Computing is an essential skill set for navigating and thriving in today’s digital world. Through our Computing Curriculum at The Canons, we aim to equip every child with the skills and knowledge needed to understand and engage with technology in meaningful ways. Rooted in the National Curriculum, our program emphasizes digital literacy, computational thinking and the wider applications of information technology. We believe in teaching computing both as a discrete subject and as an integrated component across other areas of learning, reinforcing its value as a critical 21st-century skill.

At The Canons, we provide structured, progressive learning experiences that build students’ digital skills and deepen their understanding of how technology can be harnessed creatively and responsibly. Our curriculum thoughtfully draws from multiple sources in order to effectively address all targets set out in the National Curriculum, ensuring students progressively build the digital skills and knowledge needed for Digital Literacy, Computer Science, and Information Technology. In planning, teaching, and assessment, we draw on Rosenshine's principles of instruction, emphasizing clear, structured instruction and open-ended opportunities to deepen understanding. In line with our school’s learning values, regular opportunities are given for reflection and evaluation of the children’s digital creations. This approach supports our students in building a strong foundation in Computing while fostering the confidence to approach new technologies with competence and curiosity.

Development of a strong understanding of technical vocabulary is foundational to our teaching, and children are encouraged and supported in their ability to learn, understand and use new terminology. We aim to progressively build upon pupils’ procedural knowledge (the knowledge of how to perform various tasks and activities), as well as their declarative knowledge (the knowledge of facts and information). We aim to resource our Computing lessons comprehensively, providing the children with opportunities to take ownership of their own learning, and outlining guidance for them clearly by supporting them with documents (such as knowledge organisers), in order to scaffold their learning.