‘‘Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.’’

                                                                                                                                                                                        Bill Gates

ICT at Washingborough Academy


At Washingborough Academy, we understand that technology is everywhere and will play a pivotal part in our pupils’ lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. Our Computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. These strands are revisited repeatedly through a range of themes during children’s time in school to ensure the learning is embedded and skills are successfully developed. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Alongside this, we encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible.


Computing skills are taught both discretely and through cross-curricular, supporting other areas of learning across the school.

  • Children learn to use and express themselves and develop their ideas through ICT for example writing and presenting as well as exploring art and design using multimedia
  • Within digital literacy, children develop practical skills in the safe use of ICT and the ability to apply these skills to solving relevant, worthwhile problems for example understanding safe use of internet, networks and email
  • In computer science we teach children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • Our computing curriculum is covered by an outside agency, ‘Primary PPA Computing’ who teach pupils to create programs, films, music and a range of other content, whilst encouraging them to express themselves and develop their own ideas using the latest apps
  • In EYFS, children start to learn what coding is, looking at technology throughout the home and in other environments
  • In Key Stage One, the children will build on their coding skills and develop logical thinking to create algorithms
  • As the children move into Key Stage Two, they will create their own programs to solve real-world problems and repair their mistakes
  • Topics are carefully selected and organised to build on previous learning
  • Regular discussions between pupils and staff help embed prior and current learning


Finding the right balance with technology is key to an effective education and a healthy life-style. The impact of our ICT curriculum is measured in a variety of ways:

  • Discussions with children
  • Pupils voice
  • Learning walks
  • Marking of children’s work
  • Engagement with parents


By the time children leave Washingborough Academy they will:

  • To be competent digital citizens
  • To be confident in managing risk to stay safe online
  • Process a wide variety of ICT/E-safety terminology
  • To competently use technology is safe way and encourage others to do the same
  • Have confidence to use a wide variety of ICT features


‘‘Learners in the internet age don’t need more information. They need to know how to efficiently use the massive amount of information available at their fingertips – to determine what’s credible, what’s relevant, and when its useful to reference.’’

Anna Sabramowicz