Intent, Implementation, Impact

Intent

At Haslam Park Primary School, we believe computing is an essential part of preparing pupils to participate confidently, responsibly and thoughtfully in an increasingly digital world. Situated within a diverse community, our computing curriculum is designed to be inclusive and ambitious, ensuring that all pupils, regardless of background or starting point, develop the knowledge, skills and understanding needed to use technology safely, creatively and effectively. Our curriculum places computational thinking at its core. Pupils learn to break problems down, recognise patterns, design algorithms and apply logical reasoning, enabling them to become confident problem-solvers both within computing and across the wider curriculum. We aim to develop pupils who understand not just how to use technology, but how it works, and who can apply this understanding to new and unfamiliar contexts. We are aware of the ever-changing landscape and scope of AI and aim to use this as an opportunity to develop our children’s understanding of the benefits and disadvantages of its use. Pupils are encouraged to consider how AI can support learning and creativity while also developing an awareness of its limitations, potential risks and the importance of responsible use.

At Haslam Park, we recognise the importance of digital literacy and online safety in pupils’ everyday lives. Our computing curriculum supports pupils to become responsible digital citizens who understand the impact of their online behaviour, respect others and make informed, ethical choices when using technology. This learning is embedded throughout the curriculum and reflects the real digital experiences pupils encounter beyond the classroom. Our ambition is that by the time pupils leave Haslam Park, they will have developed a secure foundation in computer science, information technology and digital literacy. They will be confident, curious learners who can use technology creatively to express ideas, collaborate with others and solve problems, and who are well prepared for the demands of secondary education and life in a rapidly changing digital society.

Implementation

To develop pupils’ computing knowledge, skills and understanding, learners at Haslam Park:

• Have access to a variety of hardware, software and unplugged resources to explore and create.
• Learn to think computationally, using algorithms, sequences, selection, repetition and logical reasoning to solve problems.
• Become responsible digital citizens, understanding the consequences and potential risks of online activity, including misinformation, privacy concerns and harmful content, and practising safe and ethical use of technology while respecting privacy and intellectual property.
• Develop digital literacy, including effective use of search engines, evaluating online content critically and presenting data and information accurately.
• Explore computer networks, including the internet, and understand their role in communication, collaboration and information sharing.
• Use technology creatively across the curriculum to express ideas, collaborate with peers and solve meaningful problems.
• Engage with STEM and coding experiences that build transferable skills, preparing pupils for future education and careers.
• Have opportunities to engage with the diverse applications of AI, helping them understand its capabilities, limitations and potential risks, and develop responsible, practical ways to use it.

At Haslam Park Primary School, we deliver the Bolton School Computing Scheme of Work, which provides a structured and progressive framework for developing pupils’ knowledge and skills across computer science, information technology and digital literacy. The scheme supports teachers in delivering a consistent, carefully sequenced curriculum, while providing opportunities for pupils to revisit and build upon prior learning as they progress through the school. Teachers use carefully sequenced lessons, modelling and guided practice to support pupils in understanding and applying key computing concepts. The Bolton School Computing Scheme of Work supports this approach by providing clear progression in knowledge and skills from EYFS to Year 6, enabling teachers to build on pupils’ prior learning and provide increasingly challenging opportunities for application and problem-solving. The computing curriculum is spiral and progressive, with knowledge and skills carefully sequenced from EYFS to Year 6 and revisited in increasingly complex contexts to ensure pupils consolidate learning and apply it confidently across subjects. Online safety is embedded throughout the curriculum, reinforced through dedicated units and highlighted through events such as Safer Internet Day.

Impact

By the time pupils leave Haslam Park, they will:

• Be confident, curious and independent users of technology, applying computing skills purposefully and creatively across learning and everyday life.
• Demonstrate computational thinking, using logical reasoning, algorithms and problem-solving strategies to approach challenges effectively.
• Be responsible digital citizens, able to navigate the online world safely, ethically and respectfully while understanding the consequences of their actions.
• Select and combine software and digital tools to collect, analyse, evaluate and present information accurately and effectively.
• Understand the principles of computer networks, data and information systems, and apply this knowledge to support learning across subjects.
• Show resilience, creativity and collaboration when tackling projects, reflecting on and improving their work using subject-specific vocabulary.
• Be responsible and capable users of AI, embracing its potential while applying careful judgement and understanding its limitations and risks.

Our curriculum, supported by the Bolton School Computing Scheme of Work, ensures that pupils are digitally literate, technologically confident and ethically aware. They leave Haslam Park equipped for secondary education and ready to participate safely, creatively and responsibly in the digital world beyond school.

Impact is measured via our approach to foundation subject assessment which is designed to measure retention. Assessment follows a clear cycle of curriculum coverage, daily reviews, end-of-year ‘Mastermind’ quizzes, targeted teaching and retesting. Daily reviews support knowledge retention, while Mastermind quizzes identify gaps and misconceptions. Teachers address these through targeted teaching in the following autumn term, with spring retests used to evaluate the impact of this approach and check longer-term retention. Ongoing pupil voice, with targeted participation from SEND and disadvantaged pupils, provides further quality assurance of teaching, understanding and retention.