To ensure that all of our pupils are at the centre of a broad, varied and interesting learning experience and to equip each pupil for their future; in the hope that they will acquire the personal qualities, attitudes, skills, knowledge and understanding necessary for personal fulfilment and a developing social responsibility. The holistic nature of our practice will promote positive mental health and well-being and will enhance our pupils’ life skills and social skills.


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The Computing Curriculum at The Mendip School is broad and balanced for all pupils and is in a constant state of evolution as technologies change and evolve. The National Curriculum forms part of the whole school curriculum: the programmes of study for Computing are followed where they are relevant and accessible, though this may well be at a different Key Stage or qualifications

The curriculum is planned very carefully to make sure it meets the particular learning needs of all pupils, whatever their attainment and ability. There is no yearly overview or sequence of units. Instead, each Class Teacher is given the autonomy to decide how, what and when the Computing skills are taught to their pupils and this may not be in a dedicated computing lesson, instead embedded into cross-curricular activities. Computing is usually taught once a week with Online Safety embedded into each lesson. The school works with many pupils for whom the age-related expectations set out in the National Curriculum are not appropriate. We use frameworks to plan and assess Computer literacy, knowledge and understanding, online safety and practical application. The school also adapts its approaches to the curriculum for pupils with different needs and in different school phases.


The Computing Curriculum at The Mendip School is completely personalised for all pupils and uses a range of approaches and teaching styles with lots of explanation, modelling, scaffolding and practical application. There are differentiated curriculums and the school adapts its approaches to the curriculum for pupils with different needs and in different school phases. The phases are:

Holistic Curriculum

For our Hollistic curriculum we base the computing curriculum around exposure to technology and developing routines that help our students access technology independently. This could include sensory or interactive software or toys that provide a sensory stimulus. It requires our students to explore technology and its possibilities. Students may use symbols or communication tools alongside adults to communicate, play, programme or change electronic toys. They will use digital cameras to take pictures with an adult support them to review and enjoy the photos.


Formal Curriculum

Some pupils are able to follow the National Curriculum and access exams at either Entry Level or Functional Skills in ICT.

Every teacher has the highest learning expectations and the teaching styles and resources meet the pupils needs including multi-sensory activities and over learning.

Our Formal curriculum looks to develop confidence and life skills through computer literacy. They are essential skills as the bedrock of all future applications of technology use. Our students will become confident at logging into the school network and cloud based systems using hardware such as printers, webcams or codable toys, identifying programmes particularly Microsoft office Creating and Publishing programmes and having a basic understanding of the internet. At this point ’unplugged’ computer science activities are introduced to our some students  to start their CS (Computer Science) journey.

As our curriculum progresses, CS plays a more prominent role as computer literacy skills become embedded. Our students will begin to learn to code using MicroBits, Scratch and Google CS. The students will develop a greater understanding of the technology and science behind much of what they have been and are using (motherboards, Processors and RAM units. Our students will become confident in navigating our school network and systems such as Learner and One Drive.


Computer literacy

Many of our pupils are confident with using interactive, screen touch devices and can navigate their way though games, apps and settings. However we have noticed that many pupils are lacking in computer literacy skills e.g. typing accuracy and speed, saving and locating files, publication/word processing software or hardware identification and purpose.  We now ensure every lesson either focuses on a skill or is included in a warm-up/plenary.


Online safety

Online safety is a key part of every computing lesson. The internet and online technology provides new opportunities for young people’s learning and growth, but it can also expose them to new types of risks. We implement a whole school approach to Online Safety as feed into many other subjects namely PSHE. Technology is part of our everyday life so it is vital that a comprehensive, well-planned Online safety curriculum is delivered to all pupils across the school.

We currently use a rising stars Key Stage 1 and 2 program but are not constrained by its parameters or objectives. Often Online safety is taught in the moment or as part of targeted intervention as issues arise as such we foster an open environment in which pupils are encouraged to ask any questions and participate in an ongoing conversation about the benefits and dangers of the online world.



  • Pupils of all abilities will be able to succeed in all computing lessons because work will be appropriately scaffolded.
  • Pupils will have a good level of computer literacy.
  • Regular opportunities to practically apply computer literacy skills and real life scenarios and problems applied.
  • Progress is measured using formative approaches using the B level frameworks. Assessment informs planning and targets for personalised learning for each pupil
  • Other means of evaluating progress is achieved through: Learning Walks, Book Scrutinies, Moderation, Observations
  • Summative data is recorded on the Education Health Care Plan which is reviewed annually and it is also recorded on Evidence for Learning.
  • Provide a fantastic and enabling environment


  • Have clear and consistent boundaries and expectations particularly in regards to online safety.


  • Give children opportunities to embed computing skills throughout the curriculum.


  • Teach next steps ‘in the moment’ to enable deeper learning.


  • Look for opportunities to vary the technology used within class to broaden the children’s experiences and understanding.