Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum 

 Our curriculum is centred around developing the whole child: from their head, to their heart, to their hand.  

The characteristics of a proficient user of technology at East Farleigh:

Curriculum Ambition

A knowledge of computing is vital to success in an ever more technology-based world. Children interact and use computing devices in every aspect of their lives and will continue to do so into their further study and adult lives. It’s vital that we empower children and give them the tools to further develop their computational thinking and skills to give them the ability to take their learning further in their education and lives. 

When addressing these concepts, we aim to engage children to immerse themselves in the computational world, to solve puzzles and problems, to discover new and exciting mediums to which to express themselves, and to be safe and critical internet users. We want to encourage the children to realise that computing is inherently a creative subject, a subject to which many of the modern creative art forms, such as video gaming, animation and art now encompass and rely upon to find new, exciting ways to express human creativity.

We also want the children to understand how computing, and computational thinking, is a pathway to solving many problems, and has been a key way of thinking that has played a pivotal role in human history. From Alan Turing and his work at Bletchley Park developing Ultra intelligence and the cracking of the Enigma code, to Margaret Hamilton, who without her code, The Apollo 11 program would not have been the success we know today.  

Curriculum Design

Each lesson is sequenced so that it builds on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Scaffolded activities provide pupils with extra resources, such as visual prompts, to reach the same learning goals as the rest of the class. Exploratory tasks foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences. 

Key stage breakdown.pdf

"The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. All learning outcomes can be described through a high-level taxonomy of ten strands, ordered alphabetically as follows:"

■ 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

Curriculum Concepts: Computing

Computing at East Farleigh through ‘Teach Computing’ aims to address twelve key pedagogical principals:


What do our pupils think?

"Last term we explored ways to identify if information on the internet was true or false"

Year 4

"I enjoy Computing lessons at school and my learning  has encouraged me to make videos and vlogs at home"

Year 5

"I'm excited to be making animations this term - did you know the film Frozen has 24 frames per second? I don't think mine will be as long..."

Year 3

Progression: Primary Themes

Computer Systems and Networks


Data and Information

Creating Media

For each unit, teachers follow the NCCE learning graphs which demonstrate progression through concepts and skills. Below is an example from Year 3: Programming: Events and Actions in Programs

Learning graph - Events and actions in programs - Y3.pdf

End of year teacher assessments, which take into account engagement in lessons, quality of outcomes and results from any POP/ summative tasks, help to form a judgement about a child's attainment within the subject. These judgements are made in relation to a child's progress towards mastering biannual milestones against four essential threshold concepts (see above). 

Possible Career Aspirations for the Future

As a proficient user of technology, you could become a:


Web developer

Games creator



For more careers, please visit First Careers

Term 4 - Assessments 

Year 3

Year 6

Year 5

Disclaimer: This has been developed with reflection upon the National Curriculum (2014) and NCCE Teach Computing Curriculum. We are currently introducing each unit of the curriculum and units may therefore not be taught in the stated order.