Computing: Curriculum Intent

At The Holy Spirit, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems, develop their ability to use coding for a variety of practical and inventive purposes; learn to connect with others safely and respectfully; to communicate ideas well by using applications and devices and to collect, organise and manipulate data effectively.

Our Curriculum Drivers

Spirituality: As a Catholic School we are driven by a spiritually rich curriculum that holds Gospel values at its heart, encompassing the importance of British values and Equality.

Possibilities: A curriculum that provides quality experiences, encouraging our children to have high aspiration for their future and to be aware of all the opportunities available to them.

Resilience: Our curriculum encourages children to learn how to think well, it seeks to remove barriers to learning through growth mind-set, developing problem-solving skills and bounce-back ability.


Within the computing curriculum, the pupils will follow these threshold concepts:

  • Code

This concept involves developing an understanding of instructions, logic and sequences.

  • Connect

This concept involves developing an understanding of how to safely connect with others.

  • Communicate

This concept involves using apps to communicate one’s ideas.

  • Collect

This concept involves developing an understanding of databases and their uses.

Computing is taught using a blocked curriculum approach. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Knowledge and skills are mapped across each topic and year group to ensure systematic progression. All year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.
Children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.


Threshold Concept


Milestone 1

Y1 & Y2

Milestone 2

Y3 & Y4

Milestone 3

Y5 & Y6

This concept involves developing an understanding of instructions, logic and sequences.


• Control motion by specifying the number of steps to travel, direction and turn.

• Use specified screen coordinates to control movement.

• Set IF conditions for movements. Specify types of rotation giving the number of degrees. 


• Add text strings, show and hide objects and change the features of an object.

• Set the appearance of objects and create sequences of changes.

• Change the position of objects between screen layers (send to back, bring to front).


• Select sounds and control when they are heard, their duration and volume.

• Create and edit sounds. Control when they are heard, their volume, duration and rests.

• Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation.


• Control when drawings appear and set the pen colour, size and shape.

• Control the shade of pens.

• Combine the use of pens with movement to create interesting effects.


• Specify user inputs (such as clicks) to control events.

• Specify conditions to trigger events.

• Set events to control other events by ‘broadcasting’ information as a trigger.


• Specify the nature of events (such as a single event or a loop).

• Use IF THEN conditions to control events or objects.

• Use IF THEN ELSE conditions to control events or objects.


• Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).

• Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions).

• Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions.

Variables and lists

• From Year 3 onwards.

• Use variables to store a value. 

• Use the functions define, set, change, show and hide to control the variables.

• Use lists to create a set of variables.


• From Year 3 onwards.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations.

• Use the Boolean operators 

() < () 

() = () 

() > () 




to define conditions.

• Use the Reporter operators 

() + () 

() - () 

() * () 

() / () 

to perform calculations. 

Pick Random () to () 

Join () () 

Letter () of () 

Length of () 

() Mod () This reports the remainder 

after a division calculation 

Round () 

() of ().

This concept involves developing an understanding of how to safely connect with others.


• Participate in class social media accounts.

• Understand online risks and the age rules for sites.

• Contribute to blogs that are moderated by teachers.

• Give examples of the risks posed by online communications.

• Understand the term ‘copyright’.

• Understand that comments made online that are hurtful or offensive are the same as bullying.

• Understand how online services work.

• Collaborate with others online on sites approved and moderated by teachers.

• Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

• Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

• Understand the effect of online comments and show responsibility and sensitivity when online.

• Understand how simple networks are set up and used. 

This concept involves using apps to communicate one’s ideas.


• Use a range of applications and devices in order to communicate ideas, work and messages.

• Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally.

• Choose the most suitable applications and devices for the purposes of communication.

• Use many of the advanced features in order to create high quality, professional or efficient communications.

This concept involves developing an understanding of databases and their uses.


• Use simple databases to record information in areas across the curriculum.

• Devise and construct databases using applications designed for this purpose in areas across the curriculum. 

• Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner.


Pupils develop an understanding of how subjects and specific skills are linked to future jobs. 

Here are some of the jobs you could aspire to do in the future as a computer operator:


Play Designer

Website developer

Publicity Assistant

IT technician

Landscape Designer

Games Creator

Videogame Developer

For more careers, please visit First Careers.


Pupil’s progress in computing provides them with the potential to expand the presentation and research skills and to express themselves through their work. To reach this point, summative and on-going formative assessments take place throughout the year and teachers use this information to inform future sessions; ensuring pupils are moved on and challenged appropriately. Further information is gathered by the Computing Coordinator including pupil voice, lesson observations and work scrutiny; strengths are highlighted and next steps are created so an improvement in knowledge and skills can be embedded.