Computing
Computing at Co-op Academy Medlock
'Technology is not just a tool. It can give learners a voice they may not have had before.'
George Couros
Intent
Computing at Co-op Academy Medlock equips pupils with the skills, knowledge, and confidence to thrive in an increasingly digital world. Aligned with the National Curriculum for Key Stages 1 and 2, it enables learners to become creative programmers, critical thinkers, and responsible digital citizens. We believe every child should be empowered to understand how technology works, express themselves through digital media, and use computational thinking to solve problems with independence and resilience.
Our curriculum is structured around the core strands of computer science (Coding), information technology (Digital & Multimedia), and digital literacy (E-Safety). Pupils progressively develop programming skills through Barefoot Computing in Key Stage 1, moving into Discovery Education Refresher and New Learning units, Scratch, and other digital and multimedia platforms in Key Stage 2. They learn to create, test, and debug algorithms, building confidence as coders as they apply logic and creativity to real problems.
Online safety is embedded throughout our teaching and is closely aligned with our PSHE curriculum. From the Early Years, pupils are explicitly taught how to communicate safely, recognise trusted adults, and use technology responsibly through age-appropriate stories, role play, and guided use of devices. In Key Stage 2, pupils follow the Be Internet Legends programme to develop safe, respectful, and responsible online behaviours.
We believe computing should empower pupils to become not just users but creators of technology. By providing opportunities to explore digital media, animation, data handling, and content creation, we nurture curiosity, collaboration, and innovation. Our aim is to prepare all pupils to participate confidently and safely in an ever-evolving digital world.
Implementation
Computing is taught as a discrete subject using a clear progression of knowledge and skills across Key Stages 1 and 2. Lessons are sequenced to build on prior learning, ensuring pupils revisit key concepts such as algorithms, coding, digital communication, and data handling with increasing depth and complexity.
In the Early Years, pupils take part in "tinkering" exploration projects using programmable toys, tablets, and digital tools. These hands-on experiences support early problem-solving, sequencing, and cause-and-effect understanding, ensuring children are ready for the demands of the Key Stage 1 computing curriculum. Online safety is introduced explicitly through modelling, class discussions, and links to PSHE themes such as kindness, sharing, and asking for help.
In Key Stage 1, pupils develop foundational skills through Barefoot Computing, focusing on logical thinking, pattern recognition, and simple programming through unplugged tasks and age-appropriate digital tools. They also explore basic multimedia and digital content creation.
In Key Stage 2, pupils progress through Discovery Education Refresher and New Learning modules, moving into block-based programming using Scratch and other digital and multimedia platforms. They learn to plan, design, write, and evaluate more complex programs, incorporating variables, repetition, selection, and events.
Online safety is explicitly taught every half term and reinforced through cross-curricular links with PSHE. In Key Stage 2, the Be Internet Legends framework provides structured teaching on digital footprint, cyberbullying, online communication, critical thinking, and self-protection online.
Practical application is prioritised. Pupils engage in hands-on tasks, collaborative problem-solving, and creative digital projects linked to wider curriculum themes. Vocabulary, modelling, and real-life examples are embedded throughout to deepen understanding and support all learners.
Impact
Assessment in computing is ongoing and formative. Teachers evaluate pupils through observation, discussion, digital outcomes, and reflection on how confidently and independently pupils apply skills. Progress is tracked across the core strands of coding, digital literacy, and information technology, ensuring that all children build secure and transferrable digital skills over time.
By the time pupils leave Co-op Academy Medlock, they can think logically, solve problems efficiently, and express themselves through technology. They show resilience when debugging, creativity when designing, and responsibility when communicating online. Pupils understand how to stay safe, respectful, and confident in the digital world and can evaluate the impact of technology on themselves and others.
Our learners are not just consumers of technology — they are prepared to shape it. They leave us as digitally literate, ethical, and innovative individuals, equipped for the challenges and opportunities of modern life.