At Adswood Primary School we believe a high-quality computing education equips our pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.

The needs of the Computing Curriculum are easily met through our use of iPad. Teachers at Adswood have had the opportunity to do this through the use of apps such as Alex, Bee-Bot, Hopscotch, Kodable, Tynker, Scratch Jnr, Sketch Nation Game Wizard and Pixel Floor Press.

Adswood pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

At Adswood Primary School we use a multi-platform approach to computing to develop safe, responsible and competent learners; who are creative and logical; as they navigate, investigate and contribute to the world around them.

iPad is used across the whole school to address key areas of the Computing Curriculum.

Key Stage 1:

This is what KS1 pupils are taught to do:

• understand what algorithms are; how they are implemented as programs on digital

devices; and that programs execute by following precise and unambiguous


• create and debug simple programs

• use logical reasoning to predict the behaviour of simple

Terminology Translation:


An algorithm is a precise set of instructions to solve a problem or perform a task. A program, similar to an algorithm is a set of instructions, however, these instructions must be written in a precise language a computer can understand. There are many programming languages that are have their own vocabulary, grammar and features that make them suitable for different tasks.

Debugging a programme is to solve the issue or problem that is causing a program not to function properly. Initially for pupils to understand programs they must first create them. This could be as  simple as providing instructions to a Bee-Bot floor robot or the free Bee-Bot App to move in a straight line followed by a 90 degree right turn. If the Bee-Bot does not complete the desired movements then there is a problem i.e. a ‘bug’ in the program. This problem must then be solved before the program will function in the correct way, it needs to be ‘Debugged’.

Logical reasoning predicts how programs will behave and function, based on an understanding of the capabilities of the programming language and hardware. For example, if a pupil expects a Bee-Bot robot to be able to jump then they are not using logical reasoning and they are not working within the constraints of the program language, hardware and or software.


Daisy Dinosaur




Scratch Jr

Control and Modelling:

Naace Robot Tower

Key Stage 2:

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.

Terminology Translation:

The focus on algorithms in KS1 provides a great step towards the design elements required at KS2. Algorithms are integral when it comes to generating working code and pupils should be able to identify the steps needed to solve any problem. Sequence refers to the step-by-step process of a computer program. Selection refers to outcomes that can differ dependant on certain circumstances being met.

Instructions such as if….then….and otherwise are used in these circumstances. For example, levels in Kodable introduce selection when the character needs to turn in a specific direction ‘if’ he moves into a certain coloured square.

It is useful to get pupils to verbalise this themselves; ‘if’ the character moves into the yellow square ‘then move up ‘otherwise’ do not. Repetition involves a program being structured to repeat certain actions on a loop ‘until’ certain circumstances occur.

KS2 pupils are able to explain how their programs function and also be able to explain how they have solved problems, including reference to ‘why’ they have used a specific method to solve it.