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Curriculum Intent

The computing scheme of work at Bradford Girls’ Grammar School has been designed to ensure progression from EYFS to KS2 and then moving forward through KS3 and KS4.

With a strong overarching theme of ensuring pupil safety while using technology, we will develop four core strengths;

  • Computer science allowing pupils to understand and create algorithms.
  • Information literacy to give pupils the knowledge to work on-line.
  • Media to develop our pupil’s the ability to use hardware and software.
  • Data handling to use, gather, record and present information.

All students will need to be able to use computers to succeed in modern society and our curriculum will give our pupils the skills to use computers to create an IT literate population that understand how to use technology to improve their lives, empower learning and enhance future job prospects.

Computing – Curriculum Intent, Implementation and Impact 

Curriculum Map - Computing


In Computing from EYFS to KS4 learning is knowledge that is revisited which allows the department to build a culture of deep understanding of the concepts and fundamental principles of computer science - a culture that produces secure learning and progress for all pupils. 

We use an approach where knowledge is reinforced by using different methods, such as embedding theoretical knowledge with practical experience such as problem solving and debugging programs.  

To embed prior knowledge into pupils’ long-term memory, the department consistently uses the following techniques: 

  • Retrieval practice at the beginning of lessons. 
  • Knowledge organisers to help students learning and as a quick overview of the topic for revision purposes, 
  • Links to real-life situations, previous experiences, and cross-curricular connections.  



In computing teachers ensure that resources reference a wide range of different scenarios, reflecting the diverse nature of society. As a result, pupils can “see themselves” in the curriculum and feel more connected to the subject matter. 

A departmental display feature computing role models of different genders and ethnic backgrounds and their contribution to the world of computing is discussed as part of the curriculum. 

Cultural Capital

Through the curriculum and additional opportunities, computing provides the accumulation of knowledge, behaviours, and skills that a student can draw upon through life: 

  • Real life application of the fundamental principles and concepts of computer science. 
  • Learning further programming through enrichment activities such as coding club. 
  • Opportunity to attend workshops at higher education establishments such as game design and cyber security. 


As a department we are focussed on Vocabulary, we aim to use a range of texts such as books, extracts and internet. From the earliest point in learning students are encourages to develop and use technical language in lessons and through homework.  

As they progress through the school, pupils revisit computational language from previous years, clarify their understanding and explore concepts in greater depth.  

Every Computing classroom has a curriculum wall showing key vocabulary being used. 

Teacher discussion and use of modelling and questioning support pupils to explore meanings of new vocabulary in addition to computing content. 

Pupils read aloud when appropriate. 


Knowledge organisers help pupils to remember key vocabulary and the context in which it has been taught.  

Digital Citizenship

As a computing department we are focused on guiding our students to become digital citizens of the wider community. We know that technology can be a remarkable tool to enhance learning and communicate with others, however we are aware of the need to educate our students on the potential risks around using computers and the Internet.  

Our computing curriculum is underpinned by the principles of e-safety, and our curriculum is designed to include an element of e-safety as a unit every year, building upon knowledge from the previous year's learning. All our students and adults sign our acceptable use agreements. Our curriculum is linked to 4 C’s defined by Safer Internet Centre – Conduct, Content, Contact & Commercialism. 


We make children aware of the impact they have through the choices they make when communicating online or offlineIt is important that children are aware of who can view, and potentially share, what they put online. 


Some online content is not suitable for children and may be hurtful or harmful. This is true for content accessed and viewed via social networks, online games, blogs, and websites. It’s important for students to consider the reliability of online material and be aware that it might not be true or written with a bias. 


The Internet opens a wide variety of networks that children would otherwise not have access to. We encourage our students to regularly review friends lists, review privacy settings on social media. 


Young people’s privacy and enjoyment online can sometimes be affected by advertising and marketing schemes, which can also mean inadvertently spending money online, for example within applications. We advise students to keep their personal information private, know how to block spam emails and pop ups and turn off in-app purchasing on devices where possible.