Computing
Computing Overview
Intent
Computing Education at Hope School and College aims to enable learners to access technology and computing in plugged and un-plugged contexts. This subject develops our learners’ Digital Skills and understanding of technology to enable them to communicate, function, and be safe in the world we live in.
Computing is fully inclusive and works to enable learners to communicate, research, and make choices which promotes the individual’s independence, wider life skills, and understanding of the world. Underpinning our curriculum are our three core values of Achievement, Equality, and Independence.
Our Computing and Digital Skills Curriculum covers the three main areas of Computing: Computer Science, Information Technology and Digital Literacy. This allows learners to apply the fundamental principles and concepts of Computing and Digital Skills. They develop analytical problem-solving skills and learn to evaluate and apply information technology. It also enables them to become responsible, competent, confident, and creative users of information technology.
Underpinning our curriculum are our three core values of Achievement, Equality and Independence.
Implementation
Computing is delivered in different ways throughout the different ages, stages, and departments in school. We offer a structured sequence of lessons, helping teachers to ensure that they have covered the skills required to meet the aims of the curriculum. The content allows for a broad, deep understanding of computing and how it links to learners’s lives. It offers a range of opportunities for consolidation, challenge, and variety.
Computing is taught as part of ‘Understanding the World’ subjects. Our Computing Curriculum utilises three frameworks – Birth to 5 Matters, The Engagement Curriculum, and the National Curriculum. These frameworks underpin our objectives for all learners across our curriculum pathways.
Teachers adapt Computing to suit the specific needs of their class and the sessions often focus on early Computing skills as part of another taught subject or as discreet Computing/ Digital Skills (either plugged or unplugged) sessions. These early skills include sequencing, using timelines/ routines, problem solving and exploring everyday technology. Students also use assistive technology (e.g. Talkers, switches, eye-gaze tech) to increase independence and enabling access to the curriculum.
Through our Computing/ Digital Skills sessions, students are taught to use technology to support communication and language development (e.g. communication software, text-to-speech, TD Snap etc). Students are taught to use technology to support sensory and physical needs (e.g. sensory games, the use of adaptive equipment); and they are taught to understand and use basic computer programs (e.g. interactive learning games).
Across the curriculum, at a level appropriate to their ability, pupils are enabled to develop Computing and Digital Skills. Pupils are also provided with opportunities to develop knowledge and understanding of e-safety and acceptable online behaviour. Unplugged Computing activities are also used to enrich and support Computing topics and skills where appropriate.
Impact
Learning in Computing/ Digital Skills will be enjoyed across the school. Teachers will have high expectations and quality evidence will be presented in a variety of forms. Learners will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware, software, and relevant unplugged skills. Learners will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.
The good practice shared at Hope School and College teaches our learners to respect and celebrate each other’s differences by developing an understanding of diversity beyond their immediate family experience.
Computing Rationale
Through Computing and Digital Skills at Hope School, we intend to inspire pupils to develop a love of the digital world and see its place in their future. The primary purpose of a Computing curriculum for our learners is to enable access to digital technology in a way that enhances communication, independence, and engagement with the world around them. While learners may not engage with computing in the traditional sense, such as programming or mathematical design, the opportunities to involve digital curriculum content can still play a transformative role in their learning and quality of life. Our Computing and Digital skills curriculum provides opportunities for learners to develop skills including that support using assistive technologies (e.g. eye-gaze, switches, communication aids). It supports computing skills that scaffold learners’ understand of cause and effect, and a fundamental building block for developing intentional communication. It also provides skills linked to augmentative and alternative communication (AAC) tools, empowering learners to make choices and express preferences. Supporting digital understanding provides opportunities to make meaningful choices, which builds confidence and a sense of autonomy. With the use of digital programmes interactive digital resources can be highly stimulating and accessible, particularly through sensory-based apps and games. Computing can support early cognitive skills such as tracking, pattern recognition, memory, and sequencing. It allows for repetition and personalization, enabling learners to build familiarity and confidence at their own pace. Exposure to technology supports digital inclusion and helps them interact more fully with their environment and community.
A multisensory and experiential approach to computing emphasizing exploration, interaction, and repetition over abstract concepts.
Cross-curricular links are also important in supporting other areas of learning. Our lesson plans and resources help learners to build on prior knowledge at the same time as introducing new skills and challenges.
Computing Rationale
Through Computing and Digital Skills at Hope School, we intend to inspire pupils to develop a love of the digital world and see its place in their future. The primary purpose of a Computing curriculum for our learners is to enable access to digital technology in a way that enhances communication, independence, and engagement with the world around them. While learners may not engage with computing in the traditional sense, such as programming or mathematical design, the opportunities to involve digital curriculum content can still play a transformative role in their learning and quality of life. Our Computing and Digital skills curriculum provides opportunities for learners to develop skills including that support using assistive technologies (e.g. eye-gaze, switches, communication aids). It supports computing skills that scaffold learners’ understand of cause and effect, and a fundamental building block for developing intentional communication. It also provides skills linked to augmentative and alternative communication (AAC) tools, empowering learners to make choices and express preferences. Supporting digital understanding provides opportunities to make meaningful choices, which builds confidence and a sense of autonomy. With the use of digital programmes interactive digital resources can be highly stimulating and accessible, particularly through sensory-based apps and games. Computing can support early cognitive skills such as tracking, pattern recognition, memory, and sequencing. It allows for repetition and personalization, enabling learners to build familiarity and confidence at their own pace. Exposure to technology supports digital inclusion and helps them interact more fully with their environment and community.
A multisensory and experiential approach to computing emphasizing exploration, interaction, and repetition over abstract concepts.
Cross-curricular links are also important in supporting other areas of learning. Our lesson plans and resources help learners to build on prior knowledge at the same time as introducing new skills and challenges.
Computing/ Digital Skills at Hope School and College
Computing/ Digital Skills in our Early Steps Pathway
Learners within Early Years and Key Stage 1 will follow the Birth to 5 Matters curriculum, teaching and learning activities incorporate and reflect the seven areas of learning. While the Early Steps Pathway does not have any specific Computing requirements, we focus on early Computing/ Digital skills across subjects where it is appropriate or in discreet Computing plugged and unplugged sessions.
These early skills encompass sequencing, using timelines/ routines, problem solving and exploring everyday technology; recognising and matching basic computer equipment (e.g. keyboard, mouse, monitor); understanding and following simple computer-based tasks (e.g. identifying and clicking on specific images); developing basic mouse control and coordination.
We also use Unplugged Computing activities to enrich and support Computing topics and skills as much as possible.
Within this pathway learning may look like:
Computing/ Digital Skills in our Complex Learning Pathway
For learners developing awareness and early engagement with sensory and digital experiences.
This stage forms the foundation of the Computing curriculum and focuses on early awareness, sensory exploration, and the development of cause-and-effect understanding. Learners at this level are beginning to show curiosity and engagement with digital and real-world stimuli. They explore early interactions with devices and materials, responding through movement, expression, or vocalisation. The emphasis is on developing consistent responses, anticipation, and awareness of changes in their environment, laying the groundwork for purposeful communication and participation in digital experiences in later stages.
Learners within this pathway will access Computing and Digital Skills devised alongside the Attending section of the Engagement curriculum. For example, learners begin to explore Computing and Digital Skills by encountering, experiencing, interacting, and responding to:
• sensory stimuli and digital devices through plugged and unplugged activities
• to everyday devices (Food Tech/ Meal Preparation etc)
• to digital communication devices.
• to a range of digital media used to express themselves
• to choices presented to them through digital media
• to digital methods used to showcase work/class activities.
Assessment within this pathway is non-subject specific and is assessed using the Engagement steps B Squared Assessment Tool.
Within this pathway learning may look like:
Computing/ Digital Skills in our Pre-Formal Pathway
For learners developing purposeful use of technology and emerging digital communication skills.
This stage builds on the Complex Needs level and is designed for learners beginning to use technology functionally and intentionally, while still consolidating early cause-and-effect understanding. Learners at this stage start to communicate choices, explore purpose, and develop control over digital devices. They begin to recognise symbols, follow short sequences, and participate in shared digital activities.
Learners within this pathway will access Computing/ Digital Skills devised alongside the Responding section of the Engagement curriculum with a multisensory approach. For example, learners begin to explore Computing and Digital Skills by encountering, experiencing, interacting, and responding:
• to sensory stimuli and digital devices through plugged and unplugged activities.
• to digital communication devices.to a range of digital media used to express
themselves.
• to choices presented to them through digital media
• to digital methods used to showcase work/class activities
Assessment within this pathway is non-subject specific and is assessed using the Engagement steps B Squared Assessment Tool.
Within this pathway learning may look like:
Computing/ Digital Skills in our Semi-Formal Pathway
For learners developing independence, creativity, and confidence in applying digital skills across real-world contexts.
This stage bridges the Pre-formal and Formal levels of learning. It is designed for learners who are beginning to use technology more independently, showing purpose, control, and curiosity in digital tasks. Learners at this stage start to make informed choices, plan and carry out short digital processes, and reflect on their outcomes with support. The curriculum continues to build skills across the five key areas of computing, encouraging creativity, safety, and confidence with technology in real-world and cross-curricular contexts.
Learners within this pathway build upon the foundations of learning on which the pre-formal curriculum pathways are based.
Learners within this pathway will access Computing and Digital Skills devised alongside the Initiating section of the Engagement Curriculum for appropriate objectives to make the subject accessible often using a multisensory approach.
For example, learners begin to initiate use of Computing and Digital Skills by encountering, experiencing, interacting, and responding:
• to sensory stimuli and digital devices through plugged and unplugged activities.
• to digital communication devices
• to a range of digital media used to express themselves
• to choices presented to them through digital media
• to digital methods used to showcase work/class activities.
Assessment within this pathway uses the B Squared Assessment tool – Engagement Steps / Progression Steps / Steps 4 Life as appropriate.
Within this pathway learning may look like:
Computing/ Digital Skills in our Formal Pathway
Learners on this pathway develop typing skills using assistive technology (e.g. on-screen keyboards, word prediction software), they begin to understand and use basic word processing and presentation software (e.g. Microsoft Word, PowerPoint), they develop basic internet safety skills and understanding of online resources (e.g. searching for information, sharing personal information, responsible use, identifying trusted websites).
Learners on this pathway will use simple coding programs (e.g. Scratch) to create animations and interactive games and use Unplugged Computing activities to enrich and support Computing topics and skills as much as possible.
Assessment within this pathway uses the B Squared Assessment tool – Progression Steps or Steps 4 Life as appropriate.
Within this pathway learning may look like: