Below is a brief description of each strand:

Computational Thinking
Introduction
Learners understand the importance of clarity in the sets of instruction that they create, starting with
simple sequences that describe tasks that they will already be familiar with. They will become increasingly
aware that there is often more than one solution to a problem or task. The school recognizes that mobile technology offers valuable benefits from a teaching and
learning perspective. Our school embraces this technology but requires that it is used in an
As learners move through the primary stages, they will begin to break tasks and problems into smaller, acceptable and responsible way.
more manageable, parts, and identify repeated instructions to develop effective solutions.
The below details acceptable behavior and technical specifications required to participate
Learners also investigate different ways of presenting sets of instruction and are able to explain that some in the school’s BYOD scheme.
methods are more effective than others. They also understand the value of working through algorithms

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systematically, to make predictions about outputs and to identify errors. Acceptable use policies

Programming
This policy works in conjunction with the school’s existing acceptable use policies (AUP) for pupils,
Learners understand how the sets of instructions to solve problems can be given to a computer. Their staff, parents and visitors.
instructions may be simple and follow a linear sequence, but learners will begin to understand that the
computer will only respond as expected if the instructions are precise and complete. Learners also begin
Details below set out where this policy extends the existing AUP with respect to the
to understand the benefits of testing their programs and of learning from their mistakes. They will
school’s BYOD scheme.

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understand that debugging errors is an important part of a computer scientist’s daily work.

Learners explore the role of computer scientists in everyday life, including how the instructions that are
given to computers can be used to control other machines. They will investigate how programmers often
work with a range of experts to refine their programs and to create a final product. If a device is deemed not of the correct technical specification, is running prohibited software
or settings or is used in a manner contrary to any other school policy the device may be
Managing Data
confiscated and users asked not to return it to school.

FREDRICK MURIUKI
Learners consider the role of both data and information in their lives, as well as the differences between
Devices that do not operate at acceptable levels of performance or require disproportionate
the two. They also investigate how computers are used to gather, store, search and analyse data, so that levels of support from staff may be excluded from use.
it can be presented as information.

Learners also explore how computers convert, process and respond to the data they receive through a
range of inputs and sensors. They also work with a variety of software to gather and store data from
different scenarios. The school uses Google Classroom and expects that any devices brought into school should

COMPUTING DEPARTMENT 2025-2026 |

be able to work in this context. As such, the school is placing certain restrictions on the types of
Networks and Digital Communication devices that are acceptable for use in school. Appendix A contains detailed technical
information that should help families, pupils and teachers when choosing devices.
This strand complements Cambridge Primary Digital Literacy and enables learners to understand the Cybersecurity
technical aspects behind the connectivity of computers and related hardware, both locally and globally.
Learners consider:
The school takes cybersecurity very seriously. Devices brought into school should comply
with all other school policies (notably the school’s data protection policies in this respect).
• what connected computers enable us to do In addition, devices are required to have the below cybersecurity measures implemented
as a minimum;
• the technology that is required to enable this to happen and

• Anti-virus software is installed, active and up to date.

• the safeguards that need to be in place to protect the data that is being transferred.
• Personal firewall is installed and active.
Learners also understand the role that global and local networks play in their lives and they draw a clear
• Access control (authentication methods) such as password, PIN
distinction between the internet and the World Wide Web. number or biometric technology.

Computer Systems
If a device is found to damage the devices of others, by viruses or software etc that has been
Learners understand how computers work, including how devices process inputs to create outputs. They deliberately placed on it, the repercussions may include suspension or expulsion.
also begin to understand how computers can be used to control other machines.
The school provides access to Google and Microsoft Cloud technologies and it is expected
Learners explore how evolving technologies enable both individuals and entire industries to achieve new that wherever possible pupils and staff make use of storage on this platform. Data stored
things that extend far beyond the tasks that personal digital devices are typically used for. They reflect on ‘locally’ on a device may be lost if a device is stolen or damaged. The school cannot backup
any BYOD device.
fictional portrayals of robots, along with the role robotics and artificial intelligence have in manufacturing
and in service industries, such as health care.
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