1, students are introduced to online relationships and the importance of safeguarding personal interactions in the virtual space. They also learn about managing online reputations and how to protect their digital identity.

By Year 2, the focus extends to privacy and security, helping students understand the value of personal data and how to safeguard it. They are also introduced to copyright and ownership, ensuring they respect and acknowledge the rights of digital creators.

As students progress into Year 3, they delve deeper into topics like self-image and identity, recognising the significance of portraying themselves safely and responsibly online. In Year 4, the emphasis shifts to online bullying, teaching pupils how to identify and manage harmful behaviours in digital spaces.

By Year 5 and 6, the curriculum takes on a more advanced tone, with repeated focus on privacy and security, reinforcing the importance of data protection. They also revisit copyright and ownership, ensuring a deeper comprehension of intellectual property in the digital realm.