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Elmhurst School

An Academy of the Great Learners Trust

Computing and Online Safety

"Computing is fun. I like that we get to do Scratch and can use computers and iPads to type up our writing. Being a digital leader means you have great responsibility and can help anyone with anything online." - Year 5 Digital Leader


Curriculum Intent

All children should be provided with opportunities to develop computational thinking and creativity in order to become active and aspiring participants in a digital world. Our aspirational curriculum is designed to ensure that all children become digitally literate and able to express themselves and develop their ideas through a range of information and communication technology.  We ensure Computing maintains strong links with Mathematics, Science, Design and Technology, whilst also ensuring that it is embedded into our wider curriculum in a way that is used to support, modify and redefine the learning that takes place.


All pupils will develop skills, knowledge and understanding in the following:


Information Technology

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 that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. 


Computer Science

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.


Digital Literacy 

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. Use search technologies effectively and be discerning in evaluating digital content. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content and contact. 

Curriculum Implementation

Although there are aspects of Computing that require explicit teaching (in particular, Computer Science) we believe that the majority of Computing  should be embedded across the curriculum – within our Project Guerrilla as well as within core subjects.


Our progression documents outline the digital experiences that are interwoven into our wider curriculum in order to allow learning to be more accessible and allow learners to be more creative in demonstrating their learning. 


We ensure computing maintains deep links with Mathematics, Science and  Design and Technology, but we also ensure that it is embedded into our wider curriculum in a way that it is used to support, modify and redefine the learning that takes place. We use the SAMR Model as a tool to enhance the impact of our implementation.

The way in which children showcase, share, celebrate and publish their work will best demonstrate the impact of our curriculum.  We also look for evidence through reviewing pupil’s knowledge and skills digitally through tools like Google Drive and observing learning regularly. 


We encourage our children to actively engage with and value the curriculum we deliver, as well as reflect on the impact computing has on their learning, development and well-being. 


Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. 


We encourage regular discussions between staff and pupils to best embed and understand the impact of computing in order to ensure continuous progression and improvement of the curriculum we provide.


In Year 6 we have designed our own Maths games.  Take a look!

Page last updated: 22/02/23