Understanding and shaping a digital world

Computing helps children understand the technology that shapes their lives and gives them the knowledge to use, create and communicate with it safely, confidently and responsibly.

At Waterloo, we want children to become more than passive users of technology. They learn how digital systems work, how instructions can be developed into programs, how information can be created and represented and how to make thoughtful decisions in an increasingly connected world.

Our curriculum is designed to develop:

• curiosity about technology and how it works;
• secure and transferable digital skills;
• computational thinking and problem-solving;
• understanding of algorithms and programming;
• confidence in creating purposeful digital content;
• knowledge of data and how it can be organised and represented;
• understanding of computer systems and networks;
• critical evaluation of online information;
• safe, respectful and responsible online behaviour;
• resilience when testing, debugging and improving work;
• creativity and independence when selecting technology;
• preparation for future learning, employment and participation in digital society.

Children learn both how computing systems work and how to use technology purposefully, creatively and safely.

Our curriculum approach

In Nursery, children develop carefully planned foundations in technology, sequencing, cause and effect, digital creativity and safe use. These experiences are integrated across the United Learning Early Years Curriculum and the continuous provision.

In Reception, children begin a planned Computing curriculum using selected units from the Knowsley Computing Scheme of Work. Teaching remains practical, play-based and appropriate to the Early Years, combining short adult-led sessions with opportunities to revisit learning through continuous provision.

From Year 1 to Year 6, mainstream classes follow a carefully selected sequence of Knowsley units. The curriculum is organised so that children encounter Digital Literacy, Information Technology and Computer Science during every year.

In specialist provision, Computing is developed through adapted Cornerstones projects and purposeful functional technology use. Teaching is selected according to pupils’ developmental stages, communication profiles, physical and sensory needs and individual outcomes.

The Knowsley materials were principally developed between 2020 and 2022. Waterloo retains their strong progression while reviewing and adapting individual activities, technologies and online-safety content so that teaching remains current, inclusive and appropriate.

Our curriculum reflects the aims of the National Curriculum for Computing, including computer science, information technology and digital literacy.

Computing from Nursery to Year 6

Phase	What children learn	How children learn
Nursery	Familiar technology and its purposes; cause and effect; simple sequences and instructions; early digital creation; careful and safe use.	Through play, adult modelling, programmable toys, cameras, sound recording, real equipment, unplugged activities and purposeful continuous provision.
Reception	Basic operation of technology; digital communication and creation; sequencing; algorithms; programmable toys; gathering information; early online safety.	Through selected Knowsley units, short adult-led sessions, practical exploration and repeated application across the EYFS curriculum.
Years 1 and 2	Computers and devices; algorithms; programs; debugging; digital content; data; typing and presentation; online communication and safety.	Through direct teaching, practical Knowsley units, unplugged learning, programming, digital creation and guided online activity.
Years 3 and 4	Programming structures; robots; word processing; spreadsheets; presentation tools; searching; networks; virtual and augmented reality; media creation and evaluation.	Through increasingly independent projects, programming, research, problem-solving, digital production and critical evaluation.
Years 5 and 6	Complex programming; decomposition; variables; physical systems; HTML; binary representation; networks; multimedia; collaboration; data and emerging technologies.	Through sustained projects, testing and debugging, content creation, critical online enquiry and increasingly independent selection of technology.
Specialist provision	Functional technology use and computing knowledge selected through adapted Cornerstones projects and individual developmental pathways.	Through real-life routines, accessible devices, alternative input methods, repetition, explicit teaching and meaningful application.

Computing in Nursery

Computing in Nursery is not taught as a separate formal subject or through an additional commercial scheme.

Instead, adults plan experiences that establish the knowledge and habits children need before beginning the Knowsley curriculum in Reception.

Nursery 2

Children have opportunities to:

• notice technology in familiar environments;
• press, turn, open, close, start and stop;
• explore simple cause and effect;
• respond to lights, sounds and movement;
• operate simple toys and equipment with adult support;
• encounter photographs, audio and video created by trusted adults;
• begin to use words such as on, off, press, stop and go;
• understand that trusted adults help them use technology safely.

Nursery 3–4

Children progressively learn to:

• recognise familiar technology and discuss its purpose;
• operate simple equipment with increasing independence;
• take a photograph or make a simple audio recording;
• make marks or create an image using an appropriate device;
• follow a short sequence of instructions;
• give simple directional instructions;
• predict what might happen when a control is used;
• explore simple programmable toys;
• recognise that pictures, sounds and symbols can represent information;
• ask an adult before using connected technology;
• tell an adult if something unexpected or worrying appears;
• handle equipment carefully;
• balance technology with talk, movement, outdoor learning and play.

These experiences establish early foundations across three connected areas:

Area	Nursery foundation
Computer Science	Cause and effect, patterns, sequencing, instructions and simple prediction.
Information Technology	Recognising, operating and creating with familiar technology.
Digital Literacy	Purposeful use, careful handling, adult support, healthy habits and early online safety.

Computing in Reception

Reception follows six selected Knowsley units, providing a structured bridge between the Early Years curriculum and Year 1 Computing.

Learning block	Reception unit
LB1	My Online Life
LB2	Talking Technology
LB3	Nursery Rhyme Coding
LB4	Technology & Me
LB5	Animal Safari
LB6	Robots

Through these units, children learn to:

• recognise technology within and beyond school;
• operate familiar devices;
• take photographs and record audio or video;
• select technology for a simple purpose;
• collect and represent information;
• follow and give instructions;
• sequence events;
• understand an algorithm as a set of instructions;
• control simple programmable toys;
• make predictions about what will happen;
• recognise that people communicate online;
• follow simple rules for safe technology use;
• seek help from a trusted adult.

Reception teaching remains rooted in effective Early Years practice. Children learn through adult modelling, small-group activity, talk, practical exploration and repeated opportunities to apply knowledge through the wider provision.

Some original Knowsley assessment language is more formal than the current EYFS framework requires. Teachers therefore assess the meaningful knowledge and independence children demonstrate rather than using Computing as an additional Early Learning Goal or checklist.

Computing in Key Stage 1

In Years 1 and 2, children develop the foundations of computer science, information technology and digital literacy.

They learn that an algorithm is a precise sequence of instructions and that programs implement algorithms on digital devices. Children create simple programs, identify errors and begin to use logical reasoning to predict outcomes.

They also learn to create, organise, save and retrieve digital content using a growing range of media.

Year group	Waterloo Computing units
Year 1	My Online Life; Mini-Beasts; What is a Computer?; Modern Tales; News Presenter; My Friend the Robot
Year 2	My Online Life; Presentations and Typing; Making Games; Online Buddies; Story Land; Code a Story

In Year 1, children explore the parts and purposes of computers and other devices. They follow and create simple algorithms, use programmable technology and develop early problem-solving skills.

They use photography, video, animation and data to create and present ideas. Their Digital Literacy units introduce safe communication, personal information, responsible behaviour and seeking help.

In Year 2, children develop more complex sequences, repeat commands and debugging. They create simple games and animated stories while developing keyboard, presentation and media-production skills.

They also learn more about online relationships, digital ownership, personal information and the importance of behaving respectfully when communicating.

Computing in Key Stage 2

In Key Stage 2, children apply increasingly sophisticated computational thinking and use technology with greater independence.

Year group	Waterloo Computing units
Year 3	My Online Life; Be Digitally Awesome; Dancing Robot; Online Detectives; Rainforests; Programming with Robots
Year 4	My Online Life; Endangered Animals; Hour of Code; Fake or Real?; Dinosaurs; Games Designer
Year 5	My Online Life; Making AR Games; Collaborative STEAM Challenges; YouTuber; Binary Messages; Web Designer
Year 6	My Online Life; VR Worlds; Chicken Run – Crossy Roads; Online Safety Dilemmas; Money; Coding Playground

Collaborative STEAM Challenges is Waterloo’s inclusive adaptation of the original Knowsley activity title. Children work collaboratively rather than being divided according to gender.

In Years 3 and 4, children develop their understanding of sequence, selection, repetition, variables, input and output. They learn to decompose problems, test programs and identify how they can be improved.

They develop core skills in word processing, spreadsheets and presentations while creating films, games, posters and interactive digital content. Children also learn how search engines and the internet work and begin to evaluate the reliability of information.

In Years 5 and 6, children encounter more complex programming, networks, binary representation, physical systems, HTML and text-based programming.

They select and combine media, create websites and virtual environments, use spreadsheets and collaborate on digital projects. Increasing attention is given to design, audience, purpose, evaluation and refinement.

Children are expected to approach unfamiliar technology with curiosity and resilience, applying transferable knowledge rather than relying on memorised steps for a particular application.

The four areas of our Computing curriculum

Computer Science

Computer Science teaches children the principles through which computational systems work.

Children progressively learn about:

• algorithms;
• sequencing;
• programs;
• logical reasoning;
• inputs and outputs;
• debugging;
• repetition and loops;
• selection;
• variables;
• decomposition;
• abstraction;
• data representation;
• computer systems;
• networks and the internet;
• physical systems and sensors.

Programming is one way in which children apply this knowledge, but Computer Science is broader than learning to operate a particular coding application.

Information Technology

Information Technology teaches children to select and use digital tools to create, organise, store, manipulate and communicate information.

Children learn to work with:

• text;
• images;
• photographs;
• audio;
• video;
• animation;
• presentations;
• data;
• spreadsheets;
• digital books;
• websites;
• virtual and augmented environments;
• combinations of different media.

Children learn to consider purpose and audience. They progressively improve the organisation, accuracy, design and presentation of their digital work.

Digital Literacy

Digital Literacy enables children to use technology confidently, critically and responsibly.

Children learn about:

• technology in everyday life;
• online communication;
• online relationships;
• personal information;
• privacy and security;
• online identity and reputation;
• respectful behaviour;
• online bullying;
• copyright and ownership;
• searching and evaluating information;
• health, wellbeing and screen use;
• reporting concerns and seeking help.

Essential digital skills

Children also develop practical knowledge that enables them to access the wider curriculum and participate independently.

This includes:

• operating common devices;
• using keyboards, touchscreens and pointing devices;
• opening and closing applications;
• creating and naming files;
• saving, retrieving and organising work;
• using school-approved cloud storage;
• taking and editing photographs;
• recording audio and video;
• using presentation and word-processing tools;
• using spreadsheets;
• troubleshooting simple problems;
• transferring skills between different devices and applications.

These skills are explicitly taught and then applied across subjects.

Building knowledge over time

Computing knowledge is cumulative. Important concepts are revisited through increasingly complex contexts.

For example:

• exploring cause and effect in Nursery develops into predicting the outcomes of programs;
• following simple instructions develops into designing algorithms;
• controlling a programmable toy develops into programming physical systems;
• correcting a simple sequence develops into systematic testing and debugging;
• repeating an instruction develops into using loops;
• sorting objects develops into organising, representing and analysing data;
• taking a photograph develops into combining and editing digital media for an audience;
• recognising familiar technology develops into understanding computer systems and networks;
• following an adult’s safety instruction develops into independently evaluating risk and reporting concerns.

Children encounter different devices and applications so that their knowledge does not become tied to a single product.

Computational thinking and programming

Computational thinking enables children to approach problems systematically.

They learn to:

• break a problem into manageable parts;
• identify important information;
• disregard irrelevant detail;
• recognise patterns;
• design a sequence of steps;
• predict an outcome;
• test a possible solution;
• identify and correct errors;
• evaluate and improve their work.

Programming provides practical opportunities to apply this thinking.

Children understand that errors are a normal and useful part of programming. Debugging requires careful reasoning, persistence and a willingness to revise an initial idea.

Teachers model how to read code, trace instructions and explain what a program is doing. Children gradually move from following existing programs to modifying, designing and creating their own.

Creating with technology

Digital creation is purposeful. Children do not use an application simply because it is available.

They learn to ask:

• What am I trying to communicate or create?
• Who is the intended audience?
• Which technology is most suitable?
• How should the information be organised?
• Does the content communicate clearly?
• What could be edited or improved?
• Can the work be shared safely?

Recording is not limited to written work. Children may demonstrate learning through digital images, animation, audio, video, presentations, programs, spreadsheets, models or multimedia projects.

Where accounts or online platforms are used, these operate within school-approved systems and appropriate safeguarding arrangements.

Online safety and digital citizenship

Online safety is a safeguarding responsibility as well as an important part of Computing.

Every year group studies My Online Life, supported by an additional Digital Literacy unit. Online safety is then revisited whenever children use connected technology and across Relationships and Health Education and the wider curriculum.

Our provision reflects the government’s Teaching Online Safety in Schools guidance and the Education for a Connected World framework.

Children progressively learn to:

• use technology safely and respectfully;
• recognise appropriate and inappropriate behaviour;
• protect personal information;
• use passwords securely;
• understand that online actions leave information behind;
• recognise that people may present themselves differently online;
• understand online friendship and communication;
• recognise bullying, manipulation and harmful behaviour;
• question the reliability of online information;
• understand that search results and recommendations are selected and ranked;
• recognise advertising and persuasive design;
• understand copyright and ownership;
• report concerns;
• preserve relevant evidence;
• continue seeking help until an appropriate adult responds;
• make balanced decisions about technology and wellbeing.

Age-appropriate teaching also addresses emerging forms of technology and content. This includes artificial intelligence, generated or altered media and the possibility that convincing-looking online material may be inaccurate, misleading or fabricated.

From September 2026, Waterloo’s safeguarding arrangements will reflect Keeping Children Safe in Education 2026, including its expectations relating to online safety, emerging harms, filtering and monitoring.

Children are never expected to manage serious online risks alone. Teaching repeatedly reinforces the importance of stopping, leaving the content or interaction where possible, preserving evidence when appropriate and telling a trusted adult.

Our Computing pedagogy

Strong Computing teaching at Waterloo follows a number of common principles.

Explain before operating

Teachers explicitly teach the relevant concept before children use a device or application.

Knowing which button to press is not the same as understanding an algorithm, network, data set or digital representation.

Model processes clearly

Teachers model how to:

• operate equipment;
• navigate an application;
• construct an algorithm;
• read and trace code;
• test a program;
• debug an error;
• organise information;
• evaluate online content;
• create and improve digital work.

Balance plugged and unplugged learning

Not all Computing requires a screen.

Physical objects, role-play, cards, movement, maps and spoken instructions may help children understand sequences, algorithms, data, networks and logical reasoning before applying them digitally.

Purposeful technology use

Technology is selected when it supports the intended learning. A digital activity is not automatically better than a physical, spoken or written one.

Children learn to choose tools according to purpose rather than novelty.

Retrieval and connection

Teachers revisit important concepts and vocabulary. They connect new learning with previous programming, digital creation and online-safety knowledge.

Productive struggle

Children are given time to test, notice errors and improve solutions. Adults provide sufficient support to maintain progress without immediately removing the thinking from the child.

Responsive teaching

Teachers check understanding through questioning, observation, explanation, prediction, demonstration and children’s digital products.

Assessment focuses on what children understand and can transfer, not simply whether they have completed an attractive final product.

Computing vocabulary and oracy

Computing has a precise and increasingly technical language.

Vocabulary is explicitly taught, modelled and revisited. Children learn terms including:

• technology;
• device;
• input;
• output;
• algorithm;
• sequence;
• program;
• code;
• debug;
• repetition;
• selection;
• variable;
• data;
• file;
• network;
• browser;
• search engine;
• privacy;
• copyright.

As a Voice 21 Oracy School, we plan purposeful talk within Computing.

Children use talk to:

• explain an algorithm;
• predict what a program will do;
• describe an error;
• justify a chosen solution;
• evaluate a digital product;
• discuss the reliability of information;
• reason through an online-safety dilemma;
• collaborate on a project;
• reflect upon and improve their work.

Clear verbal explanation is an important indication of whether children understand the underlying concept rather than merely following a procedure.

Computing in specialist provision

Children in specialist provision share the same entitlement to understand and use technology.

Computing is developed through carefully selected and adapted Cornerstones projects and purposeful functional technology use. The precise content reflects pupils’ developmental stages, communication profiles, physical and sensory needs, prior knowledge and individual outcomes.

Teaching may include:

• recognising and operating familiar technology;
• developing intentional cause and effect;
• making choices using switches or touchscreens;
• using technology to communicate;
• taking and reviewing photographs;
• recording and playing audio;
• following a visual or digital sequence;
• using timers, calendars and reminders;
• accessing symbols and communication systems;
• controlling simple programmable equipment;
• creating digital content;
• developing online-safety awareness;
• using technology to increase independence.

Functional technology may support children to:

• communicate needs and choices;
• participate in classroom routines;
• anticipate transitions;
• access learning;
• record experiences;
• regulate their environment;
• develop independence;
• participate alongside peers.

Adaptation may include:

• switches and alternative input devices;
• accessible keyboards or touchscreens;
• simplified interfaces;
• reduced visual information;
• communication software;
• symbols and visual instructions;
• physical and unplugged representations;
• smaller instructional steps;
• repetition across familiar contexts;
• additional processing time;
• adult modelling and guided practice;
• alternative methods of demonstrating understanding.

Where appropriate, computing knowledge is identified within Cornerstones projects so that using technology contributes to a cumulative pathway rather than becoming an incidental activity.

Connections with mainstream units are planned when they are educationally meaningful. Inclusion may involve joining a shared activity, working towards related knowledge through an accessible tool or applying a functional skill within a common project.

Progress may be demonstrated through increased attention, intentional interaction, selection, anticipation, sequencing, control, communication, creation, problem-solving or independent use.

Adaptation and inclusion in mainstream Computing

All children should encounter an ambitious Computing curriculum.

Teachers identify potential barriers and adapt teaching through:

• explicit vocabulary instruction;
• visual and physical representations;
• unplugged rehearsal;
• worked examples;
• chunked instructions;
• reduced interface complexity;
• keyboard, mouse or touchscreen alternatives;
• accessible hardware and software;
• paired programming;
• additional processing time;
• repeated practice;
• alternative methods of recording;
• targeted adult support.

Adaptation should increase access and independence without removing the central Computing concept.

For example, a child who finds typing difficult may explain an algorithm orally, arrange command cards or use alternative input technology. The method of communication changes, but the computational thinking remains ambitious.

Assessment

Assessment identifies what computing knowledge children have secured and whether they can apply it independently and in a new context.

Teachers use:

• questioning and discussion;
• observation of practical activity;
• predictions;
• algorithm and code tracing;
• digital products;
• programming tasks;
• debugging challenges;
• explanations of choices;
• online-safety scenarios;
• Knowsley assessment statements;
• children’s independent application.

Teachers consider whether children can:

• explain a concept accurately;
• use relevant vocabulary;
• select suitable technology;
• create and follow an algorithm;
• predict the outcome of a program;
• identify and correct an error;
• create purposeful digital content;
• organise and retrieve work;
• transfer a skill to an unfamiliar application;
• evaluate information or digital content;
• explain how to act safely;
• apply learning with increasing independence.

A polished digital product does not by itself demonstrate secure Computing knowledge. Teachers consider the decisions, understanding and independence shown during its creation.

Assessment in the Early Years remains proportionate and based on meaningful observation. Computing does not create an additional Early Learning Goal.

In specialist provision, assessment identifies progress in computing knowledge, functional application, communication and independence.

What success looks like

Our Computing curriculum is successful when children:

• are curious about how technology works;
• understand the main principles of computer science;
• think logically and computationally;
• create and improve algorithms and programs;
• identify and learn from errors;
• use digital tools purposefully;
• create and communicate information effectively;
• organise and retrieve digital work;
• transfer knowledge between devices and applications;
• evaluate online information critically;
• understand how technology affects people and society;
• protect personal information;
• behave safely and respectfully online;
• recognise when something may be misleading or harmful;
• know how and where to seek help;
• use technology in a balanced and responsible way;
• approach unfamiliar technology with confidence;
• make strong progress from their individual starting points;
• leave Waterloo ready for the Computing curriculum at secondary school and for participation in an increasingly digital world.

Above all, we want children to understand that technology is designed by people and can be understood, questioned and shaped. Through secure knowledge, creativity and responsible use, every child can become an informed and capable participant in the digital world.