“I think it’s fair to say that personal computers have become the most empowering tool we’ve ever created. They’re tools of communication, they’re tools of creativity, and they can be shaped by their user.” Bill Gates


What takes place before teaching in the classroom?

At St. Anthony’s the intention is to engage and inspire children to develop an appreciation and understanding of computing which they can carry with them throughout their lives. We aim to support all children to increase their self-confidence, resilience and sense of achievement by enabling each child to grow and develop computational thinking at their own level and pace.

Computing helps prepare students for a world dominated by electronic gadgetry and instant communication. The pace of change is quickening and those people who cannot access these technologies will be increasingly marginalised and we aim to provide our students with the skills and abilities to make effective and future proof safe use of technology.

We are committed to ensuring children understand the value and importance of computing in the wider community and are able to use their computing skills, knowledge, and experiences to involve themselves in computing in a variety of different contexts. There are three aspects to computing: Computer Science (CS), including algorithms and programming, Information Technology (IT), including using software to create digital content and collecting, organising and presenting data and Digital Literacy (DL), including the safe use of digital technologies.

The Senior Leadership Team will:

  • Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects
  •  Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and professional development.
  • Provide sufficient funding to ensure that implementation is high quality.

The Maths Science Computing Curriculum Leader will work closely with the subject teachers to:

  • Understand and articulate the expectations of the Computing Department to the Headteacher and Governing Body.
  • Support teaching and support staff.
  • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more computing skills.
  • Ensure an appropriate progression of computing skills and knowledge is in place over time so that pupils are supported to be the best computational thinkers they can be, and challenge teachers to support struggling users and extend more competent ones.
  • Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.


What does this look like in the classroom?

Teaching and Learning

  • Secondary Computing provision is overseen by a qualified Computing Teacher and Associate Teachers/SSA’s who have a wealth of experience within the subject.
  • KS3: pupils currently have one lesson a week and experience a range of computing contexts to help them develop and engage with computers and provide them with learning opportunities that are matched to the needs of students.
  • Transition from KS3-KS4: Pupils experience a range of co-ordinated, progressive computational activities based on the National Curriculum in KS3, followed by the WJEC ICT Entry Pathways course and Idea Award in KS4.
  • KS4: The Key Stage 4 curriculum has been developed to support St Anthony’s pupils with their individual development, learning and appropriate level of accreditation. The WJEC ICT Entry Pathways enables all students to develop a broad range of skills based on their own level of ability and understanding. This is supported by the Idea Award which helps students develop digital, enterprise and employability skills, through a series of challenges and events through an online portal.
  • The Computing Department has detailed planning which links with the various curriculum topics.
  • Pupils explore and gain an understanding of computational systems and how software and hardware interact and how they can use them to create pieces of work, that can be evaluated, reflected upon and improved.
  • Lessons are engaging and pupils are challenged by the curriculum they are provided with.
  • Lessons take account of Rosenshine’s Principles – 17 Principles of effective Instruction. (see separate document)
  • Children have the opportunity to respond in a variety of ways in lessons. These may include, art, drama, written work, Makaton, gaming or discussion.
  • Aspects such as the history of computing and how technology effects communication, society and culture, our technological heritage and digital learning will be included at relevant points throughout each academic year.

Classroom Organisation

  • Pupils work in a whole class, small groups or individually to support pupils in their development of their skills.
  • Differentiation and personalisation are planned for within activities and allowance is made for ability and experience.
  • We provide appropriate quality equipment and have purchased a range of extra-curricular equipment to develop/further engagement and student understanding.
  • Engaging displays and learning walls are evident.
  • Support staff are deployed effectively to enhance learning.

Extra-Curricular Opportunities:

  • Additional opportunities are provided for those who have a particular interest in learning computing and offer them the chance to attend an after school club once a week.
  • We run a weekly lunchtime time computing club.
  • Each term we run a Rising Stars enrichment programme for pupils who have shown an interest in Computing.


How is success in Computing measured?

Computing contributes to broader curriculum aims by educating the emotional, intellectual and physical development of children. The teaching of Computing enables personal expression, reflection and emotional development. It also increases self-discipline, confidence, sensitivity and fulfilment as well as helping children to forge links between home, school and the wider world.

Our pupils are:

  • Engaged because they are challenged by the curriculum which they are provided with.
  • Resilient learners who are learning to overcome barriers and understand their own strengths and areas for development.
  • Safe and happy to be active participants in computing lessons (having been given opportunities to explore their own creative development in a supportive and nurturing environment).
  • Showing progression of knowledge and understanding, with appropriate vocabulary and technical skills which support and extend learning.
  • Becoming confident in discussing computing, their own work and identifying their own strengths and areas for development


  • Pupils are provided with personalised progress trackers showing their subject targets. These are linked to St. Anthony’s Assessment Steps and allow pupils to discover areas of strength, as well as areas they might like to improve upon.
  • Our Progress Trackers for Steps and Pre-Steps are in place in pupil’s subject folders.
  • Data is recorded termly onto Classroom Monitor (our online recording system used for data collection). This enables staff to identify pupils who need additional support and develop those meeting or exceeding expectations.
  • Pupils are encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on computing skills and knowledge.
  • Assessment shows that pupils develop computing skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
  • Observation, listening, questioning, discussing, digital recordings and involvement in the activities are used to make assessments.
  • Assessment in computing takes account of the practical nature of the subject in which information is collected and stored while pupils are involved in acquiring and applying computing skills.
  • We monitor the impact of our computing provision through termly assessments, lesson observations, learning walks, performances and work scrutiny.
  • In addition to academic achievement, social emotional progress including self-confidence, interaction with and awareness of others and self-reflection may be discussed during Annual Reviews, in EOY reports, parent consultation evenings, open evenings and in postcards home to parents.

For more curriculum information about what pupils study in this subject please visit our curriculum and exams provision page .

Curriculum and Exams Provision Link