Kapow Primary’s standard, mixed-age and condensed Computing schemes of work are based on principles outlined in Ofsted’s Computing research review.

The Computing standard, mixed-age and condensed schemes of work are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.

Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.

Kapow Primary’s Computing scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
• Increasing depth – each time a skill is revisited, it is covered with greater complexity.
• Prior knowledge – pupils build upon previous foundations rather than starting again.

The process of broadening horizons in Computing begins with familiar tasks, such as using simple digital tools, then progresses to more complex concepts like programming, systems and networks.

This approach helps pupils build on what they know and understand their role in an increasingly digital world.

Declarative knowledge in Computing refers to the facts, concepts and information that pupils need to understand. This includes knowledge of algorithms, how networks function, input and output devices and the vocabulary used to describe digital systems.

It forms the theoretical foundation that helps pupils make sense of the digital world and supports their ability to explain and reason about how and why things work.

Procedural knowledge is the practical know-how that enables pupils to apply their understanding through action.

In Computing, this involves tasks such as writing code, debugging programs, editing digital media, using data-handling tools and navigating software interfaces.

Procedural knowledge is developed through hands-on experience and allows pupils to use technology purposefully and creatively to solve problems and complete tasks.

Lessons encourage discussion, explanation and collaborative problem-solving, allowing pupils to articulate their thinking, justify decisions and reflect on their digital creations.

Pupils use oracy to enhance their learning by thinking aloud, questioning processes and discussing solutions. They develop essential skills such as using subject-specific vocabulary, explaining their reasoning clearly and listening to and building on the ideas of others.

The Kapow Primary Computing curriculum promotes awareness of environmental issues. It encourages children to explore concepts such as climate change, resource use and conservation, promoting a sense of responsibility for the planet.

Pupils analyse digital content, evaluate data and reflect on the effectiveness of their own and others’ digital solutions.

This helps them to question assumptions, make informed decisions and form reasoned conclusions about how technology is used and its impact on the world around them.

Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.

Kapow Primary’s Computing curriculum broadens pupils’ experiences by introducing them to influential innovators, real-world applications of technology and the ethical and social dimensions of the digital world.

It ensures they gain the knowledge and skills needed to participate confidently and responsibly in a technology-driven society.

Lessons build on curiosity, exploration and discussion, which are central to EYFS learning. As pupils move into Year 1, more structured activities are gradually introduced.

In KS1, oracy, questioning and storytelling help pupils transition from informal to more formal subject-based learning.

The scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS and strengthened in KS1.

Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.

The scheme aligns with EYFS Early Learning Goals, making links with communication and language, understanding the world and expressive arts to create a smooth transition.

It encourages independence and confidence, supporting children as they adapt to the expectations of KS1 learning.

With Kapow Primary’s CPD videos, subject leaders can develop their expertise and, in turn, support their colleagues in delivering high-quality lessons.

Whether helping with subject knowledge, modelling effective teaching techniques or offering practical tips for the classroom, Kapow’s CPD videos ensure that every teacher has access to the support they need.

A short, engaging activity designed to hook pupils into the new learning in the lesson.

This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.

The core part of the lesson, where children engage in activities that develop their understanding of the learning objective.

This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.

A final reflective activity that consolidates learning.

This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.

• Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
• Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
• Identifies gaps in understanding – teachers can quickly assess what children remember and address misconceptions before introducing new content.
• Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
• Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information in a single lesson.

Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff.

Kapow Primary’s Computing lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.

If additional support is suggested in a lesson, it is clearly marked within the Have ready part of the lesson plan.

Kapow Primary’s Computing curriculum is designed to be taught on a half-termly basis. For schools with limited curriculum time, we also offer a condensed scheme that maintains full National curriculum coverage while streamlining content to focus on the most essential knowledge and skills.

Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.

The Assessment spreadsheet helps to help track pupils’ Computing attainment over time. This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.

Kapow Primary’s Computing scheme supports school improvement using:

• Consistent, high-quality teaching – a structured scheme ensures a coherent approach across year groups, supporting curriculum progression.
• Assessment and evidence tracking – built-in assessment materials help teachers monitor progress and demonstrate impact.
• Alignment with Ofsted expectations – the scheme supports personal development, broadens pupils’ horizons and ensures a knowledge-rich curriculum, helping schools meet inspection criteria.

By reducing workload, building teacher expertise and ensuring high teaching standards, Kapow Primary contributes to a confident teaching staff and a well-structured, effective curriculum that supports whole-school improvement.

• Assessment materials (e.g. Unit quizzes, Knowledge catchers and the Assessment spreadsheet) can be used to provide information about pupil progress.
• Written outcomes and pupil voice show engagement, understanding and the ability to recall knowledge.

• Key documents and CPD videos help subject leaders confidently discuss the curriculum.
• Knowledge organisers and lesson plans provide details of what has been taught and learned.
• The Adaptive teaching section in each lesson provides an opportunity to discuss inclusivity and demonstrate how all learners are supported.

• The scheme broadens pupils’ horizons, develops critical thinking and promotes British values, contributing to Ofsted’s personal development criteria.
• Lessons integrate real-world connections and cultural capital, showcasing a rich learning experience.

• Equips subject leaders to articulate intent, implementation and impact – CPD videos provide clear explanations and subject knowledge to help leaders confidently discuss the curriculum with inspectors.
• Builds teacher confidence and consistency – ongoing training ensures all staff understand the curriculum structure and feel prepared to deliver high-quality Computing lessons across the school.