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St Peter's

Catholic Primary School


Tel: 0161 483 2431

Our School


Computing at St. Peter’s


At St. Peter’s, our aims, vision and values are at the core of everything we do.

We are guided by the key message of our Mission Statement,


'If we follow Jesus, the world will follow us.'


They define our teaching and learning, and provide an environment which prepares our pupils as confident, capable, resilient and responsible citizens able to enjoy a healthy life to the full.


Our inclusive school community works in partnership to meet the responsibility of developing each child in every way – spiritually, emotionally, academically, physically and socially because each child who is a unique creation of God and loved by God, deserves this.


We deliver the Computing curriculum through the unique approach of the St. Peter’s Family.


Why is Computing important at St. Peter’s?

  • Allows a child to use computational thinking to understand and change the digital world around them
  • It has deep links with mathematics, science and design and technology
  • It provides insight into both natural and artificial systems
  • The core is Computer Science, in which pupils are taught the principles of coding
  • Children learn how digital systems work and apply their coding skills to create programs, systems and a range of digital content
  • Computing enables pupils to become digitally literate
  • Children will be able to express themselves and develop ideas through ICT systems


What are the key knowledge concepts in Computing at St. Peter’s?

Computer Science

Information Technology

Digital Literacy

Understand algorithms; what they are and how they’re implemented.

Design, write and debug programs.

Use sequences and repetition in programs.

Use logical reasoning to predict the outcomes of programs.

Appreciate how search results are selected and ranked.


Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Use search technology effectively.

Select, use and combine a variety of software to design and create a range of programs that, accomplish given goals.

Recognise common uses of IT beyond school.

Use technology safely and respectfully, keeping personal information private, recognising acceptable and unacceptable behaviour, reporting concerns (E-safety).

Understand how networks offer the ability to communicate and collaborate.



What are the key Computing subject discipline skills?

  • Identify IT equipment and its use
  • Create talking books
  • Navigate a robot around a map
  • Retrieve information using search engines
  • Take, select and edit images
  • Collect, edit and manipulate video and sound to communicate learning
  • Program a simple animation
  • Understand how a network operates
  • Develop a simple educational programme
  • Develop a piece of music using various software
  • Learn the basics of HTML language to build a webpage
  • Develop an interactive code (for games)
  • Create a piece of art using a range of software
  • Create a webpage about cyber safety
  • Direct, record and edit video content for projects
  • Design an app
  • Conduct market research using accurate searching systems
  • Design an interface for an app
  • Create digital content for a marketing campaign


How does St. Peter’s ensure progression in our key knowledge and concepts in Computing?

  • Computer science develops from children understanding simple algorithms to independently creating them
  • Digital Literacy begins with using technology safely and works towards using technology respectfully and responsibly
  • Computing curriculum is linked to class topics where applicable
  • Increasing complexity of vocabulary and precision expected
  • Complexity of coding increases from year group to year group
  • Children are directed in their choice of software initially, before making their own decisions regarding software used in upper KS2
  • Progressive work is saved in the children’s own digital space on the school network
  • Children develop their knowledge of coding through a range of software
  • E-safety knowledge is developed in line with suitability for age groups.


How do we know our children have made progress?


End points

FS children can:

  • Talk about different types of technology devices
  • Use different types of technology, like remote control toys, a recordable book, a Cd player, a camera, a tablet or a computer


End points

KS1 children can:

  • 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


End points

KS2 Children can:

  • 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.



In Computing lessons, as in all aspects of the curriculum, children are true to their faith. This can be summarised through one line taken from our Mission Statement: ‘We are happy when we do our best in our work and play’.