Welcome to the Computing page.
At Highfield we understand that a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. We use the Switched on Computing scheme of work which allows children to gain the required knowledge and skills outlined in the National Curriculum. Computing has deep links with mathematics, science, and design and technology, which is why we make links across the curriculum where possible. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming with applications such as Scratch and Kodu. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing at Highfield 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. Online safety is part of all computing lessons, with regular reminders in newsletters for parents as well as a whole school workshop, which highlights the need to be safe when we are online and using social media..
Please be sure to visit our E-Safety pages for advice on staying safe online.
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
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.
Schools are not required by law to teach the example content in [square brackets].
Computing – key stages 1 and 2
Key stage 1
Children learn 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
- recognise common uses of information technology beyond school
- use technology safely and respectfully, keeping personal information private; identify
where to go for help and support when they have concerns about content or contact on
the internet or other online technologies.
Key stage 2
At Highfield we teach the children to:
- design, write and debug programs that accomplish specific goals, including controlling
or simulating physical systems; solve problems by decomposing them into smaller
- 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
- 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
- use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact.