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Executive Headteacher: Jay Hart

Head of School: Paul Yeomans

Executive Principal: Liz Hayward  



Computing Page (ICT)


Currently the ICT curriculum has a very clear structure that has a clear progression though each class in KS2 and KS3. The teaching of the Primary Computing Progressions also provides a very clear qualification pathway into KS4 and sits comfortably with Functional Skills and Cambridge Nationals in ICT and IMedia.


It was decided that using the primary progressions for both key stage 2 and 3 gave the pupils the greatest opportunity to make progress and achieve higher National Curriculum levels.


The progressions provide teachers with an up-to-date structure for the teaching of ICT. The Progressions assist teachers in understanding standards in ICT and help to raise children’s attainment within the context of a personalised curriculum.


Purpose of study 

A high-quality computing education equips pupils to understand and change the world through logical thinking and creativity, including by making links with Mathematics, Science, and Design and Technology. The core of Computing is Computer Science, in which pupils are taught the principles of information and computation, and how digital systems work. Computing equips pupils to use information technology to create programs, systems and a range of media. It also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.



The national curriculum for computing aims 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.


Attainment targets 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


Subject content


Key stage 1 

Pupils should be taught to:

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

•create and debug simple programs

•use logical reasoning to predict the behaviour of simple programs

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

•use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet

•recognise common uses of information technology beyond school.



Key stage 2 

Pupils should be taught to:

•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

•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, appreciate how results are selected and ranked, and be discerning in evaluating digital content

•use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour

•select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.


5. How we use the ICT Progression

The progression is based on three pairs of year groups:


•Years 1 and 2 (Red Class - Riversides School)

•Years 3 and 4 (Blue Class - Riversides School)

•Years 5 and 6(Green/Yellow Class- Riversides School)


Managers and subject coordinators will need to have an overview of all three, class teachers may need to consider the content of more than one pair of year groups in order to cater for those children who are working considerably above or below expectations.


The Progression is based around the key elements from the KS1 and KS2 Programmes of Study for Computing (described above) and each of these is broken down into typical ICT applications within a broad heading.


A grid has been placed at the end of each skill in order to support teachers to keep a record of skills, knowledge and understanding that have been introduced and revisited over time.


Opportunities for technology enhanced learning (TEL) are described as relevant to each of the elements of the Computing curriculum.


Each application is broken down into:


•Skills - what the children do

•Knowledge and understanding - which needs to be drawn out by teachers to ensure children develop deep understanding and not just skills

•Outcomes - which should describe children’s work.

•Technology Enhanced Learning (TEL) - indicating how information technology can enhance learning in other contexts.


Key Stage 4

Pupils at Key Stage 4 take a range of qualifications including:-


Functional Skills Entry Level 1,2 & 3

Functional Skills Level 1 & 2


Cambridge National IMedia L1 & L2



Screen Shot 2014-12-01 at 21.12.45 ict 424724-cloud-computing computing-1 thinkuknow-logo ceop-logo Primary Computing Progression 1&2 (Red Class) Primary Computing Progression 3&4 (Blue Class) Primary Computing Progression 5&6 (Green/Yellow) ESafety Parents Booklet English Maths Science ICT & Computing Humanities MFL D&T Food Technology Physical Education PSD RE RE Duke Of Edinburgh Art