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Learning for the 21st Century


Windhill21 follows the Herts for Learning Computing Scheme of Work which provides a creative approach to delivering the computing curriculum and is fully aligned with the 2014 National Curriculum for Computing from EYFS to Year 6 (summary of how Windhill21 maps learning themes to meet the curriculum).

This scheme supports the teaching and the development of computing, building computer science capability and digital literacy for current and future learning.

Each term Windhill21 focuses on a similar strand of the Computing curriculum across the school in dedicated Computing lessons delivered in the classroom, the Computing Suite, the Immersion Room and using a variety of the resources available to the school

Computing is an area that has a lot of specific vocabulary, you may find this glossary (which is targeted at primary school teachers) useful.

Computing Topics for 2018-2019 by Year Group






Lets Create

Visual Information

Discovering Programming


Children begin to explore digital texts, using varied devices and software to create digital content.  They investigate differences between input and output and hardware and software.  They explore the idea of a network related to computers at home and school, logging on to their area with support. They use unplugged computing approaches to explore the devices they use. They consider eSafe practice.

Children investigate how we derive information from different sources.  They create graphs and charts and make general statements. They use dataloggers to explore environmental conditions. They organise objects using branching databases.  They explore how computers might sort objects, noting the process of Repeat.  They build eSafe practice.

Children name the main external parts of a computer and explore how they work together. They explore programmable devices relating their understanding of inputs and outputs to natural and digital systems. They use unplugged approaches and simple onscreen and physical devices to develop understanding of algorithms and programming, They develop their own skills in open programming time.


Messages and Visual Information

Getting Creative

Starting Research


Children explore ways of sending messages using digital and non-digital systems. They investigate the history of messages.  As a class, they send and receive emails and read and comment on blogs. They explore simple virtual worlds. They create algorithms linked to their simulations.  They program onscreen characters. They develop eSafe practice understanding the need to keep personal information private.


Children build understanding of digital texts.  They use varied devices and software with increased precision to create digital content. They revisit differences between input and output and hardware and software.  They develop understanding of networks related to computers at home and school, logging on to their areas.  They build understanding of algorithms using unplugged approaches. They develop eSafe practice.

Children develop understanding of researching using non-digital and digital sources, including the World Wide Web. They understand the need to check their research results.  They present their research.  They use charts, graphs and mind maps. They begin to respect copyright and ownership and know who to talk to if they are worried. 



Authoring Programmes and Games

Bringing Images to Life

Accuracy Counts


Children investigate computing storage capacities and ways of saving data. They develop understanding of the school network and operating systems. They use varied resources to create digital content, creating and manipulating images and words.  They select and use software to create non-linear content for specific audiences and objectives.



Children develop understanding of digital images. They transform and edit images, respecting copyright and ownership. They explore stop animation creating their own versions.  They produce programmed animations, using sequence, repeat and selection.

Children discuss computer networks including the internet and the services it offers.  They explore how search engines work and what influences results, evaluating search engines and using sources.  They learn about the threat from computer viruses and develop understanding of intellectual property and relate this to their own content. They use spreadsheet software to create graphs and to explore number patterns.


Keeping Informed

Programmes and Games

Developing Communication


Children understand the difference between data and information. They use sensors, dataloggers and other tools as part of their investigations.  They use branching and flat-file databases to enter, organise and search data, deriving information which they present in different forms.



Children explore simulations, investigating the structure and exploring how they might be programmed.  They begin to note that abstraction can simplify them.  They decompose tasks, creating and debug algorithms and understanding how algorithms support the programming process.  They write, test, debug and refine programs to achieve specific objectives, using sequence, repetition and procedures.  They explore selection in digital and natural systems.

Children use online communication tools such as email and blogs to support collaborative learning, safely and respectfully. They begin to investigate the technology used in digital communication networks. They use simple sound editing software to record and manipulate sound clips. 



Data Matters

Morphing Image

Sound Works


Children investigate the concept of “big data” and its use in the world. They review file types and protection. They explore binary form and develop understanding of computer networks. They search more efficiently and investigate their digital footprints (or ‘digital tattoos’), building safe and responsible use of online spaces. They create and search flat-file databases, developing accuracy and efficiency.

Children use 3D graphical modelling to create and explore objects. They review operating systems. They evaluate films and animations, going on to create live film or animations for specific audiences.  They demonstrate their understanding of copyright and ownership.

Children review how digital sound is used in the world and how it has developed over time.  They create multi-track sound recordings for specific audiences, incorporating different content and demonstrating their understanding of the rules for copyright. They use programming languages to create their own sound clips.






Information Models

Robotics and Systems

Staying Connected


Children develop expertise in spreadsheets, using both formulae and functions.  They import and analyse data collected on dataloggers.  They use conditional formatting to vary the format of cells and create tools for specific user needs. They create models, identifying variables and using what-if modelling




Children investigate automated systems in the wider world and the use of sensors within them.  They consider natural systems and use abstraction to represent them. They create, test, debug and refine algorithms, pseudocode and the related programs using sequence, selection, repetition and variables.  They program physical devices, controlling inputs and outputs, relating to their study of automated systems.

Children develop safe and appropriate use of online technologies, considering what they can use and what information is shared about them.  They create blogs for school projects, checking and uploading digital content. They understand how a wiki works and the benefits of collaborative working.  They know the school’s eSafety rules and are proactive in encouraging other children to keep safe online.



Computing Resources at Windhill21

 Computing Suite

Windhill21 has an Computing suite which contains 16 modern Dell desktop computers running Windows 10. These PCs can be used to deliver a variety of lessons including the use of Logo and Scratch to teach programming; access to Microsoft Office to teach document creation and editing and tools such as Audacity and Windows Movie Maker for multimedia work.

ICT Suite

Immersion Room

Immersion Room

Windhill21 are also privileged to have an immersion room to support and enhance the children's learning.  This room has the capability to have an image or video wrapped around three walls to totally immerse the viewer in an environment.  The sound and temperature can also be adjusted to create a complete experience.  This room is used for activities ranging from topic work to yoga to maths and really must be seen to appreciate its impact.


Windhill21 has a class set of 30 iPad Air 2's.  They are in a trolley that can easily be taken to the classrooms to be used.  In addition, each teacher has an iPad and each classroom has an iPad Mini 4. EYFS has a set of six iPad Air 2's for use in Nursery and Reception.

Please click here for a list of useful Apple Apps that are used in school and some for Android.  Also some useful websites for Dyslexia and ICT.





Raspberry Pi's

Windhill21 have a bank of Raspberry Pi's, that are currently used within Year Six lessons and in our after school Code Club.  Please click here for a letter about Raspberry Pi's , and see below for some links to resources that have been used within lessons and the Code Club.

Getting Started on the Raspberry Pi's
MinecraftPi - Getting Started - sheet 1
MinecraftPi - Hello Minecraft World - Sheet 2
Flashing LED in Python and Scratch


Blue Bots



Windhill21 have a set of six BeeBots and a new set of six BlueBots (They can connect to the iPads via Bluetooth) that are used to introduced the younger children to the basics of programming. The BeeBots can be programmed with a sequence of instructions (an algorithm) selected from move forward, move backward, turn 90 degrees to the left and turn 90 degrees to the right. The school also has a set of mats with a grid of squares that can be used to teach the children how to program the BeeBot to move from one square to another and to allow them the predict what the results of programming the BeeBot with a given algorithm will be.

Key Programming Tools


Logo is a simple programming language which allows you to control a virtual "turtle" on screen and give it instructions to move forwards, backwards and turn left or right by a specified number of degrees. It includes the ability for a set of instructions to be repated a set number of times. The turtle leaves behind lines on the screen (as if it were drawing with a pen) which allows simple or complex shapes and patterns to be drawn. More information from Wikipedia.


Scratch is a free programming environment which allows you to "snap together" different blocks in order to build up your program. It is generally used to engage children in the creation of their own games and is very suited to this objective as most pupils can get satisfying results relatively quickly. You can try it out for yourself online or look at a selection of projects produced by Windhill21 pupils.


Python is a free text-based programming environment. This is a "real world" language which is used to power several large websites and to produce production quality games. As it is not based on a visual environment like Scratch it is more challenging to get results with but it is a very good introduction for the children to a full coding experience.

Code Club

Mr McIntosh and Mr Bennett run an after school Code Club for Year 6 pupils on Thursday.

In the code club, children are given the opportunity to develop their Scratch programming; to develop their coding using Python on the Raspberry Pi's; or to learn how to create modern web pages using HTML and CSS. 

You can access a gallery of all the Scratch projects the children have published to the web here. All these projects are live and playable.


Last year the children were given the opportunity to develop animation skills using Zu3D.  More information and the children's movies can be found here.