Symondsbury Church of England VA Primary School

The Church of England



In our ICT lessons we focus on two elements:

Computing – We use the Teach Computing Curriculum

Digital Literacy/E-Safety – We use the Project Evolve Curriculum

ict long term plan 2023 2024.pdf



Computing – Teach Computing

All of the statements for this curriculum have been taken from the National Centre for Computing Education – Teach Computing.

The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.


National Curriculum

KS 1 pupils understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

KS1 pupils create and debug simple programs

KS1 pupils use logical reasoning to predict the behaviour of simple programs

KS1 pupils use technology purposefully to create, organise, store, manipulate and retrieve digital content

KS2 pupils design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

KS2 pupils use sequence, selection, and repetition in programs; work with variables and various forms of input and output

KS2 pupils use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

KS2 pupils select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.



The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. This has been developed through a thorough review of the KS1–4 computing programme of study.

All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:

Curriculum design Curriculum design | Key Stage 1 Teacher Guide | 2

■ Algorithms — Be able to comprehend, design, create, and evaluate algorithms

■ Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks

■ Computer systems — Understand what a computer is, and how its constituent parts function together as a whole

■ Creating media — Select and create a range of media including text, images, sounds, and video

■ Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios

■ Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts

■ Effective use of tools — Use software tools to support computing work

■ Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems

■ Programming — Create software to allow computers to solve problems

■ Safety and security — Understand risks when using technology, and how to protect individuals and systems The taxonomy provides categories and an organised view of content to encapsulate the discipline of computing. Whilst all strands are present at all phases, they are not always taught explicitly

curriculum journey poster cnv.pdf

 To see our Progression of Skills & Knowledge in Computing please click here

To see the vocabulary for Key Stage 1 please click here

To see the vocabulary for Key Stage 2 please click here


Digital Literacy/E-Safety – Project Evolve

All of the statements from this document have been taken from the Education for a Connected World Document.

Today’s children and young people are growing up in a digital world. As they grow older, it is crucial that they learn to balance the benefits offered by technology with a critical awareness of their own and other’s online behaviour, and develop effective strategies for staying safe and making a positive contribution online. This framework describes the skills and understanding that children and young people should have the opportunity to develop at different ages and stages. It highlights what a child should know in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it safely.

National Curriculum


KS1 pupils recognise common uses of information technology beyond school

KS1 pupils use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies

KS2 pupils understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration

KS2 pupils use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

KS2 pupils use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact




To see our progression of skills and knowledge please click here

To find out more about computing in the National Curriculum click here.