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At Queen’s Manor Primary School, we follow the ‘Teach Computing’ curriculum which has been devised by experts from the National Centre for Computing Education in conjunction with the DfE.

The ‘Teach Computing’ Curriculum builds on a set of pedagogical principles, which are underpinned by the latest computing research, to demonstrate effective pedagogical strategies throughout. To remain up-to-date as research continues to develop, every aspect of the ‘Teach Computing’ Curriculum is reviewed each year and changes are made as necessary.

The NCCE’s pedagogical approach consists of 12 key principles:

  1. lead with concepts;
  2. structure lessons;
  3. make concrete;
  4. unplug, unpack, repack;
  5. work together;
  6. read and explore code first;
  7. create projects;
  8. model everything;
  9. get hands-on;
  10. challenge misconceptions;
  11. add variety;
  12. foster program comprehension.

Each principle has been shown to contribute to effective teaching and learning in computing.


The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group) and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years. E-safety is threaded throughout the Computing curriculum and the wider curriculum.

The units covered in KS1 and KS2 are:

  • computing systems and networks;
  • creating media;
  • programming A;
  • data and information;
  • creating media;
  • programming B.

Each unit has links to the national curriculum and the Education for a Connected World framework.


Our Computing curriculum is high quality, well-thought-out and is planned to demonstrate progression. In addition, we measure the impact of our curriculum through the following methods:

  • Formative assessment within lessons; these vary from teacher observation or questioning to marked activities.
  • Summative assessment at the end of every unit. This will usually be in the form of a multiple choice quiz or a rubic.