Primary Computing Curriculum Guide

The Three Strands of Primary Computing

The National Curriculum for computing is built around three interconnected strands. Understanding how these strands develop across KS1 and KS2 is essential for effective curriculum planning.

1. Computer Science

This is the strand that most teachers find challenging. It covers algorithms (step-by-step instructions), programming (writing code to make things happen), logical reasoning (predicting and debugging), and understanding how computers work. At KS1, this means following and creating simple algorithms and using visual programming tools. By Year 6, students should be working with variables, selection, and repetition in their programs.

2. Information Technology

IT focuses on using technology to create, organise, store, and retrieve digital content. This includes word processing, spreadsheets, presentations, digital art, and multimedia projects. Most primary teachers are comfortable delivering this strand, as it aligns closely with how technology is used across other subjects.

3. Digital Literacy

Digital literacy covers using technology safely, respectfully, and responsibly. This includes understanding online risks, recognising inappropriate content, knowing how to report concerns, and understanding the impact of online actions. With growing concerns about children’s online safety, this strand has become increasingly important.

Year-by-Year Curriculum Breakdown

Key Stage 1 (Years 1-2)

By the end of KS1, students should be able to:

• Understand what algorithms are and how they are implemented as programs on digital devices
• 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 IT beyond school
• Use technology safely and respectfully, keeping personal information private

Workshop connection: Our Early Engineers and Beginner STEMbotics workshops give KS1 students hands-on experience with programmable robots, directly covering the algorithm and programming objectives.

Key Stage 2 (Years 3-6)

The KS2 computing curriculum builds significantly on KS1 foundations. Students should:

• Design, write and debug programs that accomplish specific goals, using sequence, selection and repetition
• Use logical reasoning to explain how algorithms work and to detect and correct errors
• Understand computer networks including the internet, and how they provide services such as the World Wide Web
• Use search technologies effectively and evaluate digital content
• Select, use and combine a variety of software to design and create content for a given audience
• Use technology safely, respectfully and responsibly; identify a range of ways to report concerns about content and contact

Workshop connection: Our Intermediate STEMbotics, AI & Machine Learning, and Cybersecurity & Cryptography workshops cover multiple KS2 objectives in a single day, with real-world applications that make abstract concepts tangible.

Common Challenges for Primary Schools

Teacher Confidence

Computing remains the subject where primary teachers report the lowest confidence levels. A 2024 survey by the National Centre for Computing Education found that only 38% of primary teachers felt confident teaching the computer science strand. This is not a reflection of ability but of training: most primary teachers qualified before computing became a compulsory subject in 2014.

How to address it: Specialist computing CPD training can rapidly build teacher confidence. Even a single day of hands-on training with practical classroom activities can transform a teacher’s approach to computing lessons.

Equipment and Resources

While basic computing lessons can be delivered with standard school tablets and laptops, the more engaging aspects of the curriculum (robotics, physical computing, 3D design) require specialist equipment that most schools cannot justify purchasing for occasional use.

How to address it: In-school STEM workshops provide all specialist equipment for the day. This gives students access to robots, drones, 3D printers, and other kit without the school needing to invest in, maintain, or store it.

Curriculum Time

With competing demands from core subjects, many schools struggle to allocate sufficient timetable time to computing. The result is often a fragmented approach where computing is squeezed into half-termly blocks or covered superficially.

How to address it: A well-planned enrichment day or STEM workshop day can cover half a term’s computing objectives in a single, immersive experience. This frees up regular timetable slots while delivering deeper learning through sustained, focused activity.

How STEM Workshops Map to Computing Objectives

Every Hyett Education workshop is mapped to specific National Curriculum objectives. Here is how our most popular primary workshops connect to the computing curriculum:

Planning a Computing Enrichment Strategy

The most effective approach combines regular classroom teaching with periodic specialist input. A recommended model for primary schools:

1. Weekly computing lessons covering the digital literacy and IT strands that generalist teachers can deliver confidently
2. Termly enrichment workshops for the computer science strand, delivered by visiting specialists with professional equipment
3. Annual STEM enrichment day (such as during British Science Week) that brings the whole school together around computing and technology themes
4. Teacher CPD to progressively build internal capacity so that specialist workshop input can shift from delivery to enhancement

Further Reading

• How to Audit Your Primary Computing Curriculum
• Why Schools Should Prioritise Coding
• Teaching Online Safety in Schools
• Computing CPD Training for Primary Teachers
• In-School Workshops vs School Trips: Which Delivers More?