The document outlines the new computing curriculum for UK schools. It discusses the purpose of computing education, which is to equip students with computational thinking and digital literacy skills. The core of computing is computer science, including programming. The aims of the national curriculum for computing are also outlined. Key stages 1 and 2 each have specific subject content objectives divided into computer science and digital literacy. There is a progression of skills across the key stages with more advanced concepts and skills being taught at key stage 2, such as designing and writing programs, understanding computer networks, and evaluating digital content.

1. onefourseven

2. The computing curriculum…
Purpose of study
A high-quality computing education equips pupils to use computational thinking and
creativity to understand and change the world. Computing has deep links with
mathematics, science and design and technology, and provides insights into both natural
and artificial systems. 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. Building on this knowledge and
understanding, pupils are equipped to use information technology to create programs,
systems and a range of content. Computing 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.

3. and…
Aims
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

4. Attainment targets and levels have been replaced

5. Six new subject content teaching objectives in
KS1
Subject content for key stage 1
Pupils should be taught to:
 understand what algorithms are; how they are implemented as programs on
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
 recognise common uses of information technology beyond school
 use technology safely and respectfully, keeping personal information private;
to go for help and support when they have concerns about content or contact
or other online technologies.

6. Seven new subject content teaching objectives in KS2
Subject content for 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
 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 and information
 use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a
range of ways to report concerns about content and contact.
Practical task:
On the hand out, highlight the programme of study teaching objectives that you
would not be confident that you could teach.

7. What’s new…
computer science
online behaviour and e-safety
information technology and
computer networks (KS2)
everything else

8. What’s new…
computer science
online behaviour and e-safety
information technology and
computer networks (KS2)
everything else
computer science
computer science

9. Key stage 1 computing
Pupils should be taught to:
Computer science Digital literacy
• 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
• 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

10. Key stage 2 computing
Pupils should be taught to:
Computer science Digital literacy
• 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
• 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 and information
• use technology safely, respectfully and responsibly;
recognise acceptable/unacceptable behaviour;
identify a range of ways to report concerns about
content and contact

11. KS1 computing PoS
Computer science
Computational thinking
• use logical reasoning to predict the behaviour of
simple programs
Programming
Coding
Digital literacy
Using software applications
Technical understanding
Online communication and social awareness
• 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 technology purposefully to create, organise,
store, manipulate and retrieve digital content
• 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

12. KS2 computing PoS
Computer science
Computational thinking
• use logical reasoning to explain how some simple algorithms
work…
• solve problems by decomposing them into smaller parts
Programming
Coding
Digital literacy
Using software applications
Technical understanding
Online communication and social awareness
• use sequence, selection, and repetition in programs; work
with variables and various forms of input and output
• Design write and debug programs that accomplish specific
goals, including controlling or simulating physical systems;
• …[and to] …detect and correct errors in algorithms and
programs
• 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 and information
• 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;
recognise acceptable/unacceptable behaviour; identify a
range of ways to report concerns about content and contact

13. Progression in computing… KS1

14. Progression in computing… KS2

15. Progression in computing…
2
1
understand what algorithms are, how they are implemented as
programs on digital devices, and that programs execute by
following precise and unambiguous instructions
understand what algorithms are, how they are implemented as
programs on digital devices, and that programs execute by
following precise and unambiguous instructions

16. Progression in computing…
6
5
4
3 design, write and debug programs that accomplish specific
design, write and debug programs that accomplish specific
goals, including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts
design, write and debug programs that accomplish specific
goals, including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts
design, write and debug programs that accomplish specific
goals, including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts
goals, including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts

17. Yearly teaching objectives
• 1 side A4
• Under the strand headings Computer science and Digital literacy
• Set of detailed statements
• Identifying the knowledge skills and understanding that need to be
taught in each year group through a variety of activities and in a range
of contexts
• With supporting information and guidance

19. Early Years Foundation Stage
Statutory framework makes no changes to the areas of learning and development.

20. Early Years Foundation Stage
Non-statutory guidance for Understanding the world: technology remains unchanged.

21. Early Years Foundation Stage
• We have arranged the non-statutory guidance from
Development Matters for the technology ‘aspect’ of the
‘specific area’, understanding the world in a similar
format to the yearly teaching objectives for the
national curriculum.
• Two columns
• Positive Relationships: what adults could do and
• Enabling Environments: what adults could provide
• Separate sheets for Nursery and Reception, but with
overlapping sets of characteristics
• These are not an exact match, of course, but may be
helpful for planning and monitoring

23. Possible uses
The yearly teaching objectives could be used
• as a planning tool and for subject monitoring
• for staff skills audit and subsequent professional
development
• as an assessment tool
Practical task:
On the hand out, highlight the programme of study teaching objectives that you
would be confident that you could teach.