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Buxted Church of England Primary School


At Buxted CE Primary School, our computing curriculum vision is that our children leave equipped with the skills, knowledge and confidence to enable them to be masters and creators of technology; to survive and thrive in a world of rapid technological change.

Our aim is to give children a rich, intellectually fascinating and practically useful computing education.

We believe that computing and online safety are vital life skills, which run throughout our curriculum and not just in discrete computing lessons. Across our entire school and curriculum our children use a range of applications, operating systems and devices to help become proficient, safe, responsible and creative users of technology, software and online systems. We use Teach Computing for planning, progression and content. This is an excellent educational programme provided by the National Centre for Computing Education.

Outlined in our overview, the children are exposed to a variety of mediums in computing. They use a multitude of different programs to enable them to access and learn different computing skills as outlined in the national curriculum. Discrete computing is taught through class learning on the interactive whiteboards, iPads and using a mix of laptops and desktops.

Learning is broken down into 5 areas with internet safety; Digital Literacy, Communication, Multimedia, Programming and Data as follows:


Computing systems and networks

Creating Media

Programming A

Data & Information

Creating Media

Programming B


Technology around us

Digital Painting

Moving a robot

Grouping data

Digital writing

Programming animations


Information tech around us

Digital photography

Robot algorithms


Digital music

Programming quizzes


Connecting computers: Identifying that digital devices have inputs, processes, and outputs, and how devices can be connected to make networks.

Stop-frame animation:

Capturing and editing digital still images to produce a stop-frame animation that tells a story

Sequencing sounds: Creating sequences in a block-based programming language to make music.

Branching databases: Building and using branching databases to group objects using yes/no questions.

Desktop publishing: Creating documents by modifying text, images, and page layouts for a specified purpose

Events and actions in programs: Writing algorithms and programs that use a range of events to trigger sequences of actions.


The internet: Recognising the internet as a network of networks including the WWW, and why we should evaluate online content

Audio production: Capturing and editing audio to produce a podcast, ensuring that copyright is considered

Repetition in shapes: Using a text-based programming language to explore count-controlled loops when drawing shapes.

Data logging: Recognising how and why data is collected over time, before using data loggers to carry out an investigation.

Photo editing: Manipulating digital images, and reflecting on the impact of changes and whether the required purpose is fulfilled.

Repetition in games: Using a block-based programming language to explore count-controlled and infinite loops when creating a game


Systems and searching: Recognising IT systems in the world and how some can enable searching on the internet

Video production: Planning, capturing, and editing video to produce a short film.

Selection in physical computing:

Exploring conditions and selection using a programmable microcontroller.

Flat-file databases: Using a database to order data and create charts to answer questions.

Introduction to vector graphics: Creating images in a drawing program by using layers and groups of objects

Selection in quizzes:

Exploring selection in programming to design and code an interactive quiz.


Communication and collaboration: Exploring how data is transferred by working collaboratively online



Webpage creation: Designing and creating webpages, giving consideration to copyright, aesthetics, and navigation.

Variables in games: Exploring variables when designing and coding a game.

Introduction to spreadsheets: Answering questions by using spreadsheets to organise and calculate data.

3D modelling:

Planning, developing, and evaluating 3D computer models of physical objects.

Sensing movement: Designing and coding a project that captures inputs from a physical device.

Pedagogy for Teaching Computing

Children are supported in the acquisition of knowledge, through the use of key concepts, terms, and vocabulary, providing opportunities to build a shared and consistent understanding in each year group.

Our children are encouraged to collaborate, specifically when pair programming and within structured group tasks. Working together stimulates classroom dialogue, articulation of concepts, and development of shared understanding.

At Buxted, children are hands on participants of physical computing and teachers design activities that offer tactile and sensory experiences to enhance learning. Combining electronics and programming with arts and crafts (especially through exploratory projects) provides pupils with a creative, engaging context to explore and apply computing concepts.

Teachers model everything in computing, from debugging code to designing webpages, using techniques such as worked examples and live coding. Modelling is particularly beneficial to novices, providing scaffolding that can be gradually taken away. Teachers challenge misconceptions and adapt teaching to address them as they occur.

Learning is designed around and based on projects to provide children with the opportunity to apply and consolidate their knowledge and understanding. Children can consider how to develop an artefact for a particular user or function, and evaluate it against a set of criteria.

Online Safety is taught throughout the PSHE curriculum as well as being integrated within the Teach Computing scheme. Teachers supplement their lessons with themes and content from Project Evolve. - a toolkit based on UKCIS framework Education for a Connected World (EFACW) that covers knowledge, skills, behaviours and attitudes across eight strands of online safety.