Computing at Maple Court Academy

Subject Leader: Mrs Stanyer


At Maple Court Academy, it is our aim is that by the end of their time with us, children are fully equipped with the digital skills to enrich their learning through the use of technology and knowledge that they need to be successful and safe in a world now dominated by technology. There is a notable digital skills gap in Stoke-on-Trent, which our curriculum will help to fill by providing the skills that our students need to meet the local requirement as well as the global shortage of digital workers. Alongside this, it is identified that students at Maple Court Academy have less access to digital devices outside of school compared to peers nationally, further hindering their skills. Therefore, our curriculum needs to ensure that pupils’ digital skills are rapidly developed to level up the gap and to ensure that they have the same opportunities as their national peers. This is supported by our digital projects. Our curriculum also ensures that children leave Maple Court Academy knowing how to stay safe whilst online.    

The Subject Leader

I am Mrs Stanyer, and I am a class teacher and the subject leader for computing here at Maple Court Academy. As the computing leader, my role is to support staff with their continued professional development, map out the curriculum objectives progressively and to monitor the delivery of the subject throughout the school. I do this through lesson observations, regular conversations with the teaching team and through talking to the pupils in order to get their perspectives on what is working well within our school and what we would like to change moving forward. Being part of the Alpha Trust allows me to meet with other computing leads at primary and secondary level to ensure that the children in our Trust receive a progressive curriculum.  

The curriculum

The objectives for Computing in KS1 and KS2 are clearly set out for each year group in the National Curriculum. At Maple Court Academy, we follow the NCCE curriculum recommended and supported by the Department for Education. We allow the children to explore all areas of Computing: computer science, digital literacy and information technology.  

Key stage 1 Pupils should be taught to: 

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions 
  • 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 information technology beyond school 
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. 

Key stage 2 Pupils should be taught to: 

  • 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 
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration 
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content 
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information 
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. 


In EYFS, children begin to develop their understanding of technology by having access to desktop computers as well as BeeBots. Children use interactive resources daily when completing phonics and maths activities allowing them to experience a range of devices.  

As children move into KS1, they build on these strong foundations, developing theirdigital literacy, computer science understanding and information technology as well as learning about how their computing skills can support them when looking for jobs.  

Assessment for learning

At Maple Court Academy, assessment is ongoing throughout every lesson with teachers identifying strengths, misconceptions and next steps. Teachers use this information to feed into subsequent learning sessions, within computing partner discussion is encouraged to help teachers identify children’s progress towards the learning outcome, identifying children’s understanding and progress.  

Pupil voice

‘We do phonics on the big screen’ EYFS

‘I like using the cameras.’ – Year 2

‘We have made flip books this term, and we are going to make them into a mini film’ – Year 3

‘I really liked using scratch when we were in Year 3, I hope we do it again this year!’ – Year 4  

We did some computing at the high school, and we were taught all about algorithms. That’s just a technical word for instructions’ – Year 5

Computing Curriculum Documents


Pupils thrive and learn well at Maple Court Academy.

| Ofsted 2023

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