Primary & Lower Secondary

Computing
I see learners equipped
with the skills they need
in a rapidly evolving
digital world 1
 What’s more, a focus on cultivating a growth mindset, where
students learn to thrive on challenge and see failure as a way
to stretch themselves, will act as a foundation to improve their
performance. Thinking
That’s why we have developed the Oxford International Curriculum.
together so
The curriculum offers a new approach to teaching and learning we can act
focused on wellbeing, which places joy at the heart of the
curriculum and develops the global skills your learners need for their
together to
future academic, personal and career success. make the
Through six subjects – English, Maths, Science, Computing, futures we
Wellbeing and Global Skills Projects – the Oxford International
Curriculum offers your school a coherent and holistic approach
want.
UNESCO Futures of Education
to ensure continuity and progression across every student’s
initiative
educational journey, equipping them with the skills to shape their
own future and progress seamlessly to studying for International
GCSEs and A-levels. Through this approach, we can help your

The joy of learning

students discover the joy of learning and develop the global skills
they need to thrive in a changing world.

Oxford University Press Nurturing creativity, inspiring curiosity,

is a department of the shaping the future
university, publishing to At Oxford University Press, we are committed to enriching the lives
further the university’s of learners across the world through education by developing the
highest quality academic and educational resources and services.
objectives of excellence That’s why we invest 100% of the money we make back into education
in scholarship, research, and research.

and education. As part of the University of Oxford, we combine a deep knowledge

and understanding of pedagogy to provide quality resources
that impact positively on learning. We are trusted by leaders and
practitioners to raise levels of attainment all over the world ­­– this is our
passion and motivation.

At Oxford University Press, we recognize that we are living in an ever-

changing world, where the way we work, live, learn, communicate
and relate to one another is constantly shifting. In this climate,
we need to instil in our learners the skills to equip them for every
eventuality so they are able to overcome challenges, adapt to change
and have the best chance of success. To do this, we need to evolve
beyond traditional teaching approaches and foster an environment
where students can start to build lifelong learning skills for success.
Students need to learn how to learn, how to problem solve, be agile
and work flexibly. Going hand in hand with this is the development of
self-awareness and mindfulness through the promotion of wellbeing
to ensure students learn the socio-emotional skills to succeed.
2 3
Challenge seekers, A classroom culture that
problem solvers, fosters lifelong learning
next leaders and wellbeing
The Oxford International Curriculum aims to deliver the wellbeing
The Oxford International Curriculum enables students to succeed by recognizing that
and global skills that will be needed in future, to the learners of today, lasting success is contingent on both academic performance and emotional wellbeing.
providing them with a firm foundation for future employment and The curriculum aims to foster a classroom environment where students develop the
participation in society. skills for success:

The Oxford International Curriculum

helps to develop:
Creativity and critical Real-world Communication and Self-development
thinking skills collaboration skills

Empowered and autonomous problem

communication,
solving, curiosity project management, risk taking, ethics,
Oxford International students are and wonder, functional literacy, research leadership,
motivation
independent, critical thinkers who critical thinking relationship building
are adaptable and look to develop
strategies to be lifelong learners.

The Oxford International Curriculum also promotes teachers’ and learners’ resilience,
agency and self-regulation to cope in the world of tomorrow.
Ambitious This focus on wellbeing aims to promote good mental health to enhance students’
and proactive lives inside and outside of the classroom. Key themes of wellbeing include:
Inventive with a
Oxford International
sense of curiosity students are ambitious and
and wonder want to strive for success in
every aspect of their lives. They
Oxford International students are Learner are confident leading on projects
inventive, resourceful and creative. Attributes but also work well in a
They question the world around collaborative environment. They Taking care of Taking care of Taking care of Taking care of self
them with a sense of curiosity
and aspire to shape a better
are proactive, approaching the body the mind relationships and the world
every task with an eagerness
future for themselves and to learn and take
their community. ownership of their own
learning how to keep active promoting mindfulness how to build and maintain encouraging students to
learning with the
and eating healthily can directly to train learners to friendships and relationships have a focus and find
utmost integrity.
impact on positive mental health be more optimistic with family, how to purpose in the world
and manage stress communicate with others more around them, helping
effectively and how to connect them to aspire to be
through acts better citizens
of kindness

Ready for the future The Oxford International Curriculum offers a practical, robust and effective continuous
Oxford International students are more prepared to
professional development programme specifically designed for international schools
succeed in the world that lies ahead and have the to support the implementation of its pedagogy.
knowledge, skills and the drive to achieve any
objective they may set themselves. They are By promoting wellbeing and developing global life-skills, the Oxford International
comfortable being challenged, acquiring Curriculum will prepare your students for success in an ever changing world, giving
new skills quickly and always seek
new adventures. them the springboard to achieve academically and nurturing them to shape a
better future.
4 5
Contents Preface
The Oxford International Curriculum for Computing is designed to prepare students
The Joy of Learning 2 for future employment and participation in the digital world, whether or not they are
destined to become digital specialists. And it is a practical framework that will leave no
Preface 7
one behind – no teacher and no learner.
Our approach to Computing 8
The key features of Oxford International Curriculum for Computing are that it is:
How the curriculum works 10
Curriculum at a glance 12 • Relevant: The framework of skills and understanding is directly tailored to meet
Schemes of work 14 students’ needs as future participants in work and society.

Lesson plans 16 • Realistic and deliverable: Learning outcomes can be achieved with the resources
Assessment information 18 that exist right now in schools throughout the world, by the educators who are
already in place.
Resources 44
Glossary 46 • Flexible: The curriculum is designed to be adaptable as technology changes and
to be flexible between communities where different types of technology are in
everyday use.

• Transparent: A key feature of this curriculum is clear communication: all teachers,

working with any age group, will understand what they need to teach and what
Our curriculum developers: Our curriculum consultants:
students need to learn.
Matthew Adams
Alison Page • Measurable: The curriculum is linked to an assessment framework that will enable
Miles Berry
teachers to evaluate, measure and record individual students’ progress.
Lead curriculum developer, one of the development Dr Chris Davies
team for the British Schools of the Future (BSF) strategy, Dr Andrew Martin
policy writer for the British Educational Communication
Dr Vanessa Pittard
and Technology Agency (Becta), author of multiple
textbooks, computer science teacher and educational
researcher.

Howard Lincoln

Educational IT and computing consultant, Building

Schools for the Future – schools development manager,
Operations director – Nord Anglia e-Learning, author of
multiple textbooks, Programme manager for IT skills –
Learn Direct, Computer manager and lecturer – Further
Education.

6 7
Our approach to Computing The four strands

The four strands encompass the full spectrum of skills and understanding
This curriculum is structured as a simple matrix with an associated assessment framework and that young learners will need to develop to prepare them to use
supporting schemes of work and lesson plans. technology effectively and with understanding in later life.

The curriculum matrix has learning outcomes for every year from Year 1 (ages 5–6 years) to
Year 9 (ages 13–14 years). The learning outcomes are organized into four themes:

Programming and computational thinking 1 2

Productivity and creativity Programming and Productivity and creativity:
The nature of technology computational thinking: Students will learn to use software to
Students will learn programming analyze data and to create text and
Digital literacy skills, using a professional text- multimedia content. Students will not
based language. They will learn the be tied to particular applications or
The assessment framework provides measurable and unambiguous criteria against each computational skills that underpin types of software but will learn to use
learning outcome. These criteria describe how teachers can confirm that learners have the creative and conceptual basis of available and up-to-date technologies
achieved the outcomes set out in the curriculum. program development and artificial to fulfil tasks and meet the needs of
intelligence (AI). particular audiences.

Curriculum
at a glance
(page 12) 3 4
The nature of technology: Digital literacy:
Students will learn how technology works, Students will be prepared for
the different types of technology that are participation in the online world. They
available and the concepts that underpin will be able to interact respectfully and
future developments, including robotics and safely with other users and make use
control systems. They will understand the of a range of technologies that make
advantages and limitations of technology and up our online world.
how it is used both in and out of work.

8 9
How the curriculum works Building the curriculum

The Oxford International Curriculum for Computing offers end-to-end teaching and learning
support, and is composed of:
Six subjects, one approach
a llenges • Curriculum at a glance: a year-on-year progression of learning outcomes for every
ch
The Oxford International Curriculum spans six subjects, e year group

ac
n

t iv
zo
which all have the same approach to the joy of learning. • Schemes of work: overview and detailed schemes of work provide timetabling

e le a
stretch
Wellbeing and Global Skills Projects are at the heart of the options by year group, and week-by-week teaching suggestions
Wellbeing

rning
four core subjects of English, Maths, Science and Computing,
• Lesson plans: provide a blueprint for each lesson, ensuring coverage of specific learning
and the development of the Oxford International Curriculum
outcomes; the plans link to recommended resources and worksheets where relevant
for Computing has been guided by the wellbeing and global

process praise
skills philosophy. Lesson plans highlight points at which the • Assessment framework: assessment criteria linked to every learning outcome in the
Global Skills Projects and Wellbeing curricula can be integrated curriculum.

mindful moments
into the teaching of core subjects. The curriculum takes a spiral
approach, revisiting key topics to consolidate and support English
progression in learning.
Curriculum

Maths Schemes of work

Lesson plans
Science
project-based learning

In-class resources
critical thinking

Computing

Assessment
interperson

Global
-solving

Skills
Projects
Professional
em
al

ill Development
bl
sk

s ro
ep
10
creativ 11
 Curriculum at a glance
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9
Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can:

1 Programming and 1.1a: Run and use a 2.1a: Say what an 3.1a: Describe a simple 4.1a: Plan and create 5.1a: Create and 6.1a: Make an algorithm 7.1a: Describe how 8.1a: Write a program 9.1a: Design an abstract
simple program made by algorithm is and what plan for a program that a program that uses a describe an algorithm to solve a problem using program commands are that processes a data model based on a real-
computational somebody else running a program changes inputs into named variable that includes a loop logical reasoning stored and executed structure (for example, world system
thinking means outputs a list)
1.1b: Describe a 4.1b: Plan and create 5.1b: Create a program 6.1b: Write a program 7.1b: Use more than one 9.1b: Use a program to
program by saying what 2.1b: Say what a 3.1b: Create a program a program that uses a with a loop controlled by that controls or simulates programming language 8.1b: Compare find solutions to a real-
its inputs and outputs are program will do by that produces varied conditional structure an exit condition physical movement alternative algorithms world problem
looking at its commands outputs in response to 7.1c: Write programs in a to solve a problem (for
1.1c: Edit a program and user inputs 4.1c: Create a program 5.1c: Adapt a program 6.1c: Solve a problem by text-based language example, searching) 9.1c: Describe
say how that will change 2.1c: Create a simple to meet a given purpose to meet a new breaking it into smaller some computational
what it does program and remove 3.1c: Find and correct requirement parts or modules 7.1d: Remove a range 8.1c: Write a modular techniques that enable
errors so it runs the errors in a program 4.1d: Make programs of errors to improve a program that uses artificial intelligence (AI)
so it works the way you with different types of program procedures or functions
want input and output

2 Productivity and 1.2a: Make simple 2.2a: Make a document 3.2a: Use software to 4.2a: Use software to 5.2a: Make and share 6.2a: Use technology to 7.2a: Create digital 8.2a: Select and use 9.2a: Use software to
images using computer with words and pictures improve the appearance format a document and images to suit an collect or record data media suitable technology for a plan a project and track
creativity software of a document that fix mistakes audience and a purpose given purpose its progress
2.2b: Enter numbers includes text and images 6.2b: Use software to 7.2b: Improve digital
1.2b: Enter words into a computer and find 4.2b: Use software tools 5.2b: Amend an image structure, sort and filter media for an audience 8.2b: Use technology 9.2b: Create and
and numbers into the the answer to a sum 3.2b: Use software to to process numerical to increase its impact data creatively combine multimedia
computer enter number data and data and see summary 7.2c: Create a single- content
2.2c: Save your work as make calculations results, including a graph 5.2c: Use a spreadsheet 6.2c: Work as a team table data file 8.2c: Use technology to
a file in storage to answer questions using technology (for analyze data
by finding out what example, to give a group 7.2d: Check data input
happens when numbers presentation) for accuracy
change

3 The nature of 1.3a: Say what a 2.3a: Name the 3.3a: Describe a range 4.3a: Describe what 5.3a: Explain that 6.3a: Describe the 7.3a: Describe how 8.3a: Explain how 9.3a: Use or describe
computer is main parts of a typical of familiar digital devices storage is and why it is digital devices can technology of robotics different types of data computers communicate simple electronic logic
technology computer and say what important be connected by and control systems can be represented in gates (for example, AND,
1.3b: Say some things they are for 3.3b: Describe tasks communication links binary digital form 8.3b: Describe internet OR and NOT gates)
that can be done with a where computers can be 4.3b: Identify a range 6.3b: Discuss the services (for example,
computer in school and 2.3b: Say some things helpful of modern devices 5.3b: Explain what the potential and the 7.3b: Convert between cloud storage) 9.3b: Outline the
out of school a computer can do and which contain computer internet is and some limitations of robotics decimal and binary structure of a processor,
some things a computer processors (for example, internet services such as and control systems integers its components and how
cannot do embedded processors) the World Wide Web they work together
7.3c: Perform simple
4.3c: Describe how 5.3c: Describe some binary additions 9.3c: Describe some
computers may be used ways the internet helps technical innovations
in the world of work us work together in the that enable modern
modern world robotics

4 Digital literacy 1.4a: Find something 2.4a: Download useful 3.4a: Use technology 4.4a: Find information 5.4a: Obtain 6.4a: Create a simple 7.4a: Use content 8.4a: Carry out an 9.4a: Understand how
out using the computer words or images to send and receive using a web search information from online web page with text and from online sources online research project to use social media
messages sources and describe the images responsibly safely, responsibly and
1.4b: Be safe and polite 2.4b: Use computers 4.4b: Describe how to sources used 8.4b: Explain how with regard to others
in the computer room safely to help with 3.4b: Describe the parts spot unsuitable internet 6.4b: Review web 7.4b: Explain risks computers can help with
learning of a message content and behaviour 5.4b: Choose content to check if associated with internet learning and discovery
1.4c: Say who can help information from online appropriate, and amend use
you if you are worried 2.4c: Keep personal 3.4c: Explain how to 4.4c: Describe several sources and give reasons if needed
information private respond to an unsuitable ways you can report your for choices 7.4c: Discuss how data
communication concerns 6.4c: Act responsibly may be collected when
5.4c: Explain how online and with respect for working online
searches select and others when using the
show useful information computer

12 13
 Computing
Schemes of work SCHEME OF WORK: YEAR 1
Schemes
Schemes ofof work
work provide
provide aa clear
clear structure
structure for
for the
the delivery
delivery of
of the
the curriculum
curriculum in
in each
each Computer required?
Week Lesson title Learning outcomes
academic
academic year,
year, mapping
mapping out
out scope
scope and
and sequence,
sequence, andand providing
providing aa teaching
teaching route
route which
which Yes
Yes Helpful
Helpful No
No

students The nature of technology

students can
can follow.
follow. They
They are
are available
available at
at both
both anan overview
overview (week-by-week)
(week-by-week) andand detailed
detailed
1 What is technology? 1.3a: Say what a computer is X
(lesson-by-lesson)
(lesson-by-lesson) level.
level. 2 Using computers safely X
1.3b: Say some things
3 Computers in school and at home that can be done with a X
computer in school and out
of school
4 Review project: Parts of a computer X
Computing 1.4b: Be safe and polite in the
Curriculum
Curriculum aligned

Term 1
aligned computer room
Every
Every learning
learning objective
objective Computational thinking
SCHEME OF WORK: YEAR 1 mapped
mapped on on to
to aa week-by-
week-by-
5 Introducing Scratch 1.1a: Run and use a X
6 Using a Scratch program simple program made by X
YEAR 1 week,
week, lesson-by-lesson
lesson-by-lesson somebody else
7 How does Scratch talk to us? X
Week
Week11 Week
Week22 Week
Week33 Week
Week44 Week
Week55 Week
Week66 Week
Week77 Week
Week88 Week
Week99 Week
Week10
10
8 Scratch inputs and outputs 1.1b: Describe a program by X
teaching
teaching plan
plan
saying what its inputs and
9 Using inputs to control Scratch outputs are X
The
The nature
nature of
of technology
technology Computational
Computational thinking
thinking Review project: Take control of a
10 X
computer
Digital literacy
Week
Week11
11 Week
Week12
12 Week
Week13
13 Week
Week14
14 Week
Week15
15 Week
Week16
16 Week
Week17
17 Week
Week18
18 Week
Week19
19 Week
Week20
20
Multiple
Multiple views
views 11 What is a web page? 1.4a: Find something out X
12 Finding facts on web pages using the computer X
Schemes
Schemes of
of work
work
Digital
Digital literacy
literacy Programming
Programming 1.4b: Be safe and polite in the
provided
provided at
at both
both weekly
weekly computer room
13 How to use a web browser X
and
and lesson-by-lesson
lesson-by-lesson 1.4c: Say who can help you if
Week
Week21
21 Week
Week22
22 Week
Week23
23 Week
Week24
24 Week
Week25
25 Week
Week26
26 Week
Week27
27 Week
Week28
28 Week
Week29
29 Week
Week30
30 you are worried
level,
level, for
for ease
ease of
of planning
planning

Term 2
14 Review project: Using the web safely X
Programming
Multimedia
Multimedia Numbers
Numbers and
and data
data
15 How to start Scratch X
16 Using sprites in Scratch 1.1c: Edit a program and say X
©
©Oxford
© OxfordUniversity
Oxford UniversityPress
University Press2020.
Press 2020.V1.1
2020. V1.1for
V1.1 forpilot
for pilot2020/21
pilot 2020/21
2020/21
17 Add a new sprite for Scratch how that will change what it X
Lesson
Lesson plans
plans 18 Add a new action for Scratch does X
Lesson
Lesson titles
titles link
link in
in to
to 19 Change what Scratch says 1.4b: Be safe and polite in the
computer room
Review project: control what
Computing individual
individual lesson
lesson plans
plans 20
Scratch does
Multimedia
21 Exploring the screen X
SCHEME OF WORK: YEAR 7 22 Drawing shapes X
YEAR 7 23 Saving and using your work again 1.2a: Make simple images X
Week
Week11 Week
Week22 Week
Week33 Week
Week44 Week
Week55 Week
Week66 Week
Week77 Week
Week88 Week
Week99 Week
Week10
10 Week
Week11
11 Week
Week12
12
24 Selecting and moving images using computer software X
Review project: Drawing with
25 X
shapes

Term 3
Term
Term 11 Computational
Computational thinking
thinking Digital
Digital literacy
literacy
Numbers and data
26 Collecting information X
Week
Week13
13 Week
Week14
14 Week
Week15
15 Week
Week16
16 Week
Week17
17 Week
Week18
18 Week
Week19
19 Week
Week20
20 Week
Week21
21 Week
Week22
22 Week
Week23
23 Week
Week24
24
27 What is a spreadsheet? X
Adding information to a 1.2b: Enter words and
28 numbers into the computer X
spreadsheet
Term
Term 22 Programming
Programming Multimedia
Multimedia
Changing information in a
29 X
spreadsheet
Week
Week25
25 Week
Week26
26 Week
Week27
27 Week
Week28
28 Week
Week29
29 Week
Week30
30 Week
Week31
31 Week
Week32
32 Week
Week33
33 Week
Week34
34 Week
Week35
35 Week
Week36
36 Review project: Making a
30 X
spreadsheet

Term
Term 33 The
The nature
nature of
of technology
technology Numbers
Numbers and
and data
data

©
© Oxford
Oxford University
University Press
Press 2020.
2020.
©
©Oxford
© OxfordUniversity
Oxford UniversityPress
University Press2020.
Press 2020.
2020.

14
14 15
15
Lesson plans
Preparation
Preparation
Does your
•• Does your school
school have
have aa list
list of
of rules
rules for
for children
children about
about howhow to to work
work safely
safely in
in the
the computer
computer
room? IfIf so,
room? so, make
make sure
sure you
you are
are familiar
familiar with
with it.
it. Use
Use this
this lesson
lesson asas an
an opportunity
opportunity to to reinforce
reinforce the
the
Curriculum aligned
Curriculum aligned
behaviour policies
behaviour policies that
that apply
apply in
in your
your school.
school.
Every lesson
Every lesson highlights
highlights Think about
•• Think about the
the safety
safety rules
rules that
that you
you are
are going
going toto focus
focus on on in
in this
this lesson,
lesson, for
for example
example why why
the learning
the learning outcomes
outcomes children shouldn’t
children shouldn’t disconnect
disconnect cables,
cables, arguing
arguing over
over shared
shared equipment,
equipment, trying
trying to
to lift
lift or
or move
move
equipment, drinking/eating
equipment, drinking/eating while
while using
using aa computer.
computer.
itit covers,
covers, linking
linking back
back to
to
Year 11 The
Year The nature
nature of
of technology:
technology: How
How computers
computers help
help us
us Consider how
•• Consider how you
you can
can present
present these
these safety
safety rules
rules inin aa way
way that
that isis easy
easy for
for the
the youngest
youngest children
children
the curriculum-at-a-glance
the curriculum-at-a-glance to understand
to understand and and follow.
follow. For
For example,
example, youyou could
could show
show images
images of of safe
safe and
and unsafe
unsafe waysways to
to work
work
Week 8: Working safely
Week 8: Working safely
Learning outcome:
Learning outcome: 1.4b
1.4b document
document with aa computer.
with computer.

Context Introductory activity

Introductory activity
Inthis
•• In this lesson,
lesson, children
childrenfocus
focus on
onone
one of
of the
the most
most important
importantaspects
aspects of of computer
computeruse use –– staying
staying safe
safe
Teacher-led:
Teacher-led:
inthe
in the computer
computerroom.
room. They
They learn
learnthat
that the
the safety
safety ofof people
people isis the
the most
mostimportant
importantissue,issue, but
butititisis Flexible
Flexible
alsoimportant
also importantto tolook
look after
aftercomputer
computerequipment.
equipment. Explain that
that we
we need
need to
to use
use the
the computer
computer inin aa way
way that
that isis safe
safe for
for everyone
everyone andand does
does not
not break
break
Indicative timings
Indicative timings are
are given,
given, •• Explain
This lesson
•• This lessonshould
shouldtake
take around
around45 45minutes
minutes to to an
anhour,
hour, although
althoughthe the timing
timing isis flexible
flexible to
tosuit
suit
differenttimetables.
different timetables. the computer
the computer equipment.
equipment.
but additional
but additional activities
activities
•• Tell the
Tell the children
children the
the classroom
classroom rules
rules about
about working
working safely
safely with
with aa computer.
computer. Explain
Explain the
the
allow for
allow for customization,
customization, and
and reasons for
reasons for the
the rules.
rules. Ask
Ask children
children to
to reflect
reflect on
on possible
possible consequences
consequences of of not
not following
following each
each
differentiation suggestions
differentiation suggestions rule.
rule.
Materials
Materials are provided
are provided
Resources: drawing
Resources: drawing and
andwriting
writing materials;
materials; Main activity
Main activity
large pieces
large pieces of
ofpaper
paper Student activity:
Student activity:
Optional: drawings/photos
Optional: drawings/photos of ofsafe
safe and
and
unsafe ways
unsafe ways to
towork
work in
inthe
the computer
computerroom
room •• Ask children
Ask children to
to work
work on
on their
their own
own or
or in
in pairs
pairs to
to create
create aa poster
poster that
that shows
shows what
what they
they should
should
and should
and should not
not do
do when
when they
they are
are working
working with
with computers.
computers.
Make aa classroom
•• Make classroom display
display with
with the
the posters
posters that
that the
the children
children have
have made.
made.
Step-by-step guidance
Step-by-step guidance
Lesson summary
Inthis
In this lesson,
lesson, children
childrenmake
make posters
posters to
to Guidance structured
Guidance structured to
to Assessment and
Assessment and differentiation
differentiation
show how
show how toto use
use aacomputer
computersafely.
safely.
navigate through
navigate through the
the While the
•• While the children
children are
are working
working on on their
their posters,
posters, circulate
circulate and
and check
check understanding
understanding about
about the
the
delivery of
delivery of the
the lesson
lesson consequences of
consequences of not
not working
working safely
safely with
with computers.
computers.
Joy of
Joy of Learning
Learning •• IfIf children
children need
need support
support inin this
this lesson,
lesson, show
show them
them drawings
drawings or
or photos
photos that
that show
show safe
safe and
and unsafe
unsafe
Global Skills
Global Skills Projects
Projects
ways of
ways of working
working withwith the
the computer.
computer. Ask Ask them
them to
to sort
sort them
them into
into two
two groups
groups –– good
good or
or bad.
bad.
1.1b: Ask
•• 1.1b: Ask questions
questions about
about Or show
•• Or show children
children aa series
series of
of photos
photos that
that represent
represent rules
rules and
and ask
ask them
them to
to rank
rank the
the photos
photos in
in
causes and
causes andconsequences
consequences
Joy of
of Learning
Learning order of
order of importance.
importance.
Wellbeing
Wellbeing
Joy
1.1c: Move
•• 1.1c: Move their
theirbodies
bodies in
in Opportunities to
Opportunities to link
link to
to the
the
different ways Variety, enrichment,
Variety, enrichment, and
and extension
extension
Vocabulary
Vocabulary Global Skills
Skills Projects
Projects and
and
Global • Invite children to do a miming activity. Each child sits on a chair, with plenty of space around
computer, consequences,
computer, consequences,
rules, safe,
rules, safe, unsafe,
unsafe, user
user Wellbeing curricula
Wellbeing curricula are
are them. Ask
them. Ask them
them toto mime
mime sitting
sitting sensibly
sensibly atat aa computer.
computer. ThenThen ask
ask them
them toto mime
mime something
something they
they
should not
should not do
do (such
(such as
as eating,
eating, facing
facing the
the wrong
wrong way,way, banging
banging on
on the
the keyboard).
keyboard).
highlighted
highlighted
•• Using the
Using the keyboard
keyboard or or looking
looking at
at aa screen
screen forfor long
long periods
periods can
can lead
lead to
to eye
eye or
or wrist
wrist strain.
strain.
Introduce children
Introduce children to
to some
some stretching
stretching and
and loosening
loosening exercises
exercises to
to ease
ease stress.
stress.
Encourage children
•• Encourage children with
with good
good writing
writing skills
skills to
to label
label their
their posters
posters with
with key
key words
words about
about safety.
safety.

Learning review
Learning review
Children drew
•• Children drew posters
posters to
to learn
learn how
how to
to work
work safely
safely in
in the
the computer
computer room.
room.

©Oxford
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Oxford UniversityPress
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© Oxford
© Oxford University
UniversityPress
Press 2021;
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This resource
resource sheet
sheet may
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original.
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www.oxfordprimary.com/international-computing

16
16 17
17
Assessment information
Our assessment framework provides a structured way for teachers and students to
measure their progress against the learning outcomes, through projects, observations,
written work and group work. Year-end tests serve to help teachers assess the student’s
achievement over the course of any full year of study.

Formative assessment: Assessment for learning is signposted within lesson

plans, and teachers are provided with the tools to deliver ongoing, flexible formative
assessment through quizzes and question items that can be customized by both level and
topic.

Summative assessment: Achievement tests at the end of Year 6, 7, 8, 9.

We envisage that progress will be assessed using a range of tools and settings, including
Computing assessment
group projects, observations and activities. Learning may be integrated with other
subject areas, including the Global Skills Projects and Wellbeing curricula. framework
The spiral model
Students can be assessed at one of three levels:
The underlying structure of the curriculum has a spiral development model. This
means that each learning theme is analyzed into skills areas. These are revisited each • Developing: The student has made some progress but has not yet achieved the
year at higher levels of complexity and depth. specified learning outcome.

The spiral development model reinforces learning and builds on previous • Secure: The student has fully achieved the learning outcome.
achievement. It makes it easier for students to develop and gives coherence and
• Extending: The student has exceeded the learning outcome and achieved
structure to the learning journey.
additional skills or deeper understanding beyond those specified.
Preparation for external exams
These criteria allow the teacher to acknowledge the achievement of all students
including those with additional learning needs. They provide a sound framework to
At the end of the Lower Secondary stage, students will choose their subjects for
confirm that the class as a whole has reached mastery of the universal learning outcomes
external or public examination, for example, the International GCSE Computer
and a route to exceptional achievement for students who wish to move more quickly and
Science. Students who wish to study for computer science qualifications will be
extend their skills and understanding.
well prepared. The Oxford International Curriculum for Computing is aligned to the
requirements of the computer science examination syllabus. During Lower Secondary
study, students will be introduced to topics – such as binary maths, programming,
data structures and Boolean logic – which are central to the exam syllabus. However,
those students who wish to specialize in other areas will complete Lower Secondary
computing with a good general grounding in the computing skills that they will need
to support other subject areas and future employment.

18 19
 YEAR ONE
1.1c: Edit a program and say how that will change what it does
Developing: The student has made changes to a program.

Introduction Secure: The student has made changes and the edited program runs.
The student can explain the changes made.

The Year 1 syllabus is designed to introduce the early skills and understanding that will support further Extending: The student changes the program to meet a given requirement.
learning over the years to come.
1.2a: Make simple images using computer software
Learning outcomes can be delivered in any order and integrated with play and the development of Developing: The student makes lines or shapes.
reading and number skills. Students will get used to sitting at the computer and using simple tools such Secure: The student makes simple images out of lines or shapes.
as the mouse and keyboard. They will learn to work safely and sensibly.
Extending: The student makes simple changes to images (for example, adding new
colours).
Learning outcomes
1.2b: Enter words and numbers into the computer
These learning outcomes set out a programme of study in computing for Year 1.
During the year, every student will: Developing: The student uses the keyboard and mouse.

1.1a: Run and use a simple program made by somebody else Secure: The student types words and numbers into a file.

1.1b: Describe a program by saying what its inputs and outputs are Extending: The student makes changes to words and numbers in a file.

1.1c: Edit a program and say how that will change what it does
1.3a: Say what a computer is
1.2a: Make simple images using computer software
Developing: The student can use the computer for simple tasks.
1.2b: Enter words and numbers into the computer
Secure: The student shows they know what a computer is and can name it correctly.
1.3a: Say what a computer is
Extending: The student can draw a simple sketch of a computer and write in labels to
Say some things that can be done with a computer in school and out of school
1.3b:  indicate devices such as screen and keyboard.
1.4a: Find something out using the computer
1.4b: Be safe and polite in the computer room 1.3b: Say some things that can be done with a computer in school and out of school

1.4c: Say who can help them if they are worried Developing: The student can say some things they have done at school using the computer.
Secure: The student can say some things that are done outside of school using a
computer.
Assessment criteria
Extending: The student can explain how using a computer can make tasks easier, and why
The assessment criteria allow the teacher to assess the level of achievement of each student.
people might decide to use a computer.

1.1a: Run and use a simple program made by somebody else

1.4a: Find something out using the computer
Developing: The student sits quietly and safely at the computer.
Developing: The student looks at images and/or text on the screen with attention.
The student uses input and output devices.
Secure: The student can express what they found out from the computer.
Secure: The student runs a program.
Extending: The student selects and evaluates content to pick the best or most useful
The student provides inputs and observes outputs.
examples.
Extending: The student controls a program, working independently.

1.4b: Be safe and polite in the computer room

1.1b: Describe a program by saying what its inputs and outputs are
Developing: The student attempts to work with care but may need to develop further.
Developing: The student talks about what they did when they ran the program.
Secure: The student uses equipment with care.
Secure: The student says what they did and what the program did in response.
The student works sensibly and safely with others.
Extending: The student describes how to control a program and how to choose what the
Extending: The student helps keep the classroom safe by being an example of good
program does.
behaviour and/or helping others.

20 21
 1.4c: Say who can help them if they are worried 2.1a: Say what an algorithm is and what running a program means
Developing: The student confirms or agrees that they will tell a suitable adult such as a Developing: The student says that running a program means making the computer carry out
teacher if they see something that worries or upsets them when using the the commands in the program.
computer. Secure: The student also explains that an algorithm is a plan setting out actions to solve a
Secure: The student can identify a suitable adult and say that they will tell the adult if problem or complete a task.
they see something that worries or upsets them. The student explains that an algorithm can be turned into a program.
Extending: The student helps to create a communication about staying safe online, such Extending: The student creates a simple algorithm that can be turned into a program.
as a poster or a play.
2.1b: Say what a program will do by looking at its commands
Developing: The student gives some description of what a program does, perhaps after
running the program.

YEAR TWO Secure: The student can point to or describe the sequence of commands of a program.
The student can describe what the program will do, before running it.
Introduction Extending: The student can amend a program to make it do something different.

In Year 2, students continue to develop their skills and understanding so they can approach computing 2.1c: Create a simple program and remove errors so it runs
in later years with confidence and interest.
Developing: The student assembles some or all of the parts of a program.

Learning outcomes can be delivered in any order and integrated with play and other learning activities Secure: The student makes a program and the program runs.

in the classroom. Students will learn to name the parts of a computer and use a computer to make The student removes errors from a program they have written or someone elsehas

documents and run programs. Students will develop their computing skills alongside maturing literacy written.

and numeracy. Extending: The student makes a program that matches an algorithm.

Learning outcomes 2.2a: Make a document with words and pictures

These learning outcomes set out a programme of study in computing for Year 2. Developing: The student uses a keyboard to type words.
During the year, every student will: Secure: The student enters text accurately into a document.
2.1a: Say what an algorithm is and what running a program means The student inserts an image into a document.
2.1b: Say what a program will do by looking at its commands Extending: The student fixes errors in a document or makes edits to improve it.
2.1c: Create a simple program and remove errors so it runs
2.2b: Enter numbers into a computer and find the answer to a sum
2.2a: Make a document with words and pictures
Developing: The student enters some number values into a spreadsheet.
2.2b: Enter numbers into a computer and find the answer to a sum
Secure: The student enters some numbers into the correct places in a spreadsheet.
2.2c: Save their work as a file in storage
The student reports or identifies the result of a calculation from these numbers.
2.3a: Name the main parts of a typical computer and say what they are for
Extending: The student changes the numbers in a spreadsheet and explains how this
2.3b: Say some things a computer can do and some things a computer cannot do
changes the outputs.
2.4a: Download useful words or images
2.4b: Use computers safely to help with learning 2.2c: Save their work as a file in storage
2.4c: Keep personal information private Developing: The student saves work using the default file name.
Secure: The student saves a file using a suitable file name.

Assessment criteria Extending: The student opens a file they made, makes changes and saves it again.

The assessment criteria allow the teacher to assess the level of achievement of each student.

22 23
 YEAR THREE
2.3a: Name the main parts of a typical computer and say what they are for
Developing: The student names or draws peripherals such as keyboard, mouse or screen
(or equivalent parts of a device such as a tablet).
Introduction
Secure: The student describes computer devices or parts and explains how they are
used. In Year 3, students can draw on developing literacy and numeracy skills to support their use of
The student explains the difference between input and output devices or computers, so they can make more progress and take on bigger challenges.
parts.
Extending: The student compares the way we use devices or parts (for example, Learning outcomes can be delivered in any order. Typically, one well-developed computing activity
comparing a keyboard with a ‘touchscreen’). could provide evidence to confirm achievement against multiple outcomes. Students will learn to use
computers to find and correct errors, to send and receive messages and to carry out calculations.
2.3b: Say some things a computer can do and some things a computer cannot do
Developing: The student says some things a computer can do.
Learning outcomes
Secure: The student expresses a range of things a computer can and cannot do.
These learning outcomes set out a programme of study in computing for Year 3.
Extending: The student evaluates whether a computer will help with different tasks.
During the year, every student will:
The student expresses ways in which computers might be used in future.
3.1a: Describe a simple plan for a program that changes inputs into outputs

2.4a: Download useful words or images Create a program that produces varied outputs in response to user inputs
3.1b: 

Developing: The student looks with attention at remote content such as a web page. 3.1c: Find and correct the errors in a program so it works the way they want

Secure: The student obtains or reads information from a web page by downloading 3.2a: Use software to improve the appearance of a document that includes text and images

content. 3.2b: Use software to enter number data and make calculations

Extending: The student selects information or content from a web page, making good 3.3a: Describe a range of familiar digital devices
choices with reference to a requirement. 3.3b: Describe tasks where computers can be helpful
3.4a: Use technology to send and receive messages
2.4b: Use computers safely to help with learning
3.4b: Describe the parts of a message
Developing: The student works with care for the physical safety of self and others.
3.4c: Explain how to respond to an unsuitable communication
Secure: The student uses resources for appropriate learning activities.
Extending: The student explains how to use computers safely to help with learning.
Assessment criteria
2.4c: Keep personal information private The assessment criteria allow the teacher to assess the level of achievement of each student.
Note: Personal information is often collected when we work online. Sometimes this is for good
reason, for example when we fill in a form or give bank details to an e-commerce site. Older 3.1a: Describe a simple plan for a program that changes inputs into outputs
learners will develop a nuanced understanding of when information can be legitimately asked for Developing: The student writes a description of what they want a program to do.
and provided. However, as these youngest students venture online they should learn not to share Secure: The student makes a written plan of three or four short steps in a correct
personal data unless they have discussed it with a responsible adult (reinforcing this message sequence.
from Year 1). This is an appropriate working approach at this age. The student makes a plan that includes inputs and outputs.
Developing: The student agrees to keep their name and address private when working Extending: The student plans a program with several different inputs.
online, and acts accordingly.
Secure: The student identifies personal information and keeps it safe when working 3.1b: Create a program that produces varied outputs in response to user inputs
online. Developing: The student assembles some program components in sequence.
Extending: The student explains that personal information should be kept private when Secure: The student makes a simple working program with inputs and outputs.
working online. Extending: The student makes several versions of a program that work in different ways.

24 25
 3.1c: Find and correct the errors in a program so it works the way they want 3.4c: Explain how to respond to an unsuitable communication
Developing: The student finds and removes at least one error from a program. Developing: The student uses email responsibly in class.
Secure: The student removes all errors from a program, which then works correctly. Secure: The student explains how to respond to an unsuitable email message –
Extending: The student describes how they found and fixed errors in a program. principally to mention it to a responsible adult, to ignore it without response
and not to open any attachments.
3.2a: Use software to improve the appearance of a document that includes text and images Extending: The student discusses some of the risks associated with email, such as
Developing: The student enters text into software such as a word-processing application. computer viruses.

Secure: The student uses software tools to format, reorganize and correct a document.
Extending: The student produces several versions of a document by varying formatting

YEAR FOUR
features.

3.2b: Use software to enter number data and make calculations

Developing: The student enters number values into a software application such as a
Introduction
spreadsheet.
In Year 4, the learning outcomes are more challenging than in previous years, to reflect the development
Secure: The student enters formulas to produce a calculated result.
of students’ computing knowledge and skills.
Extending: The student explains or shows the meaning of calculated results.
Learning outcomes may be delivered in any order. Learning could be integrated with work in other
3.3a: Describe a range of familiar digital devices subject areas. Students will use computers to do internet research, to process number data and to format
Developing: The student names or indicates some digital devices such as tablets, documents. They will plan and create programs with variables and conditional structures.
smartphones and laptops.
Secure: The student describes the features and uses of familiar digital devices. Learning outcomes
Extending: The student evaluates and compares familiar digital devices (for example, for These learning outcomes set out a programme of study in computing for Year 4.
usability or portability). During the year, every student will:
4.1a: Plan and create a program that uses a named variable
3.3b: Describe tasks where computers can be helpful
4.1b: Plan and create a program that uses a conditional structure
Developing: The student identifies at least one task where the computer has helped.
4.1c: Create a program to meet a given purpose
Secure: The student describes a range of tasks where computers can help.
4.1d: Make programs with different types of input and output
Extending: The student explains the types of task where a computer may be helpful or less
4.2a: Use software to format a document and fix mistakes
helpful.
4.2b: Use software tools to process numerical data and see summary results, including a graph

3.4a: Use technology to send and receive messages 4.3a: Describe what storage is and why it is important

Developing: The student receives and reads an email or similar message. 4.3b: Identify a range of modern devices which contain computer processors (for example,
embedded processors)
Secure: The student receives, replies to and forwards an email or similar message.
The student composes and sends a new email or similar message. 4.3c: Describe how computers may be used in the world of work

Extending: The student sends an email or similar message with additional material such as 4.4a: Find information using a web search
a file attachment or an embedded image. 4.4b: Describe how to spot unsuitable internet content and behaviour
4.4c: Describe several ways they can report their concerns
3.4b: Describe the parts of a message
Developing: The student reads an email and can say what it is about.
Assessment criteria
Secure: The student identifies the subject, the sender, the date and the body text of an
email (or similar parts of an electronic message of another kind). The assessment criteria allow the teacher to assess the level of achievement of each student.

Extending: The student recognizes, saves and reuses contact details.

26 27
 4.1a: Plan and create a program that uses a named variable 4.3a: Describe what storage is and why it is important
Developing: The student creates and runs a working program that uses at least one variable Developing: The student saves and retrieves their work using a suitable method.
– it may use a default name. Secure: The student saves and retrieves their work regularly.
Secure: The student makes a simple program plan that includes storing at least one The student explains why they save their work and how their work is saved.
value as a variable. Extending: The student evaluates a range of alternative storage methods.
The student makes a working program that matches the plan they made and
uses a named variable. 4.3b: Identify a range of modern devices which contain computer processors
Extending: The student chooses suitable identifying names for variables used in work. (for example, embedded processors)
Developing: The student names and briefly describes familiar examples of digital
4.1b: Plan and create a program that uses a conditional structure technology such as computers, mobile devices and smartphones.
Developing: The student creates and runs a working program that includes a condition such Secure: The student names and briefly describes further examples of digital
as ‘if ... then’. technology such as those used in factories, shops or hospitals.
Secure: The student makes a program plan that includes at least one logical test, with a Extending: The student explains the benefits of using digital technology in a range of
conditional structure depending on the result of the test. contexts.
The student makes a working program that matches the plan they made.
Extending: The student makes a plan and program using an ‘if … then … else …’ 4.3c: Describe how computers may be used in the world of work
structure. Developing: The student joins in discussions or activities about how computers are used at
work.
4.1c: Create a program to meet a given purpose
Secure: The student expresses some of the ways computers are used in the world of
Developing: The student creates a working program. work.
Secure: The student makes a program that meets a simple brief or given requirement. Extending: The student explains how computers can make people more effective at their
Extending: The student adapts or repurposes a program to meet a new requirement. job.

4.1d: Make programs with different types of input and output 4.4a: Find information using a web search
Developing: The student makes working programs with user controls (for example, Developing: The student follows links and reads web content to find things out.
keyboard, mouse or ‘touchscreen’). Secure: The student uses a web search to find out about a given topic.
Secure: The student creates working programs with more than one type of output (for The student selects content and information from a web page, such as text and
example, sound and visual (screen) output). images.
Extending: The student investigates a range of outputs that can be used in programs (for The student describes or shows what they found.
example, sounds they have recorded or control of physical systems). Extending: The student uses local features such as menus or local searches to find useful
information inside a website.
4.2a: Use software to format a document and fix mistakes The student bookmarks useful pages in a website.
Developing: The student makes a document using software.
4.4b: Describe how to spot unsuitable internet content and behaviour
Secure: The student makes a document that is well laid-out, with headings or titles,
and with spelling mistakes corrected. Developing: The student listens carefully to advice about unsuitable or upsetting internet
content and behaviour online.
Extending: The student uses ‘search and replace’, advanced spelling tools or other
features to make blanket changes to a document. Secure: The student confirms understanding of advice about unsuitable or upsetting
internet content and behaviour, and acts accordingly if needed.
4.2b: Use software tools to process numerical data and see summary results, including a graph Extending: The student critically evaluates the different types of experience one may have
Developing: The student enters number values into a spreadsheet accurately and in the with internet content.
right position.
Secure: The student creates a spreadsheet that calculates and shows summary values.
The student creates a spreadsheet that includes a chart or graph of numerical
data.
Extending: The student selects chart features to ensure that key facts are communicated.

28 29
 4.4c: Describe several ways they can report their concerns 5.1a: Create and describe an algorithm that includes a loop
Developing: The student outlines or states a process for reporting concerns about internet Developing: The student describes what they want a program to do before they start work.
content or behaviour. Secure: The student makes a plan for a program.
Secure: The student confirms their understanding of school policy about unsuitable or The student creates a plan that includes actions repeated inside a loop and a
upsetting internet content and behaviour. condition to stop the loop.
The student follows school policy about use of the internet. Extending: The student explains the difference between a loop controlled by a counter
Extending: The student identifies online features that allow them to report unsuitable and a loop controlled by a condition or test.
content.
The student can take a record of an online event to support a report of 5.1b: Create a program with a loop controlled by an exit condition
concerns. Developing: The student uses a loop without an exit condition in a program.
Secure: The student makes a program with a loop that includes an exit condition.
Extending: The student creates programs that use loops of different kinds, with different

YEAR FIVE
exit conditions.

5.1c: Adapt a program to meet a new requirement

Introduction Developing: The student creates a working program to meet a requirement.
Secure: The student amends a program to produce a required change.
In Year 5, students will use computers with increasing understanding and skill.
Extending: The student chooses the most suitable from a range of ways to meet a
Students will develop problem-solving skills. They will create algorithms and programs that use loops. requirement.
They will use technology to explore, to find out and to communicate with impact. As always, learning
outcomes may be delivered in any order and one activity may support multiple outcomes. 5.2a: Make and share images to suit an audience and a purpose
Developing: The student creates images using a digital device.
Learning outcomes Secure: The student creates images using a digital device that are relevant to a
These learning outcomes set out a programme of study in computing for Year 5. specified audience and purpose.
During the year, every student will: The student selects images and presents them in an accessible format.

5.1a: Create and describe an algorithm that includes a loop Extending: The student uses images as part of a structured communication such as a

5.1b: Create a program with a loop controlled by an exit condition presentation or report.

5.1c: Adapt a program to meet a new requirement

5.2b: Amend an image to increase its impact
5.2a: Make and share images to suit an audience and a purpose
Developing: The student makes some changes to an image.
5.2b: Amend an image to increase its impact
Secure: The student edits one or more images to improve their appeal to an audience
5.2c: Use a spreadsheet to answer questions by finding out what happens when numbers change or suitability to a purpose.
5.3a: Explain that digital devices can be connected by communication links Extending: The student explains how amendments to an image have increased its appeal
5.3b: Explain what the internet is and some internet services such as the World Wide Web or suitability.
5.3c: Describe some ways the internet helps us work together in the modern world
5.2c: Use a spreadsheet to answer questions by finding out what happens when numbers change
5.4a: Obtain information from online sources and describe the sources used
Developing: The student makes a spreadsheet with values and formulas.
5.4b: Choose information from online sources and give reasons for choices
Secure: The student changes some of the stored values in a spreadsheet.
5.4c: Explain how online searches select and show useful information
The student answers questions by checking the effect of changes on
calculated results.
Assessment criteria Extending: The student uses the analysis of a scenario to support a decision, giving
The assessment criteria allow the teacher to assess the level of achievement of each student. reasons.

30 31
 YEAR SIX
5.3a: Explain that digital devices can be connected by communication links
Developing: The student identifies devices that are connected via a communication link.
Secure: The student explains how devices are connected in simple terms.
Introduction
The student expresses understanding that communication links are needed for
computers and other devices to send messages and share data. Year 6 students will work with confidence on the computer if they have followed the programme of study
Extending: The student explains how devices are connected and what must be in place to set out for previous years.
establish a network.
Students will produce more complex and creative work, including studying robotics, designing and
5.3b: Explain what the internet is and some internet services such as the World Wide Web creating a web page and writing a program that simulates physical movement. Learning outcomes may
Developing: The student identifies that the internet is a global network that connects be delivered in any order, perhaps through projects and group work.
computers together.
Secure: The student explains the World Wide Web as a service provided over the internet. Learning outcomes
Extending: The student describes some features of the internet (for example, that it has no
These learning outcomes set out a programme of study in computing for Year 6.
overall controlling body and how hyperlinks connect websites together).
During the year, every student will:
6.1a: Make an algorithm to solve a problem using logical reasoning
5.3c: Describe some ways the internet helps us work together in the modern world
6.1b: Write a program that controls or simulates physical movement
Developing: The student describes some ways the internet affects our lives.
6.1c: Solve a problem by breaking it into smaller parts or modules
Secure: The student describes how the internet helps people to communicate, share
multimedia content and work together. 6.2a: Use technology to collect or record data

Extending: The student evaluates some of the positive and negative impacts of the internet 6.2b: Use software to structure, sort and filter data

on the modern world. 6.2c: Work as a team using technology (for example, to give a group presentation)
6.3a: Describe the technology of robotics and control systems
5.4a: Obtain information from online sources and describe the sources used
6.3b: Discuss the potential and the limitations of robotics and control systems
Developing: The student carries out an internet search on a given topic, obtaining information
6.4a: Create a simple web page with text and images
from at least one source.
6.4b: Review web content to check if appropriate, and amend if needed
Secure: The student obtains information from multiple sources.
6.4c: Act responsibly and with respect for others when using the computer
The student records the sources they have used.
Extending: The student uses information with correct attribution to sources.
Assessment criteria
5.4b: Choose information from online sources and give reasons for choices
The assessment criteria allow the teacher to assess the level of achievement of each student.
Developing: The student obtains information on a topic by searching the internet.
Secure: The student carries out an internet search and selects good-quality information 6.1a: Make an algorithm to solve a problem using logical reasoning
relevant to a topic. Developing: The student creates an algorithm with some actions to solve a problem.
The student reviews the information selected and gives reasons. Secure: The student creates an algorithm that solves a simple problem (for example,
Extending: The student discusses some of the criteria used to evaluate the quality of finding the largest of a list of numbers or moving a sprite through a maze).
information. The student checks that an algorithm solves a problem.
Extending: The student improves or corrects an algorithm to solve a problem.
5.4c: Explain how online searches select and show useful information
Developing: The student explains how to use a search engine to find information. 6.1b: Write a program that controls or simulates physical movement
Secure: The student explains in basic terms how a search engine finds and compiles links. Developing: The student writes code that makes an object move (for example, movement
The student gives some reasons why some links are displayed by the search of a device or an on-screen sprite).
engine with higher priority (for example, more current and relevant sites, and Secure: The student writes code to control movement (for example, detecting and
sponsored content). reacting to real or on-screen obstacles).
Extending: The student describes in basic terms how search engines rank or prioritize web Extending: The student controls movement of multiple parts or objects.
links.

32 33
 6.1c: Solve a problem by breaking it into smaller parts or modules 6.4b: Review web content to check if appropriate, and amend if needed
Developing: The student identifies and solves one part of a larger problem. Developing: The student checks web content and corrects one or more errors.
Secure: The student breaks a problem into smaller parts. Secure: The student reviews a web page and makes changes to improve it.
The student assembles smaller parts to solve a problem (for example, simple Extending: The student makes recommendations for further improvements to a web page.
modules).
Extending: The student develops parts to solve a problem (for example, writing a simple module). 6.4c: Act responsibly and with respect for others when using the computer
Developing: The student’s interactions with others in person are polite and responsible when
6.2a: Use technology to collect or record data using the computer (for example, sharing access to equipment).
Developing: The student identifies technology that can be used to collect data. Secure: The student’s interactions with others are polite and responsible when
Secure: The student collects real-life data using technology (for example, using a data logger interacting online (for example, giving polite feedback).
or timer, or pressing a button on a hand-held device). Extending: The student provides supportive feedback to others using online technology.
Extending: The student finds out about technology that can be used to collect and record data.

6.2b: Use software to structure, sort and filter data

Developing:
Secure:
The student puts data into a structure (for example, a table).
The student sorts data.
YEAR SEVEN
The student searches or filters data. Introduction
Extending: The student analyses data (for example, calculating or selecting a result to answer a
In Year 7, students will deepen their computing knowledge and learn a professional text-based
question).
programming language such as Python. They will use computers to carry out large projects and learn a

6.2c: Work as a team using technology (for example, to give a group presentation) wider range of technical terms.

Developing: The student helps with a team activity that uses technology.
Students will use computers to create multimedia digital content. They will learn how data is stored
Secure: The student contributes fully to a team activity using technology. electronically and they will be introduced to binary number systems. Learning outcomes can be delivered
Extending: The student takes a significant role in a team activity (for example, making decisions, through project work, and learning may be integrated with other subject areas.
using advanced skills or helping others).

6.3a: Describe the technology of robotics and control systems

Learning outcomes
Developing: The student identifies some features of robotics and control systems. These learning outcomes set out a programme of study in computing for Year 7.
During the year, every student will:
Secure: The student describes key features of the technology of robotics and control systems.
7.1a: Describe how program commands are stored and executed
Extending: The student discusses the results of research into the technology of robotics and
control systems. 7.1b: Use more than one programming language
7.1c: Write programs in a text-based language
6.3b: Discuss the potential and the limitations of robotics and control systems 7.1d: Remove a range of errors to improve a program
Developing: The student gives some examples of the use of robotics and control systems in real 7.2a: Create digital media
life.
7.2b: Improve digital media for an audience
Secure: The student evaluates some advantages and limitations of robotics and control
7.2c: Create a single-table data file
systems.
7.2d: Check data input for accuracy
Extending: The student expresses the results of research into the uses of robotics and control
7.3a: Describe how different types of data can be represented in binary digital form
systems (for example, current uses or future possibilities).
7.3b: Convert between decimal and binary integers
6.4a: Create a simple web page with text and images 7.3c: Perform simple binary additions
Developing: The student uploads some content to a developing web page. 7.4a: Use content from online sources responsibly
Secure: The student creates a web page that presents both text and images relevant to a 7.4b: Explain risks associated with internet use
chosen topic. 7.4c: Discuss how data may be collected when working online
Extending: The student creates a web page with well-chosen content and formatting.

34 35
 Assessment criteria 7.2d: Check data input for accuracy
Developing: The student identifies inaccurate or invalid data.
The assessment criteria allow the teacher to assess the level of achievement of each student.
Secure: The student creates checks to identify or screen input errors (for example,

7.1a: Describe how program commands are stored and executed validation).

Developing: The student identifies what running a program means. Extending: The student designs interface features to reduce input errors (for example,
menus, error messages or input prompts).
Secure: The student describes what source code is.
The student describes what executable code is.
7.3a: Describe how different types of data can be represented in binary digital form
Extending: The student explains how source code is translated into executable code.
Developing: The student states that the computer holds data in digital form.

7.1b: Use more than one programming language Secure: The student describes how text data is held in digital form (for example,
using ASCII or Unicode).
Developing: The student identifies commands in more than one programming language.
The student outlines how non-text data is held in digital form (for example,
Secure: The student writes programs using more than one programming language.
bitmap images).
Extending: The student selects a suitable programming language for a task.
Extending: The student explains how real-world data can be held by the computer.

7.1c: Write programs in a text-based language

7.3b: Convert between decimal and binary integers
Developing: The student writes a program in a text-based language.
Developing: The student states that binary is base two and decimal is base ten.
Secure: The student writes a program using loops and conditional structures.
Secure: The student converts binary numbers to decimal (up to one byte).
Extending: The student selects the right program structure to meet a requirement. The student converts decimal integers to binary (from 0 to 255).
Extending: The student explains that number value depends on place value.
7.1d: Remove a range of errors to improve a program
Developing: The student fixes syntax errors in a program. 7.3c: Perform simple binary additions
Secure: The student finds and removes logical or run-time errors from a program. Developing: The student knows what a bit and a byte are.
Extending: The student makes programs more usable and readable. Secure: The student adds two bytes (with no overflow).
Extending: The student adds two bytes, identifying overflow.
7.2a: Create digital media
Developing: The student makes a digital recording (for example, photos, sound and/or 7.4a: Use content from online sources responsibly
video).
Developing: The student identifies the source of online content.
Secure: The student makes a digital recording to meet a purpose.
Secure: The student uses online content legally and responsibly.
Extending: The student makes a digital recording that is well-suited to a purpose. The student knows when online content may not be used.
Extending: The student describes issues affecting the right to use online content (for
7.2b: Improve digital media for an audience
example, fair use, intellectual property rights or creative commons).
Developing: The student makes changes to digital media content.
Secure: The student makes improvements to digital media content. 7.4b: Explain risks associated with internet use
Extending: The student can describe ways of improving digital media content. Developing: The student protects their online identity.
Secure: The student identifies online risks (for example, malware, hacking or phishing).
7.2c: Create a single-table data file
Extending: The student describes how to avoid online risks (for example, by using virus
Developing: The student inputs data into a table.
checks and trusted websites).
Secure: The student organizes data into fields and records.
The student uses a formula to calculate new data values in a table. 7.4c: Discuss how data may be collected when working online
Extending: The student uses a key field to identify unique data records in a table. Developing: The student identifies examples of data collection (for example, filling in an
online form).
Secure: The student identifies other examples of data that may be collected when
browsing the internet (for example, location or browsing history).
Extending: The student discusses how data may be used by third parties online.

36 37
 YEAR EIGHT
8.1c: Write a modular program that uses procedures or functions
Developing: The student writes a program that uses a procedure or function (for example, a
predefined function).
Introduction
Secure: The student writes a program that defines a procedure or function.

In Year 8, students cover the fundamentals of using computers which will help them in their later studies and The student writes a program that calls a user-defined procedure or function.

careers. Developing understanding of computing ensures that students will be able to participate in society Extending: The student evaluates the advantages of using procedures or functions.
as digital citizens.
8.2a: Select and use suitable technology for a given purpose
Students will work creatively, selecting several different software applications. They will learn to process Developing: The student identifies a range of software and hardware options, explaining
data structures using alternative algorithms. They will carry out an online research project. Some of this some key uses of each one.
work may overlap with other subject areas and support learning across the curriculum. Secure: The student reviews a range of software and hardware options and selects
suitable technology for a given task.
Learning outcomes The student uses more than one software application with suitable hardware
to meet a requirement.
These learning outcomes set out a programme of study in computing for Year 8.
Extending: The student imports or copies content between different software applications
During the year, every student will:
to meet a given purpose.
8.1a: Write a program that processes a data structure (for example, a list)
8.1b: Compare alternative algorithms to solve a problem (for example, searching) 8.2b: Use technology creatively
8.1c: Write a modular program that uses procedures or functions Developing: The student develops content using digital technology (for example, graphics,
8.2a: Select and use suitable technology for a given purpose video or audio).
8.2b: Use technology creatively Secure: The student uses technology creatively to produce new and original digital
8.2c: Use technology to analyse data content.

8.3a: Explain how computers communicate Extending: The student makes creative choices to produce well-developed digital
content.
8.3b: Describe internet services (for example, cloud storage)
8.4a: Carry out an online research project
8.2c: Use technology to analyse data
8.4b: Explain how computers can help with learning and discovery
Developing: The student carries out calculations.
Secure: The student analyses data (for example, to show summary values or trends).
Assessment criteria Extending: The student draws conclusions from analysis of data (for example, explaining
The assessment criteria allow the teacher to assess the level of achievement of each student. the meaning or implications of results).

8.1a: Write a program that processes a data structure (for example, a list) 8.3a: Explain how computers communicate
Developing: The student writes a program that puts data into a simple structure (for Developing: The student can connect to networks, including the internet.
example, a list). Secure: The student explains in basic terms a range of ways that computers can be
Secure: The student writes a program that processes a simple data structure (for connected to networks, for example via Wi-Fi or cabling.
example, traversing and printing the values in a list). The student can explain what it means to connect to a network.
Extending: The student writes a program that edits or reorganizes a data structure (for Extending: The student can trouble-shoot simple problems with network connectivity.
example, deleting or inserting values, or using sort functions).
8.3b: Describe internet services (for example, cloud storage)
8.1b: Compare alternative algorithms to solve a problem (for example, searching) Developing: The student identifies that internet services are accessed through a remote
Developing: The student identifies alternative algorithms to solve a problem (for example, connection.
linear and binary search algorithms). Secure: The student describes some internet services such as storage, software and
Secure: The student compares the advantages and limitations of alternative web hosting.
algorithms. Extending: The student can distinguish remote and local content or services.
Extending: The student implements at least one of the alternative algorithms.

38 39
 8.4a: Carry out an online research project
Assessment criteria
Developing: The student selects information found online with attention to relevance.
The assessment criteria allow the teacher to assess the level of achievement of each student.
Secure: The student carries out an online investigation to collect information to meet a
given requirement. 9.1a: Design an abstract model based on a real-world system
The student finds and selects data of suitable quality and relevance.
Developing: The student identifies some values used in an abstract model.
Extending: The student presents the results of an online research project with attention to
Secure: The student creates an abstract model by identifying how values are altered or
audience impact.
processed.
Extending: The student evaluates some of the advantages and limitations of a model.
8.4b: Explain how computers can help with learning and discovery
Developing: The student uses technology to learn and find things out (for example, in
9.1b: Use a program to find solutions to a real-world problem
geography, music, chemistry or history).
Developing: The student enters values into a model and notes the results.
Secure: The student discusses some ways that computers can help with learning (for
Secure: The student creates a program to match an abstract model.
example, in scientific investigations).
The student uses a model to create useful results.
Extending: The student describes real-life examples of people using computers to make
Extending: The student changes the inputs to a model and evaluates the effects.
new discoveries.

9.1c: Describe some computational techniques that enable artificial intelligence (AI)
Developing: The student can describe what AI means and some of its uses or potential

YEAR NINE Secure:

uses.
The student can describe computational techniques used to develop AI

Introduction systems (for example, heuristics, pattern matching, data mining, expert
systems and learning).

The learning outcomes in Year 9 provide a solid foundation for students who wish to move on to Extending: The student can evaluate computational techniques (for example, their uses
computing qualifications such as International GCSE Computer Science. For students who do not wish to and limitations as techniques for AI development).
specialize, Year 9 will ensure that they have a good understanding of what computers are, what they can
do and how we use technology to shape our world. Students should conclude the year as active users 9.2a: Use software to plan a project and track its progress
rather than passive consumers of the products of technology. Developing: The student identifies the outcomes and end date of a project.
Secure: The student uses software to record the end product(s) and end date of a
Learning in Year 9 should be enjoyable, creative and fulfilling. Students will use multimedia tools
project.
to create a group project. They will use programming to model a real-life system. They will explore
The student uses software to plan some tasks of a project.
innovative techniques that underpin artificial intelligence (AI) and modern robotics. Students will finish
Extending: The student uses software to record progress against the project plan.
the year confident and capable at using computers, whatever their future goals may be.

9.2b: Create and combine multimedia content

Learning outcomes Developing: The student creates multimedia digital content such as video or audio.

These learning outcomes set out a programme of study in computing for Year 9. Secure: The student combines items of multimedia digital content to meet a
During the year, every student will: requirement (for example, adding an audio track to a video).

9.1a: Design an abstract model based on a real-world system Extending: The student produces multimedia content to meet a requirement and appeal

9.1b: Use a program to find solutions to a real-world problem to an identified audience.

9.1c: Describe some computational techniques that enable artificial intelligence (AI)
9.3a: Use or describe simple electronic logic gates (for example, AND, OR and NOT gates)
9.2a: Use software to plan a project and track its progress
Developing: The student draws diagrams to represent the AND, OR and NOT gates.
9.2b: Create and combine multimedia content
Secure: The student draws truth tables to match the AND, OR and NOT gates.
9.3a: Use or describe simple electronic logic gates (for example, AND, OR and NOT gates)
Extending: The student creates simple logic circuits using the AND, OR and NOT gates
9.3b: Outline the structure of a processor, its components and how they work together
and describes their possible states.
9.3c: Describe some technical innovations that enable modern robotics
9.4a: Understand how to use social media safely, responsibly and with regard to others
40 41
 9.3b: Outline the structure of the processor, its components and how they work together
Developing: The student labels a diagram to show the relationship between the processor,
input, output and storage in a computer system.
Secure: The student draws a simple diagram to represent the structure of the
processor, including the control unit, memory unit and arithmetic logic unit.
The student briefly describes how these components work together during
the fetch-execute cycle.
Extending: The student explains how the features of a computer system can be modified
to affect performance.

9.3c: Describe some technical innovations that enable modern robotics

Developing: The student can describe what robotics means.
Secure: The student can describe innovative technologies used to develop robotic
systems (for example, real-time operating system, embedded processors and
use of sensors).
Extending: The student can evaluate the benefits and limitations of using robotics in the
modern world.

9.4a: Understand how to use social media safely, responsibly and with regard to others
Developing: The student’s behaviour online is generally sensible and polite.
The student identifies the need to treat others with respect.
Secure: The student interacts online with due regard to the safety and value of all
individuals.
The student describes appropriate ways of using social media.
Extending: The student interacts with others constructively and cooperatively to promote
positive online communities and interactions.

42 43
 Resources
With a structured progression and a project-based approach to learning, the courses
build digital literacy while giving students the confidence to apply their knowledge
and skills to real-life situations.
The Oxford International Curriculum for Computing has been devised to complement
specific Oxford University Press resources. We recommend that schools following the • Project-based work promotes active learning, encouraging every student to
Oxford International Curriculum for Computing use the Oxford International Primary participate in lessons.
Computing series at primary level. We recommend the Oxford International Lower
Secondary Computing series at lower secondary level.
• Key ideas and concepts are revisited at each level, building students’ knowledge
and competency as the course progresses.
Oxford International Primary Computing
• In-built differentiation allows you to cater to the needs of every student.
Oxford International Lower Secondary Computing
• A focus on computational thinking prepares students for the demands of the
Together, these series provide a complete and integrated nine-year (Years 1–9) rapidly evolving digital landscape.
computing course that takes a real-life, project-based approach to teaching young
learners the vital computing skills they will need for the digital world. Oxford • Levels are evenly staged and progressively build on previous learning.
International Primary Computing provides a solid foundation of skills to then progress
to Oxford International Lower Secondary Computing resources. The two courses have Using the resources with the
been designed together to effortlessly facilitate the transition from primary to lower
Oxford International Curriculum
secondary aged students.
The recommended student books can be used alongside the Oxford International
Curriculum for Computing schemes of work and lesson plans. Lesson plans signpost
relevant pages in the student book.

The Oxford International Curriculum for Computing lesson plans and schemes of work
have been designed to enable teachers to deliver the contents of one Student Book
per year. Each unit in a Student Book builds a series of skills towards the creation of
a final project, with topics ranging from designing your own robot to programming
simple games and creating an online yearbook. As well as Student Books, the courses
provide accompanying source files. These may include, for example, existing Scratch
files for students to use, which help to reduce teacher workload. These files are
editable and can be adapted to your specific teaching requirements.

To learn more about these resources, please see:

www.oxfordprimary.com/international-computing
www.oxfordsecondary.com/international-computing

44 45
Glossary
Lesson plans: a programme of study for any given lesson, aligned to specific outcomes
within the curriculum

Mindful moments: opportunities for students to refocus their attention on the present
moment
Assessment framework: a conceptual map indicating how learning outcomes will be
assessed, with every learning outcome broken down into 'developing', 'secure' and Pedagogy: the approach to teaching and learning, guiding the way in which the curriculum
'extended' statements is taught to students

Creative skills: skills that foster students' innate curiosity and creativity Positive education: a combination of academics, character and wellbeing

Curriculum at a glance: a table-format overview providing a snapshot of learning Process praise: praising how students work, rather than only praising the outcome, for
outcomes for every year group example, praising effort, perseverance, resilience, teamwork and strategies

Developing: one of the three assessment statements that make up the Assessment Project-based learning: an active, enquiry-based pedagogy that allows rich
Framework, this indicates that students are working towards the learning outcome interdisciplinary learning as students engage with real-life scenarios that demonstrate the
relevance of skills and theories
Differentiation: the creation of varied learning pathways through the curriculum, to enable
teaching that caters to the needs of all learners Real-life skills: skills which support lifelong learning, including project management,
functional literacies and research
Emotional intelligence: the ability to understand one's own feelings and emotions, and
also those of others, and regulate them skilfully Resilience: possessing the inner resources and the ability to withstand and overcome
adversity and difficulties
End-of-year assessment: tests developed to determine student progress and attainment
at the end of each academic year Scheme of work: a week-by-week, lesson-by-lesson plan which details how to deliver the
learning outcomes within the curriculum
Enquiry-based learning: an approach to learning which invites students to actively shape
their learning journeys, placing problem-solving and real-world applications at the heart of Secure: one of the three assessment statements that make up the Assessment Framework –
the curriculum this indicates that students are secure in the learning outcome

Extending: one of the three assessment statements that make up the Assessment Self-development skills: skills which support lifelong learning, including critical thinking,
Framework, this indicates that students are working beyond the learning outcome ethics and self-motivation

Formative assessment: low stakes, continuous assessment for learning, which helps to Spiral approach: the model by which underlying learning themes of the curriculum are
guide future learning and interventions revisited each year at higher levels of complexity and depth – the spiral development model
reinforces learning and builds on previous achievement
Functional literacies: the numerical, digital, and language literacy our students need to
succeed in the 21st century Stretch zone: a visual metaphor to help explain that we learn the most when we do
challenging work
Global Skills Projects: a-project-based, interdisciplinary course that seeks to develop
thoughtful, innovative change-makers who are equipped with the skills to succeed in a Summative assessment: assessment of learning provided to evaluate student progress at
changing world the end of a given topic/unit/year

Growth mindset: a belief that your intelligence and abilities can be developed by Wellbeing: both a curriculum subject and guiding principle, which supports the practice of
embracing challenges, sustaining effort, and trying new strategies – a growth mindset leads healthy habits of body and mind to enhance the lives of teachers and learners, giving them
to greater motivation and achievement skills that can apply in their lives today and in the future

Interpersonal skills: skills which support lifelong learning, through developing

communication, relationship-building and leadership skills

Joy of Learning: an approach to teaching and learning focused on wellbeing, which places
joy at the heart of the curriculum and develops global skills needed by learners to thrive
throughout their lives

Learning outcomes: clear statements which describe what a student is expected to be able
to do or understand after a specific period of study

46 47
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First published in 2021

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Acknowledgements
The publisher and authors would like to thank the following for permission to use
photographs and other copyright material:

Cover: Baxter & Bailey.

Photos: p1: Flamingo Images/Shutterstock; p3: picturestock/shutterstock;

p8: Tim Fare-Matthews/First and Ten Productions; p10(I): Micolas Shutterstock;
p43: wavebreakmedia/Shutterstock.

All artwork by Baxter & Bailey.

Every effort has been made to contact copyright holders of material reproduced in this
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