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The Computing curriculum at Excelsior Academy is designed to ensure all pupils are digitally literate, are safe and responsible whilst using digital devices, are creative and that they are able to solve problems. These four objectives are transferable across all subjects within Excelsior Academy, are designed to personally develop each student and equips them for future studies and employment. 

Throughout our curriculum we aim to raise aspiration, achievement, literacy and confidence alongside developing the wider skills. 

Subject leader: Jemma.Ross@excelsiornewcastle.org.uk 

EA Foundations (Y5, Y6 and Y7)

 

Intent

At Excelsior Academy, our intent is that the teaching of Computing equips pupils with the knowledge, skills and understanding needed to thrive in an increasingly digital world. We aim to develop confident, responsible and creative users of technology who can apply computational thinking, problem-solving and digital skills across a range of contexts.

Our Computing curriculum is carefully planned and sequenced so that new learning builds upon prior knowledge and skills. This enables pupils to make meaningful connections between different aspects of Computing and develop a secure understanding of how technology impacts the world around them.

In line with the National Curriculum, we aim to ensure that all pupils develop the confidence and competence to use a variety of digital technologies independently and effectively. Pupils learn how digital systems work, how to create and manipulate digital content, and how to use technology safely, responsibly and respectfully. Through the teaching of Computing, pupils develop digital literacy, computational thinking and an understanding of computer science principles that prepare them for future learning, employment and everyday life.

We recognise that technology plays a significant role in modern society and therefore place a strong emphasis on online safety, digital wellbeing and responsible digital citizenship. Pupils are taught how to stay safe online, manage digital risks and make informed choices when engaging with technology.

Implementation

The Computing National Curriculum is planned for and covered in full throughout the EA Foundations curriculum. Whilst the National Curriculum provides the foundation for learning, we ensure that pupils develop additional knowledge, skills and understanding to enrich their experiences and respond to the rapidly evolving digital landscape.

To support progression, we have identified the essential knowledge, skills and end points that pupils should achieve during their time in EA Foundations. These are underpinned by key concepts in computer science, information technology and digital literacy, which are revisited and developed throughout the curriculum.

Computing is taught through a progressive curriculum that builds knowledge and skills over time. Learning is carefully sequenced so that pupils can apply previous learning to increasingly challenging concepts and tasks. Pupils develop an understanding of programming, data and information, digital systems and creating digital media through practical and engaging activities.

Cross-curricular links are actively promoted, enabling pupils to apply their Computing knowledge and skills in meaningful contexts across a range of subjects. Opportunities to use technology to support research, communication, creativity and presentation are embedded throughout the wider curriculum.

A strong emphasis is placed on online safety and responsible technology use. E-safety is taught both as a dedicated area of learning and woven throughout Computing lessons to ensure pupils understand how to stay safe, protect personal information and behave responsibly online.

Assessment is used to monitor progress and inform future teaching. Regular observations, practical outcomes, discussions and digital evidence help ensure that pupils develop a secure understanding of the key knowledge and skills identified within each unit of work.

Impact

We want pupils to enjoy and value the Computing curriculum and recognise the important role technology plays in education, society and future careers. Through engaging and purposeful learning experiences, pupils develop confidence in using technology creatively, safely and effectively.

Pupils demonstrate the impact of the curriculum through the digital products they create, the skills they develop and their ability to apply Computing knowledge across different contexts. They become increasingly confident in selecting and using appropriate digital tools, solving problems, creating digital content and explaining how technology works.

Evidence of learning is gathered through practical outcomes, digital portfolios, classwork, observations and assessment activities. Platforms such as Google Classroom may be used to support the collection and review of pupil work where appropriate.

By the end of EA Foundations, pupils will have developed a strong foundation in Computing and digital literacy. They will understand how to use technology safely and responsibly, think computationally, solve problems effectively and engage confidently with the digital world, preparing them for the next stage of their education and future opportunities.

Term Year 5 Year 6 Year 7
Autumn

App Design/ebooks

Operating Systems

Graphic Design

Image Editing

Data Detectives

Computing @ EA

Data Handling

Music Creation

 Web Design

Digital Safety
Spring Programming in Scratch Programming in Scratch

Computing Systems
Programming in Code.org

Programming in Code.org

HTML code

Python code

Digital Graphics
Summer

Programming in Sphero

Programming in Microbit

Programming Hardware

Programming with Scratch

Computer Networks and the internet

E-safety consolidation

E-safety Social Media

E-safety: Consolidation

Programming with Scratch

Year 5 Curriculum

Topics: App Design/ebooks, Operating Systems, Data Handling, Music Creation
What pupils will be know
  • How a range of software can be used to create digital content for different purposes.
  • How data can be collected, analysed, evaluated and presented.
  • How digital tools can be combined to achieve specific goals.
What pupils will be able to do
  • Create digital content using a variety of applications and devices.
  • Design and combine software tools to produce programs, systems and content.
  • Collect, organise and present data effectively.
Assessment
  • Create a digital product using multiple software tools.
  • Data handling task involving collection, analysis and presentation of information.
  • Teacher observation and review of digital content produced.
Topics: Programming in Scratch, Programming in Code.org
What pupils will be know
  • How programming works using sequence, selection, repetition and variables.
  • How complex problems can be broken down into smaller steps.
  • How algorithms control programs and how errors can be identified and corrected.
What pupils will be able to do
  • Design, write and debug programs in Scratch and text-based coding environments.
  • Use sequence, selection, repetition and variables in programs.
  • Apply logical reasoning to explain and improve algorithms.
  • Detect and correct errors in code.
Assessment
  • Completed Scratch/text-based programming project.
  • Debugging and problem-solving challenges.
  • Assessment of understanding of algorithms and programming concepts.
Topics: Programming in Sphero, Programming in Microbit, Computer Networks and the internet, E-safety consolidation
What pupils will know
  • How programming skills can be applied using physical computing devices such as Micro:bits and Sphero.
  • How computer networks and the internet work.
  • How digital technologies enable communication and collaboration.
  • How to stay safe and responsible online.
What pupils will be able to do
  • • Program and control devices such as Micro:bits and Sphero robots.
  • • Design, write and debug increasingly complex programs.
  • • Explain how networks and the internet provide digital services.
  • • Demonstrate safe, respectful and responsible use of technology.
Assessment

• Physical computing project using Micro:bit or Sphero.

• Knowledge quiz on networks, internet and e-safety.

• Practical demonstration of safe and responsible technology use.

Year 6 Curriculum

Topics: Graphic Design, Image Editing, Data Detectives, Web Design
What pupils will know
  • How graphic design and image editing software can be used to create purposeful digital content.
  • How data can be collected, analysed, evaluated and presented.
  • How a range of software tools can be combined to produce digital outcomes.
  • Key principles of web design and digital media creation.
What pupils will be able to do
  • Create and edit digital graphics and images.
  • Design digital content for a specific audience and purpose.
  • Collect, organise and present data effectively.
  • Design and create webpages using a range of software tools.
Assessment
  • Graphic design or image editing project.
  • Data handling task involving collection, analysis and presentation of information.
  • Web design project demonstrating use of digital tools and design principles.
  • Teacher assessment of completed digital products.
Topics: Programming in Scratch, Programming in Code.org, HTML code, Python code
What pupils will be know
  • How programming works using sequence, selection, repetition and variables.
  • How algorithms can be used to solve problems.
  • How programs can be written in visual and text-based languages, including HTML and Python.
  • How complex problems can be broken down into smaller steps.
What pupils will be able to do
  • Design, write and debug programs in Scratch, HTML and Python.
  • Use sequence, selection, repetition and variables effectively.
  • Apply logical reasoning to explain, test and improve algorithms.
  • Solve computational problems using text-based programming.
Assessment
  • Scratch programming project.
  • HTML webpage creation task.
  • Python coding challenge or project.
  • Debugging and problem-solving exercises assessing programming knowledge.
Topics: Programming Hardware, E-safety Social Media, E-safety: Consolidation
What pupils will be know
  • How programming can be used to control physical systems and hardware.
  • How software can be combined to create digital products and solve problems.
  • How social media and online platforms can be used responsibly.
  • How to stay safe online and report concerns appropriately.
What pupils will be able to do
  • Design, write and debug programs that interact with hardware and simulated physical systems.
  • Create digital products by combining different software tools.
  • Demonstrate safe, respectful and responsible behaviour online.
  • Evaluate the impact and appropriate use of social media and digital technologies.
Assessment
  • Hardware or physical computing project.
  • Practical programming assessment involving control of a physical or simulated system.
  • E-safety and social media knowledge assessment.
  • Demonstration of safe and responsible use of technology.

Year 7 Curriculum

Topic 1: Computers @ EA

 
What pupils will know
  • How to use the EA network
  • How to access & use Google Classroom
  • The basics of Microsoft PowerPoint & Microsoft Word
  • How to communicate using Google Classroom & email (Microsoft Outlook)
What pupils will be able to do
  • Log on to the PC using a strong password they create
  • Follow Computing expectations
  • Access Google Classroom, find their class and their classwork
  • Add documents to a Google Classroom post
  • Use Microsoft PowerPoint to create documents including adding images and text
  • Use Microsoft Word to create documents including adding images and text
  • Use skills such as creating and formatting tables, using numbered and bullet lists and using headers and footers
  • Be able communicate with teachers using Google Classroom and email (Microsoft Outlook)
  • Discuss the advantages and disadvantages of using emails
Assessment

How: Assessment A & B – Showbie Assessments

When: Assessment A – Lesson 4, Assessment B - Lesson 6

Revision Sheets

Topic 2: Digital Safety

 
What pupils will know
  • How to be safe online
  • How to deal with cyber-bullies
  • How to create a positive digital footprint
  • Sexting, the law & how to respond
  • How to report
What pupils will be able to do
  • Identify risks of social media platforms and strategies to manage the risks
  • Be able explain what cyberbullying is and ways to respond
  • Be able to create a positive digital footprint (Profile, Permission, Private)
  • Be able to explain how to be SMART online (Safe, Meet, Accept, Reliable, Tell)
  • Be able to explain what sexting is, the law and ways to respond
  • Identify multiple ways to report any issues
Assessment

How: Assessment A & B – Showbie Assessments

When: Assessment A – Lesson 4, Assessment B - Lesson 7

Revision Sheets

 

Topic 3: Computing Systems

 
What pupils will know
  • Types of computing devices
  • Types of computing components including input, output & storage devices
  • The difference between hardware and software
  • What a network is, including LAN, WAN & WPAN
  • What binary is and it is used by computers
  • How to convert denary numbers to binary numbers
What pupils will be able to do
  • Identify different computing devices (e.g. PC, laptop, tablet, smartphone)
  • Be able to explain how computers and technology have developed over time and the differences between the first computer and modern devices
  • Identify different computer components and know what most of them do (mouse, keyboard, monitor, printer, CPU, motherboard, RAM, hard-drive, graphics card, power supply)
  • Describe what a network is and types of networks (LAN, WAN, WPAN)
  • Identify the advantages and disadvantages of wired and wireless networks
  • Describe the difference between hardware and software and give an example of each
  • Identify what binary and denary number-based systems are and who uses them
  • Be able to convert denary numbers into binary numbers
Assessment

How: Assessment A & B – Showbie Assessments

When: Assessment A – Lesson 3 & Lesson 4, Assessment B - Lesson 6

Revision Sheets

Topic 4: Digital Graphics

 
What pupils will know
  • Properties of Digital graphics (metadata, type, resolution, file format)
  • How to enhance digital graphics in PhotoPea
  • How to create a digital graphic in Photopea
  • How to export graphics in appropriate file formats
What pupils will be able to do
  • Identify what metadata is and give an example
  • Describe the difference between a vector and bitmap images and give examples of each one
  • Describe what image resolution is and how it is measured in DPI (dots per inch)
  • Know what colour depth is
  • Use basic PhotoPea tools including brush, shape, text and move
  • Use layer styles to add effects, filters and image adjustments in PhotoPea
  • Try advanced PhotoPea skills including paste inside and the clone tool
Assessment

How: Assessment A & B – Showbie Assessments

When: Assessment A – Lesson 4, Assessment B - Lesson 7

Revision Sheets

 

Topic 5: Programming with Scratch

 
What pupils will know
  • How Scratch is used to sequence instructions
  • How to create algorithms
  • How to debug problems
What pupils will be able to do
  • Be able to choose or create sprites and backdrops
  • Program the sprite to move
  • Program the sprite to talk in a conversation
  • Program a sprite or backdrop to change costume
  • Use iteration – forever loops
  • Use selection - if statements
  • Create and use variables
  • Sequence instructions to develop a game
  • Debug problems
Assessment

How: Assessment A & B – Showbie Assessments

When: Assessment A – Lesson 3, Assessment B - Lesson 7

Revision Sheets

Learning Journey 

EA Horizons (Y8, Y9, Y10 and Y11)

 

Aims of the EA Horizons Computing Curriculum

Our broad and balanced Computing curriculum across Years 8, 9, 10 and 11 equips pupils with the knowledge, skills and confidence needed to succeed in an increasingly digital world. Throughout the curriculum, pupils explore a range of software applications, computer systems and digital technologies while developing creativity, problem-solving and computational thinking skills.

Pupils are given frequent opportunities to design and create digital products, develop programming skills, understand how technology is used in industry and society, and apply their learning to real-world contexts. Learning is carefully sequenced to build upon prior knowledge and prepare pupils for further study, training and employment within the digital and creative sectors.

As pupils progress through EA Horizons, they develop their ability to plan, create and evaluate a range of multimedia products while gaining a deeper understanding of how digital technologies are used to meet the needs of different audiences and purposes. The curriculum also promotes responsible and safe use of technology, ensuring pupils become confident and informed digital citizens.

Digital Media and Computing Pathways

In Years 10 and 11, pupils have opportunities to further develop their digital, creative and technical skills through specialised study in areas such as Creative iMedia. These courses provide insight into the media and digital industries, one of the fastest-growing employment sectors in the UK.

Pupils undertake practical projects that require them to research, plan, design and create multimedia products to meet specific client briefs and audience requirements. Through these projects, they develop independence, creativity, organisation and problem-solving skills whilst gaining experience of working in ways that reflect real industry practices.

The curriculum encourages pupils to think critically, communicate effectively and produce high-quality digital outcomes. By the end of Year 11, pupils will have developed the confidence, technical expertise and transferable skills needed to progress to post-16 education, apprenticeships or careers within the digital, media and technology sectors.

The-Computing-Curriculum.pdf