Pocklington Community Junior School




Our vision:

Digital technology is driving extraordinary global changes on a level and speed not seen since the industrial revolution.  Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution.

Our curriculum has the National Centre for Computing Education curriculum at its core.  As we value STEM lessons that are iterative, joyful, socially interactive, actively engaging, and meaningful, at Wonder schools our lessons are further enhanced with LEGO Education materials.

Our curriculum


The computing curriculum is about more than just coding.  Across their time with us, children will


  • Algorithms — Be able to comprehend, design, create, and evaluate algorithms
  • Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks
  • Computer systems — Understand what a computer is, and how its constituent parts function together as a whole
  • Creating media — Select and create a range of media including text, images, sounds, and video
  • Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios
  • Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts
  • Effective use of tools — Use software tools to support computing work
  • Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems
  • Programming — Create software to allow computers to solve problems
  • Safety and security — Understand risks when using technology, and how to protect individuals and systems


These themes grow from Year 3 to Year 6, developing your child’s understanding of computer technology.

At Wonder schools we organize History in cycles that pair, Year 3 and 4, and Year 5 and 6 together. This approach is designed to create a well-structured and cohesive educational journey for your children.

Lower Key Stage 2 – Years 3 and 4

In Cycle A of lower Key Stage 2, we begin by acquainting children with the intricate world of computing systems and networks, exploring how computers connect and communicate. They then progress to programming repetition in shapes by initiating their coding experience with the creation of shapes, cultivating logical thinking and problem-solving skills.

In spring they will complete unit on sequencing sounds to create an audio track and learn about data logging. In the summer they will work on desktop publishing, where they can channel their creative flair in designing and presenting content. The cycle ends with programming challenges, where they employ repetition to craft simple games, further nurturing their computational thinking and imaginative skills.


In Cycle B, children begin with an in-depth exploration of computing systems and networks, particularly focusing on the workings of the internet and its role in the digital age. They then embark on a creative journey, venturing into stop-frame animation, breathing life into static objects and refining their artistic skills. Next, they explore audio production, mastering the art of sound manipulation and creation, a skill highly relevant in today’s multimedia landscape. In late spring they move onto data and information management, as they learn about branching databases, honing their abilities to classify and organize information effectively. In summer, children enhance their visual creativity through photo editing, ending the cycle with programming that revolves around events and actions in programs.


Upper Key Stage 2


In Years 5 and 6, children embark on a more advanced phase of their computing education through two distinct cycles, A and B, each offering a significant transition and opportunities for skill development.


Cycle A begins with Computing Systems and Networks, where children explore systems and searching, gaining insights into how computers function and how to effectively search for information. They then transition to Creating Media by learning web page creation, allowing them to express their creativity and design skills on the web.


In spring they will bring a programming unit that focuses on physical computing before moving onto an introduction to Data and Information, where they learn to use spreadsheets, acquiring essential skills for data analysis and organization. In summer children are introduced to Vector Graphics, broadening their knowledge of visual media. Finally, they explore programming by focusing on sensing movement, bringing a tangible and interactive dimension to their coding expertise.


Cycle B also starts with Computing Systems and Networks, emphasizing communication and collaboration, equipping them with the essential skills for effective digital interaction online. They proceed to Creating Media, where they try their hand at video production, allowing them to harness their storytelling and multimedia skills. Spring begins with children learning about variables in games and then moving onto a unit on Data and Information where they explore flat-file databases.  In the summer children are introduced to 3D Modelling, a valuable skill in the ever-evolving digital world before concluding with a programming unit that focuses on selection in quizzes, enabling them to create interactive and engaging educational content.

Why do we structure our curriculum this way?

The units for Key Stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once each year), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme.  This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

Our Curriculum acknowledges that physical computing plays an important role in modern pedagogical approaches in computing, both as a tool to engage pupils and as a strategy to develop pupils’ understanding in more creative ways. Additionally, physical computing supports and engages a diverse range of pupils in tangible and challenging tasks.

In addition to use of Microbits and Bee-bots, we enhance our curriculum with LEGO Education materials.  LEGO’S educational philosophy aligns with our own as a Trust – they are passionate about a hands-on approach to learning that helps to get children engaged and working independently.

Our curriculum also leads directly into the same scheme as the secondary school we feed into, ensuring excellent progression.

Online safety:

As part of our Computing Curriculum, we use a comprehensive scheme of work to teach aspects of Online Safety explicitly throughout the year. Project Evolve is an online based scheme of work which is constantly ‘evolving’ to ensure the online safety messages that children and young people are being taught are delivered in a way that is more appropriate; more meaningful; that encourages reflection; that generates positive outcomes and are updating regularly to reflect the changing world.


Online Safety content is separated into eight strands which are taught throughout the year covering everything from online relationships to copyright and ownership.


How you can help at home.

Parents can play a crucial role in fostering their children’s interest in coding and helping them improve their coding skills.

  • Coding Apps and Websites: Introduce your child to coding through interactive apps and websites like Scratch,, and Tynker. These platforms offer age-appropriate coding tutorials and games.
  • Coding Toys: Invest in coding-related toys such as LEGO Mindstorms, Ozobot, or Botley the Coding Robot. These toys make learning to code fun and hands-on.
  • Parent-Child Coding Projects: Collaborate on coding projects at home. Start with simple tasks like creating a family website or making a basic game together using block-based coding languages.
  • Coding Books: Explore coding books designed for kids. Look for titles like “Hello Ruby” by Linda Liukas or the “Usborne Coding for Beginners Using Python” series.
  • Coding Challenges: Set coding challenges for your child, such as solving puzzles or creating small programs. Encourage them to think logically and problem-solve.
  • Museums and Science Centers: Visit places like the National Science and Media Museum in Bradford, where kids can engage with interactive exhibits related to technology and coding.
  • CoderDojo Workshops: CoderDojo is a global network of free, volunteer-led coding clubs for young people. Check for local chapters in your area where your child can participate in coding workshops and learn from mentors.
  • Library Coding Workshops: Many libraries in the region offer coding workshops for kids. These workshops often include hands-on activities and programming challenges.