# Computational Thinking and Computing linked to Problem-solving across the Primary Curriculum: Groggan Primary School, Northern Ireland Case Study

Don Passey

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IFIP Task Force on ‘Sustaining relevant digital inclusive education for
young people (5-18 years of age)’

Computational Thinking and Computing linked to
Problem-solving across the Primary Curriculum

Groggan Primary School, Northern Ireland

Case Study

Don Passey
Lead Researcher and Editor

Chair of the IFIP Task Force on Digital Education
Chair of IFIP TC3
Vice-chair of IFIP TA
Professor of Technology Enhanced Learning, Department of Educational Research, Lancaster University

December 2024
## Acknowledgements

Drawing together a case study of this type requires incredible levels of support, from the school principal, ICT coordinator and staff, who have been willing to devote their time and energy to provide crucial background detail that enables a lead researcher and editor to draw this together into a 'story' that might make sense to others. The lead researcher and editor, the Chair of the IFIP Task Force, would like to thank most sincerely all those who have been willing to share and contribute to this 'story' – whether listed as named contributors or not. Without their dedication, generosity, support and honesty, this case study would not have been possible.

Key informants were all willing to provide evidence through recorded and transcribed interviews, and through observations of activities, for this, special thanks go to:

* Cathy Humphrey MBE, Principal, Groggan Primary School

* Evie Hunter, ICT coordinator, Groggan Primary School

* Sharon McCaughey, Primary 1/2 Teacher, Groggan Primary School

* Emma Paine, Primary 1/2 Teacher, Groggan Primary School

* Paula Cairns, Primary 2/3 Teacher, Groggan Primary School

* Louise Wilson, Primary 3/4 Teacher, Groggan Primary School,

* Emma Purdy, Primary 5/6 Teacher, Groggan Primary School

* The pupils of Groggan Primary School

* Christopher Robinson, eLearning Consultant, Education Authority

* John Anderson, Visiting Professor of Education, Ulster University, and Independent Chair of the Education Network Innovation Forum

Particular thanks are offered to Prof John Anderson, whose knowledge and support have so greatly enabled the creation of this document and its outcomes. Without John's support, this document would not have been produced with the level of detail it currently contains.

Thanks are also extended to Capita, who encouraged this case study to be developed, and kindly and generously provided travel and accommodation support during the data gathering period.

Please note that Groggan Primary School has agreed that all images and documents can be used as shown within this document, but that permission must be requested and granted for any use of figures or tables beyond the document itself (including making copies, creating direct links, or making recreated forms or formats).

Please accept that any errors or misconceptions arising in this document are entirely the responsibility of the lead researcher and editor rather than that of any individual contributor.
# Contents

<table><tr><td>1. Introduction</td><td>5</td></tr><tr><td>2. The school context</td><td>6</td></tr><tr><td>3. How the school addresses the five key sustaining factors</td><td>7</td></tr><tr><td>3.1. Aspiration</td><td></td></tr><tr><td>3.2. Diversity, inclusion, the digital divide and the under-represented</td><td>9</td></tr><tr><td>3.3. Computational thinking and its links to problem-solving</td><td>11</td></tr><tr><td>3.4. Developing teacher practices</td><td>14</td></tr><tr><td>3.5. Short- and long-term plans and actions</td><td>16</td></tr><tr><td>4. What pupils do and achieve at each stage of their school development</td><td>17</td></tr><tr><td>4.1. Foundation Stage (4-6 years of age)</td><td>17</td></tr><tr><td>4.2. Key Stage 1 (6-8 years of age)</td><td>18</td></tr><tr><td>4.3. Key Stage 2 (8-11 years of age)</td><td>19</td></tr><tr><td>4.4. Across the Key Stages</td><td>20</td></tr><tr><td>5. Concluding comments</td><td>21</td></tr></table>

# List of Figures

<table><tr><td>Figure 1: Location of Randalstown (Source: TomTom OpenStreetMap)</td><td>5</td></tr><tr><td>Figure 2: Parents indicating whether pupils code at home (n=14)</td><td>7</td></tr><tr><td>Figure 3: Key Stage 2 pupils indicating if they would like a job with coding in the future (n=50)</td><td>7</td></tr><tr><td>Figure 4: 'Real vocabulary' used in P3 classes (Source: Groggan Primary School Computing Scheme of Work, Year 3, 2019)</td><td>8</td></tr><tr><td>Figure 5: All children involved in a coding activity in the Foundation Stage</td><td>9</td></tr><tr><td>Figure 6: Key Stage 2 pupils responding in a survey about doing more coding in class (n=50)</td><td>9</td></tr><tr><td>Figure 7: A Digital Leader supporting pupils in a P2/3 class</td><td>10</td></tr><tr><td>Figure 8: P1 pupils taking part in an unplugged activity</td><td>11</td></tr><tr><td>Figure 9: Key Stage 2 pupils programming a Sphero to follow a specific path</td><td>11</td></tr><tr><td>Figure 10: P6 pupils programming a Micro:bit to create a step counter</td><td>12</td></tr><tr><td>Figure 11: Comparison of ICT activities for Year 3 and Year 7 pupils</td><td>15</td></tr><tr><td>Figure 12: P1 pupil using the Coding Safari App</td><td>17</td></tr><tr><td>Figure 13: Pupils in Y1 using J2Code Turtle</td><td>17</td></tr><tr><td>Figure 14: Y3/4 pupils using Scratch Jr.</td><td>18</td></tr><tr><td>Figure 15: A Key Stage 2 pupil 'human robot'</td><td>18</td></tr><tr><td>Figure 16: Key Stage 2 pupils using the J2Code Logo program</td><td>19</td></tr></table>

# List of Tables

<table><tr><td>Table 1: GL Education Progress in Mathematics (PTM) Scores - Comparison of Year Group Process Averages in Problem Solving for June 2023 and June 2024</td><td>13</td></tr><tr><td>Table 2: Key skills identified for Year 2 pupils</td><td>14</td></tr><tr><td>Table 3: Overview of progression across the school</td><td>20</td></tr></table>
# 1. Introduction

It has been shown through an in-depth case study.<fnref n="1" /> that Northern Ireland (NI) has developed and implemented a long-term strategy and development for supporting sustained relevant digital inclusive education for 5-18-year-old young people. The implementation in NI has led to recognised successes, and whilst challenges have arisen, these have been tackled throughout the period of that 35-year-long (in 2024) development.

The case study indicates how the NI education technology development has related to key sustaining factors<fnref n="2" /> that were recognised in an international report of the IFIP Task Force. Those key factors highlighted the importance of:

* Aspiration for young people.

* Addressing diversity, inclusion, the digital divide and the under-represented.

* Integrating computational thinking and its links to problem-solving across the curriculum.

* Developing teacher practices.

* Implementing short- and long-term plans and actions.

Whilst the education system in NI has achieved success in sustaining relevant digital inclusive education, this is also true, of course, with respect to its individual schools. Examples of effective successes are identified through the NI ICT Excellence Awards<fnref n="3" />, which has run over the past ten years, with the latest school practices presented and awarded in June 2024. One of those examples of successful practices explored how a school had integrated computational thinking and computing across the school and across the curriculum for young people.

Taking forward that example, to provide details of how this was and is undertaken (in 2024), this case study of the primary school in NI - Groggan Primary School - demonstrates how it has achieved successes related to the five key sustaining factors.

This case study refers to a number of commonly used terms, but within this context, these are defined as follows:

* Coding – refers to the processes or activities involved in writing computer programs.

* Programming – refers to writing computer code to create a program, so that a computer or robotic device can perform a specific task or tasks, in order to solve a problem.

* Computing – refers to use or operation of computers, linked, or not linked, to networks and wider infrastructure.

* Computational thinking – refers to the thinking techniques that allow problems to be solved (with or without direct use of computers).

<footnote n="1">¹ Passey, D. (ed.) (In preparation). IFIP Task Force on ‘Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Northern Ireland Case Study</footnote>

<footnote n="2">² Passey, D., Soares Barbosa, L., Dalvean, J., Gwanzura, A., Lane, G., Hettihewa, D., Sodiya, A., & Min Tjoa, A. (2024). *Sustaining relevant digital inclusive education for young people (5-18 years of age): Final Report*. IFIP. [hal-04736825](https://hal-inhal-04736825)</footnote>

<footnote n="3">³ Smith, S. & Anderson, J. (2024). *Report on the 2023-24 ICT Excellence Awards: April 2024*. Belfast: Capita. [https://content.capita.com/ICTExcellenceAwards202324](https://content.capita.com/ICTExcellenceAwards202324)</footnote>
* Problem-solving – refers to the processes or acts of finding solutions to or addressing problems.

Following this introductory section, Section 2 introduces the school, Section 3 shows how it has achieved success with regard to each of the five sustaining factors, and Section 4 shows what pupils do and achieve at each stage of their school development.

## 2. The school context

Groggan Primary School<fnref n="4" /> is a controlled primary school, located in a rural setting, situated outside Randalstown (a small town in County Antrim, Northern Ireland, located between Antrim and Toome) (see Figure 1). In 2021, Randalstown was reported to have a population of some 5,151 people<fnref n="5" />.

<figure><img src="image_3.png" /><figcaption>Figure 1: Location of Randalstown (Source: TomTom OpenStreetMap)</figcaption></figure>

The Groggan Primary School website<fnref n="6" /> states that the school opened on its current site in June 1936, and takes children from the Antrim, Ahoghill, Grange, Toome and Ballymena areas. The school has four classrooms in a main school building and two mobile classrooms. A further extension is planned to provide two new classrooms, new toilets and a resource area. The grounds are extensive, approximately two acres in size, with a large playground and grass area, a sensory garden and football nets.

There are currently 128 pupils in the school, taught in the 2023-24 year in five or six classes<fnref n="7" />. As a small rural school, with variable intake, children of different ages are combined into the same class grouping at certain times. At the time of the case study, on Mondays and Tuesdays there

<footnote n="4">⁴ Home | Groggan Primary School</footnote>

<footnote n="5">⁵ Randalstown - Wikipedia</footnote>

<footnote n="6">⁶ Key Information | Groggan Primary School</footnote>

<footnote n="7">⁷ Class Pages | Groggan Primary School</footnote>
were six classes: P1/2, P2/3, P4, P5, P6 and P7<sup>8</sup>, and on Wednesdays to Fridays, there were five classes: P1/2, P2/3, P4/5, P5/6, and P6/7.

Classrooms are considered to be well equipped, with interactive whiteboards and with play resources for younger classes<sup>9</sup>. Online platforms are used to support children's learning:

* Lexia<sup>10</sup> is used with younger pupils and with children who need additional support with literacy.

* SeeSaw<sup>11</sup> is used to support home/school communication and for some homework.

* Accelerated Reader<sup>12</sup> is used to encourage and improve children's reading.

* Mathletics<sup>13</sup> is used to engage children, and numeracy provision is extended with Mathseeds<sup>14</sup> for the younger pupils.

The school offers music lessons for strings and woodwind, and it has a thriving choir, which performs in community events throughout the year. After-school activities include Hockey, Play Ball, Ju Jitsu and a Coding Club. A Breakfast Club is open each morning from 8:00 am.

Each classroom has its own allocation of iPads, tablets, laptops and desktops, and information and communication technologies (ICT) are used in all subjects. The school was recently awarded 'highly commended' in the ICT Excellence Awards in June 2024, recognised for their work on coding and computational thinking.

The principal is supported, in the 2023-24 school year.<sup>15</sup>, by 7 teachers, 8 classroom assistants, a school secretary, a building supervisor, and three members of staff supporting all in the school with cleaning needs, managing the kitchen and driving the school bus. The school recognises that it is well supported by its governors, its families and the wider community.

### 3. How the school addresses the five key sustaining factors

The five key sustaining factors identified by the IFIP Task Force were: aspiration for young people; addressing diversity, inclusion, the digital divide and the under-represented; integrating computational thinking and its links to problem-solving across the curriculum; developing teacher practices; and implementing short- and long-term plans and actions.

#### 3.1 Aspiration

Groggan Primary School ensures that aspiration is accommodated for all pupils. Pupils' external uses of digital technologies are carefully considered. Teachers talk to pupils about their uses outside the school. The P2/3 teacher exemplified this, saying that: "you can identify the children

<footnote n="8"><sup>8</sup> The ages of classes in primary schools in Northern Ireland are 4-5 years for P1, 5-6 years for P2, 6-7 years for P3, 7-8 years for P4, 8-9 years for P5, 9-10 years for P6, and 10-11 years for P7.</footnote>

<footnote n="9"><sup>9</sup> Welcome | Groggan Primary School</footnote>

<footnote n="10"><sup>10</sup> LexiaUK | EEF Research-Proven Literacy Programs for Schools</footnote>

<footnote n="11"><sup>11</sup> https://app.seesaw.me/</footnote>

<footnote n="12"><sup>12</sup> Accelerated Reader | Renaissance Learning</footnote>

<footnote n="13"><sup>13</sup> Mathletics United Kingdom | Empowering Maths Learning Online</footnote>

<footnote n="14"><sup>14</sup> Online Maths Programme for Early Learners - Maths Made Fun! - Mathseeds</footnote>

<footnote n="15"><sup>15</sup> Key Information | Groggan Primary School</footnote>
who do a lot of coding type activities at home". If pupils do not have digital access outside school, the school explores what support might be provided.

Pupils' and parents' concerns for the future are reviewed and considered. A survey of parent responses (14 in total), run by the school in May 2024, showed that many pupils are already involved in coding at home as well as at school (see Figure 2, which shows the percentage indicating coding at home).

<figure><img src="image_4.png" /><figcaption>Figure 2: Parents indicating whether pupils code at home (n=14)</figcaption></figure>

In the same survey, parents also indicated why they felt it is important for pupils to have access to computational thinking and computing in the school. For example, parents said that: "It's a lifetime skill which not only is useful when using technology but also translates to everyday thinking and problem solving. Improved problem-solving skills will be useful in future careers"; "Helps logical thinking and develops skills for ICT for life"; "Technology is the future so it will be important for all future career opportunities"; and "Great for them to have it embedded at this early stage in their learning. They are very likely to need a basic understanding for future job roles".

Pupils are shown through classroom activity examples how uses of computational thinking and computing apply to curriculum areas and to longer-term applications beyond the school. A survey of Key Stage 2 (P5, P6 and P7 classes) pupil responses (50 in total), run by the school in May 2024, demonstrated that pupils were thinking about and aware of how computing might be used by people in a variety of jobs. Examples of their responses were: "an electrician"; "a game creator"; "Google workers or Microsoft workers"; "a managing director"; "a secretary"; "people who make apps"; "the police"; "a hacker"; "scientists"; "teachers"; and "maybe an architect". In the same survey, the Key Stage 2 pupils indicated whether they would like a job coding in the future. Their responses are shown in Figure 3. Interestingly, over 50% indicated that they had not ruled out this idea at this stage of their education.

<figure><img src="image_5.png" /><figcaption>Figure 3: Key Stage 2 pupils indicating if they would like a job with coding in the future (n=50)</figcaption></figure>
Importantly for all young people, teachers introduce ‘real vocabulary’ as a matter of standard practice through their lessons and classroom activities (see Figure 4 for an example of vocabulary that is used in P3 classes).

<figure><img src="image_6.png" /><figcaption>Figure 4: ‘Real vocabulary’ used in P3 classes (Source: Groggan Primary School Computing Scheme of Work, Year 3, 2019)</figcaption></figure>

## 3.2 Diversity, inclusion, the digital divide and the under-represented

There is a careful progression of computational thinking and computing activities in place across the school and across the curriculum. All classes and all pupils are involved (as shown in Figure 5, where all children are taking part in a coding activity in a Foundation Stage (P1 and P2) class). As an example of how all children are involved and benefit, the principal and ICT coordinator recognise that some children who do not engage with other subject topics do engage strongly and benefit from computational thinking and coding activities. For example, some children with autism spectrum disorder (ASD), who might have been quite dysregulated in other circumstances, were able to engage actively and felt a greater sense of achievement, knowing things that the rest of the class did not know, and having an opportunity to positively show their contribution and support for others.
<figure><img src="image_7.png" /><figcaption>Figure 5: All children involved in a coding activity in the Foundation Stage</figcaption></figure>

Positive pupil engagement is identified by teachers across the school. When pupils in Key Stage 2 (50 pupils in total) were asked whether they would like to do more coding in class (in a survey in May 2024), the vast majority (80%) indicated that they would (see Figure 6). As a P1/2 teacher said: "There are not very many children who don't enjoy it", while a P2/3 teacher said: "the Bee-Bots and the robots are enjoyed by the children, because they're used to using technology", and a P6/7 teacher said: "the code appears and then when the children press play they can see the result of their coding. They did enjoy that".

<figure><img src="image_8.png" /><figcaption>Figure 6: Key Stage 2 pupils responding in a survey about doing more coding in class (n=50)</figcaption></figure>

Pupils who are appointed as Digital Leaders, who have a range of digital skills, are involved in sharing with and supporting other pupils. Figure 7 shows an older child, who is a Digital Leader, supporting pupils in a P2/3 class. Digital Leaders can be involved in teaching other classes, supporting pupils and staff, engaging with the Dream Space Ambassadors Programme<fnref n="16" />, Code Club<fnref n="17" />, game competitions, and training days.

<footnote n="16">¹⁶ Dream Space Ambassador Program</footnote>

<footnote n="17">¹⁷ Free coding clubs for kids | Code Club</footnote>
<figure><img src="image_9.png" /><figcaption>Figure 7: A Digital Leader supporting pupils in a P2/3 class</figcaption></figure>

The ICT coordinator shared a comment about the value that is placed on Digital Leaders in the school, saying: “pupils who were Digital Leaders in previous years have all the knowledge and I know I can trust them this year to help in their class or train up the new Digital Leaders [who] are in the role this year”. Diversity and inclusion are important factors to consider in this context also. As the ICT coordinator said: “one of our new[comer] children is a Digital Leader this year”.

Appropriate digital technologies for pupils of specific ages, the ways they are involved in learning activities, and the forms of learning outcomes that are expected are carefully chosen and then amended by teachers to support diversity and inclusion as much as possible (which is explored and exemplified in more detail in Section 4). Digital inclusion in the school is also focused on supporting those with specific educational needs. For example, whilst there are half of one class in the school who have specific educational needs, activities are devised and amended to ensure inclusion. Progression is considered in the context of diversity and inclusion.

## 3.3 Computational thinking and its links to problem-solving

'Unplugged' (without a digital device, using concrete resources or physical actions) as well as 'plugged' (coding a digital or robot device) activities are recognised as important and are introduced across the school. The balance of these activities, as well as the progression of these activities, is central to the development of pupils' computational thinking and engagement in coding. As the ICT coordinator said: "I think our unplugged activities would be our newest activities, even though it's not new technology... not going straight from coding or blocks, it's not just definitive coding but going back to those computational thinking skills. We're not just trying to develop coders; we're trying to develop those computational skills within pupils. So, I think the focus and value moves from straight block coding skills to developing those computational skills [through] cross-curricular links". As can be seen in Figure 8, P1 pupils are taking part in an unplugged activity, concerned with developing understanding of elements of computational thinking, through physical engagement, such as handling instructions, ordering, sequencing, and their relationship to coding.
<figure><img src="image_10.png" /><figcaption>Figure 8: P1 pupils taking part in an unplugged activity</figcaption></figure>

Off-screen time is considered important for developing computational thinking. There is a balance achieved between off-screen and on-screen time, so that pupils can develop practices that allow them to work effectively in both environments<fnref n="18" />. Computational thinking and coding might be wrongly considered as practices that can only be achieved through on-screen activity and practice, but this is not the case and is not how this has been achieved in Groggan Primary School. The school has shown that computational thinking and coding can be effectively developed through a balance of on-screen and off-screen time. Some activities, across the age range, also involve a balance of off-screen and on-screen activity combined with physical engagement (see an example in Figure 9).

<figure><img src="image_11.png" /><figcaption>Figure 9: Key Stage 2 pupils programming a Sphero to follow a specific path</figcaption></figure>

<footnote n="18">¹⁸ Saxena, A., Lo, C.K., Hew, K., & Wong, G. (2020). Designing Unplugged and Plugged Activities to Cultivate Computational Thinking: An Exploratory Study in Early Childhood Education. *The Asia-Pacific Education Researcher*, 29, 55-66. https://10.1007/s40299-019-00478-w.</footnote>
Computational thinking and computing activities are also linked to problem-solving techniques and outcomes for the pupils. For example, in Figure 10, P6 pupils are exploring how to program a Micro:bit<fnref n="19" /> to create a step counter – a problem to be solved.

<figure><img src="image_12.png" /><figcaption>Figure 10: P6 pupils programming a Micro:bit to create a step counter</figcaption></figure>

In May 2024, Key Stage 2 teachers (4 in total) responded to a school survey, in which they indicated the benefits for pupils that they experienced arising from teaching computational thinking and computing. As they said: “children are engaged and see it as ‘fun’, it is a good leveller for all abilities, helps with so many aspects of academic work”; “practise in a fun way”; “promotes teamwork, resilience and creativity - finding the mistakes, persevere and use problem solving to fix and improve. Create ideas/steps/game, etc., and communicate effectively how to complete it”; and “problem solving, working together, being creative with solutions”. These practices do not confine pupils to working alone at a screen. As the ICT coordinator said, there is: “value in going to their peer - ‘Could you help me?’... and it’s not just all about being right. You can learn from other people”.

As a result of developing computational thinking and problem-solving skills, pupils' independence, as well as their ability to cooperate, is seen to be developed and enhanced. Developing practice within classroom environments can, of course, lead unwittingly to dependence on the environment and those who are seen to 'lead' it. Teachers in Groggan Primary School are keen to ensure that pupils develop increasing independence as they progress through the school. The P6/7 teacher offered an example of how pupils have gained independence coupled with their computational thinking and coding abilities, saying: “I revised the skills we did last year with Micro:bit and I said, this is your free time, teach P6s if they don't know something or P6s if you know something, and let me see what you can create. So [these two pupils] came up with this maze game, inspired by one of the other skills... It was made completely independently”. Even at a young age, pupils demonstrate independence when engaged in computational thinking activities and as a result of those activities. As one observer said: “what I was noticing also was the independence that they have, actually, even at this young age - and they're working quite independently, their thinking is independent, they're not automatically depending upon others - they're focused on what they're doing”.

<footnote n="19">¹⁹ Microsoft MakeCode for micro:bit</footnote>
As pupils progress through the school, their problem-solving abilities and engagement are seen to be developed and enhanced. As the ICT coordinator said in this respect: “that’s what coding is good for - they have to persevere, think for themselves, make a mistake, come to a problem, fix it themselves”. The school assesses using the GL testing platform. Whilst the school has recognised that neurodivergent children might not achieve as much as others in verbal tests, increases in problem-solving achievement scores have been identified through these tests. As the principal said: “problem solving in P 3 was one of our strongest processing strands this year. Also, the P6 pupils had a really pleasing increase overall from their previous year... for three different year groups, problem solving was their strongest strand”. The school believes that the work on computational thinking and coding has had a positive influential effect on pupils’ problem-solving abilities as shown by the scores from the GL Education Progress Test in Mathematics (PTM).<fnref n="20" /> scores (see Table 1).

<table><caption>Table 1: GL Education Progress in Mathematics (PTM) Scores - Comparison of Year Group Process Averages in Problem Solving for June 2023 and June 2024</caption><thead><tr><th>Year</th><th>Problem Solving Scores June 2023</th><th>Problem Solving Scores June 2024</th></tr></thead><tbody><tr><td>P3</td><td>43%<br>43%*</td><td>63%**<br>43%</td></tr><tr><td>P4</td><td>39%<br>30%</td><td>32%<br>35%***</td></tr><tr><td>P5</td><td>48%<br>40%</td><td>47%****<br>40%</td></tr><tr><td>P6</td><td>51%<br>53%</td><td>64%*****<br>53%</td></tr><tr><td>P7</td><td>50%<br>47%</td><td>42%******<br>44%</td></tr><tr><td>Average % for all pupils</td><td>46.2%</td><td>49.6%</td></tr></tbody></table>

* Figures in red are national percentages for problem solving scores in each of the primary years

** Primary 3 in June 2024 scored 20% higher than the national percentage

*** Primary 4 in June 2024 scored 3% higher than the national percentage with 50% of pupils on the SEN register and three with statements

**** Primary 5 in June 2024 scored 7% higher than the national percentage and 8% higher in June 2023

***** Primary 6 in June 2024 scored 11% higher than the national percentage and increased by 13% points from June 2023

****** Primary 7 in June 2024 has 45% of pupils on the SEN register and three with statements

### 3.4 Developing teacher practices

All teachers and support staff are involved. Across the school, teachers and teaching assistants undertake computational thinking and computing activities that are agreed for each year group and each class, irrespective of how the class is grouped (either from a single year group or from a paired year group). The school adopts a whole curriculum approach, which identifies learning objectives and key skills for each year group. Within the key skills, activities are identified that relate to different aspects of ICT – using technology; using the Internet; communicating and

<footnote n="20">²⁰ https://www.gl-education.com/assessments/products/progress-test-in-maths/</footnote>
collaborating online; creating and publishing; digital media; using data; programming and control; and modelling and simulations. Table 2 shows an example of key skills which the school expects of 6-7-year-olds (pupils in Year 2).

<table><caption>Table 2: Key skills identified for Year 2 pupils</caption><thead><tr><th colspan="2">Key Skills</th></tr></thead><tbody><tr><td><strong>Using technology</strong></td><td><ul><li>Work on developing typing speed, aiming for a minimum speed of 13wpm by the end of the year</li><li>Continue exposure to and increasingly independently use a range of technology, including cameras, tablets, microphones/recording devices and computers</li></ul></td></tr><tr><td><strong>Using the Internet</strong></td><td><ul><li>Recognise that not all information is useful some information is more useful</li><li>Use web-based resources to find answers to questions</li><li>Develop questions about a specific topic and use information to answer those questions</li><li>Begin to navigate within a website using hyperlinks and menu buttons to locate information</li><li>Begin to manipulate information using copy and paste for a specific purpose</li><li>Enter given text into a search engine to find specific given web sites</li><li>Understand that web sites have a specific address e.g. www.bbc.co.uk/</li><li>Locate links to web sites from Favourites or saved hyperlinks, intranet or from the Learning Platform</li><li>Use basic information from the Internet</li></ul></td></tr><tr><td><strong>Communicating and collaborating online</strong></td><td><ul><li>Look at the different ways that messages can be sent, letters, telephone, email, text, instant messaging, etc.</li><li>Continue to contribute ideas to a class or group email and together respond to messages- this can be to real life of 'fictitious' characters</li></ul></td></tr><tr><td><strong>Creating and Publishing</strong></td><td><ul><li>Word process work, changing the font, font size, colour and adding images and using text boxes, word art, and cut, copy and paste ensuring they can save and load their work</li><li>Create basic presentations (for example using Microsoft PowerPoint) changing the layout of slides and adding images and sound</li></ul></td></tr><tr><td><strong>Digital Media</strong></td><td><ul><li>Use a computer to compose and record basic rhythms. (only if not covered in Y1)</li><li>Record video for a range of purposes</li><li>Use a computer to create basic images</li><li>Continue to take photographs for a range of different purposes, developing independence</li><li>Independently record sounds using a range of different tools</li></ul></td></tr><tr><td><strong>Using Data</strong></td><td><ul><li>Use technology to create graphs and pictograms, adding labels and amending the charts as appropriate</li><li>Begin to create their own branching database using ICT, identifying objects using yes or no questions</li></ul></td></tr><tr><td><strong>Programming and Control</strong></td><td><ul><li>Further develop their understanding of computational thinking</li><li>Continue to explore floor turtles, combining sequences of instructions to follow a pattern or create a shape</li><li>Explore an on-screen turtle navigate it around a course or grid and/or draw shapes by inputting a sequence of instructions</li><li>Begin to understand that the on-screen turtle can be directed through the use of text</li></ul></td></tr><tr><td><strong>Modelling and Simulations</strong></td><td><ul><li>Enter information into a basic computer simulation and explore the effects of changing the variables in simulations and discuss the benefits of using these simulations</li><li>Discuss their use of simulations and compare with reality</li></ul></td></tr></tbody></table>

Teachers share and discuss regularly about the activities they run and the outcomes they observe. As the principal said: "it is a very open environment, in the staff room at break and lunch we all share ideas and help each other". In this way, teachers gain from and share with others. The P6/7 teacher added that: "We're all learning together, you want to share those ideas and help each other out. If one of us discovers a website, we send an e-mail around all staff." The ICT coordinator also indicated ways of sharing practice, saying: "usually at the start of a staff meeting we will share what worked well for us in the past week".
The ICT co-ordinator actively supports ongoing planning and activities. The ICT coordinator reviews activities and outcomes, refining these, sharing ideas and amendments between and across teachers, and highlighting new ideas for activities on a very regular basis. In this way, the ICT coordinator is ensuring that teachers are kept up to date from both a technological and pedagogical perspective. Each year, the ICT coordinator works with teachers to review the overall plan that considers appropriate progression in ICT for pupils across the school. For each year group, associated with each of the 5 'E's (Explore, Express, Exchange, Evaluate, Exhibit) that are central to the use of digital technologies in the NI Curriculum<fnref n="21" />, the ICT coordinator and teachers identify pupil learning intentions, learning activities, resources required, how these relate to the Council for the Curriculum, Examinations and Assessment (CCEA) Tasks<fnref n="22" />, and the skills expected as outcomes.

### 3.5 Short- and long-term plans and actions

The principal recognises that NI initiatives have definitely supported the school in developing computational thinking and coding. As the principal said, there was, for example: "We were in a Shared Education funded partnership for a number of years, and this allowed us to fund not only resources, but also staff training from both schools together".

The long-term plan is pupil focused. When example activities from school medium-term plans are viewed across the age range, it is clear to see that these are pupil focused. Figure 11 demonstrates this, showing progression in the activities that pupils would undertake in both Year 3 and in Year 7 (see also Table 3 in Section 4.4).

#### Year 3

<table><thead><tr><th>Summer 1</th><th>1</th><th>2</th><th>3</th><th>4</th><th>5</th><th>6</th><th>7</th></tr></thead><tbody><tr><th scope="row">Topic</th><td>E-safety</td><td>Digital Literacy: taking and using photos</td><td>Digital Literacy: taking and using photos</td><td>Digital Literacy: taking and using photos</td><td>Digital Literacy: taking and using photos</td><td>Digital Literacy: taking and using photos</td><td>Digital Literacy: taking and using photos</td></tr><tr><th scope="row">Lesson</th><td>I am internet awesome</td><td>We are photographers</td><td>We are photographers</td><td>We are photographers</td><td>We are photographers</td><td>We are photographers</td><td>We are photographers</td></tr><tr><th scope="row">LO</th><td>An e-safety lesson appropriate for your class</td><td>To describe what makes a good photo</td><td>To discuss what a camera is and how it works</td><td>To take a good photo</td><td>To save and organise photos</td><td>To edit a photo</td><td>To present my photos</td></tr><tr><th scope="row">Planning/Resources</th><td>According to school</td><td>Variety of photos</td><td>How a camera works<br/>Pinhole Camera</td><td>LINK</td><td>How data is stored</td><td>Photography apps</td><td></td></tr></tbody></table>

#### Year 7

<table><caption>Figure 11: Comparison of ICT activities for Year 3 and Year 7 pupils</caption><thead><tr><th>Autumn 1</th><th>1 & 2</th><th>3</th><th>4</th><th>5</th><th>6</th><th>7</th><th>8</th></tr></thead><tbody><tr><th scope="row">Topic</th><td>E-safety:</td><td>E-safety: It's cool to be kind</td><td>E-safety: It's cool to be kind</td><td>E-safety: It's cool to be kind</td><td>E-safety: It's cool to be kind</td><td>E-safety: It's cool to be kind</td><td>E-safety: It's cool to be kind</td></tr><tr><th scope="row">Lesson</th><td>I am internet awesome</td><td>How can I be an upstander?</td><td>Upstander options</td><td>...but say it nicely!</td><td>Mind your tone</td><td>Walking the walk</td><td>Interland: Kind Kingdom</td></tr><tr><th scope="row">LO</th><td>To agree to the Be Internet Awesome pledge & E-safety assembly</td><td>To respond to bullying online</td><td>To discuss different ways to respond to bullying</td><td>To turn negative interactions not positive ones</td><td>To interpret emotions behind texts and messages</td><td>To model behaviour to others</td><td>To put my learning into practice</td></tr><tr><th scope="row">Planning</th><td>To read and sign the Be Internet Awesome pledge</td><td>Link</td><td>Link</td><td>Link</td><td>Link</td><td>Link</td><td>Link</td></tr></tbody></table>

<footnote n="21">²¹ Statutory curriculum | Department of Education</footnote>

<footnote n="22">²² Task & Exemplification Library | CCEA</footnote>
Through lesson plans, computational thinking and computing are integrated across all curriculum areas. Relevant activities are used in topic and subject areas widely, not restricted to numeracy and literacy, but also within, for example, physical education, music, art, history and geography.

Different devices and techniques are used to support different age ranges. In Year 1, for example, physical resources would include uses of: iPads; interactive whiteboards; Bee-Bots<sup>23</sup>; a webcam; Tizzy's Toybox<sup>24</sup>; Just2easy<sup>25</sup>; Code-a-Pillars<sup>26</sup>; and Digiduck<sup>27</sup>. In Year 6, by contrast, the physical resources would include uses of: iPads; interactive whiteboards; Bee-Bots; Spheros<sup>28</sup>; a webcam; Just2Easy; Scratch<sup>29</sup>; Hopscotch<sup>30</sup>; Pyonkee<sup>31</sup>; MakeCode Arcade<sup>32</sup>; C2K Newsdesk fact files<sup>33</sup>; Book Creator<sup>34</sup>; PicCollage<sup>35</sup>; Word/Google Docs; Adobe; Keynote<sup>36</sup>; Freeform<sup>37</sup>; Chatterpix<sup>38</sup>; iMovie<sup>39</sup>; GarageBand<sup>40</sup>; Google Classroom<sup>41</sup>; SeeSaw; My Drive; My Documents; and Play, Like, Share (CEOP)<sup>42</sup>.

## 4. What pupils do and achieve at each stage of their school development

The school considers progression at all stages and Year levels.

### 4.1 Foundation Stage (4-6 years of age)

At Foundation Stage, activities are focused on play-based learning and are cross-curricular in nature, for example, an unplugged activity planning routes using cards with arrows. Physical resources include uses of a sound mat and Bee-Bots, Code-a-Pillars, and their uses would relate to World About Us topics. Other physical resources used as pupils progress include the Hopster Coding Safari for Kids app<sup>43</sup> (as shown in Figure 12) and J2code JiT Turtle<sup>44</sup> (as shown in Figure 13). In some activities, for example, iPad apps are used to plan routes, using Hopster Coding Safari for Kids or Bee-Bots (with various mats of places, sounds, or numbers).

<footnote n="23"><sup>23</sup> Bee-Bot</footnote>

<footnote n="24"><sup>24</sup> Sherston Software: Tizzy's Toybox (1997) : Sherston Software : Free Download, Borrow, and Streaming : Internet Archive</footnote>

<footnote n="25"><sup>25</sup> Just2easy</footnote>

<footnote n="26"><sup>26</sup> Code-a-Pillar | Fisher-Price Wiki | Fandom</footnote>

<footnote n="27"><sup>27</sup> Digiduck Stories | Childnet</footnote>

<footnote n="28"><sup>28</sup> Download Sphero Apps for Mini, BOLT+, littleBits & RVR+</footnote>

<footnote n="29"><sup>29</sup> Scratch - Imagine, Program, Share</footnote>

<footnote n="30"><sup>30</sup> Hopscotch is a coding app that kids use to learn to code on iPad and iPhone. The app is primarily designed for coding for kids between the ages of 10-16, where you can make your own game.</footnote>

<footnote n="31"><sup>31</sup> Pyonkee - Visual Programming with iPad</footnote>

<footnote n="32"><sup>32</sup> Microsoft MakeCode Arcade</footnote>

<footnote n="33"><sup>33</sup> C2K NewsDesk Guidance: Supporting Digital Citizenship in the Classroom | CCEA</footnote>

<footnote n="34"><sup>34</sup> Book Creator - Love Learning - Book Creator app</footnote>

<footnote n="35"><sup>35</sup> PicCollage</footnote>

<footnote n="36"><sup>36</sup> Keynote on the App Store</footnote>

<footnote n="37"><sup>37</sup> Freeform on the App Store</footnote>

<footnote n="38"><sup>38</sup> ChatterPix Kids - Apps on Google Play</footnote>

<footnote n="39"><sup>39</sup> iMovie - Official Apple Support</footnote>

<footnote n="40"><sup>40</sup> GarageBand for Mac - Apple</footnote>

<footnote n="41"><sup>41</sup> Classroom Management Tools & Resources - Google for Education</footnote>

<footnote n="42"><sup>42</sup> Play Like Share</footnote>

<footnote n="43"><sup>43</sup> Hopster Coding Safari for Kids on the App Store</footnote>

<footnote n="44"><sup>44</sup> j2code - Just2easy</footnote>
<figure><img src="image_13.png" /><figcaption>Figure 12: P1 pupil using the Coding Safari App</figcaption></figure>

<figure><img src="image_14.png" /><figcaption>Figure 13: Pupils in Y1 using J2Code Turtle</figcaption></figure>

## 4.2 Key Stage 1 (6-8 years of age)

In Key Stage 1, pupils are involved also in unplugged activities, including ‘unplugged algorithm monsters’, repeated loops during dance, making patterns, and direction work. Such cross-curricular activities link to topics in physical education (dance), music and numeracy, for example. Pupils progress with coding using Scratch Jr. (shown in Figure 14, where Y3/4 pupils are using Scratch Jr.), apps such as LightBot<fnref n="45" /> and Bee-Bot, and J2code.

<footnote n="45">⁴⁵ LightBot</footnote>
<figure><img src="image_15.png" /><figcaption>Figure 14: Y3/4 pupils using Scratch Jr.</figcaption></figure>

### 4.3 Key Stage 2 (8-11 years of age)

In Key Stage 2, pupils continue with the balance of unplugged and plugged activities. In unplugged activities, they engage with HiveHackersCI<fnref n="46" />, as human robots (see Figure 15), and with stacking cups. Cross-curricular activities range across literacy (debugging and evaluating writing), numeracy (abstraction in word problems) and physical education (orienteering), for example. Progression with physical resources includes uses of Spheros, Micro:bits (shown in Figure 10, where P6 pupils are programming a Micro:bit to create a step counter) and J2code Logo.<fnref n="47" /> (shown in Figure 16, where Key Stage 2 pupils are using this program).

<figure><img src="image_16.png" /><figcaption>Figure 15: A Key Stage 2 pupil 'human robot'</figcaption></figure>

<footnote n="46">⁴⁶ Hive Hackers - PwC Channel Islands</footnote>

<footnote n="47">⁴⁷ Logo J2Code</footnote>
<figure><img src="image_17.png" /><figcaption>Figure 16: Key Stage 2 pupils using the J2Code Logo program</figcaption></figure>

In May 2025, Key Stage 2 teachers (4 in total) responding to the school survey about computational thinking and coding provided examples of how they had integrated computational thinking and coding into the wider curriculum. The examples they gave were: "direction in numeracy lessons"; in "numeracy (shape and space), right/left"; in World Around Us "code a path to get the farm animal back to their home", in physical education "different movements/obstacle courses", in art and literacy "draw monsters based on instruction and then how can we make these clearer so we know exactly what to draw"; and "children create different types of angles on J2 Logo and had to identify the angle type".

4.4 Across the Key Stages

As an overview of planned progression across the Key Stages and years, Table 3 shares a school
document that shows this.
<table><caption>Table 3: Overview of progression across the school</caption><thead><tr><th></th><th>Autumn 1</th><th>Autumn 2</th><th>Spring 1</th><th>Spring 2</th><th>Summer 1</th><th>Summer 2</th></tr></thead><tbody><tr><th>FS</th><td>E-safety: Using the internet safely</td><td>Digital Literacy and E-safety: Using a computer/device</td><td>Coding with Codeapillars/Beebots/iPad apps/unplugged</td><td>Digital Literacy: Bug hunters</td><td>Digital Literacy: Potty painters</td><td>Coding: Scratch Jnr/J2Jit - introduction and fundamentals</td></tr><tr><th>Year 3</th><td>E-safety: Staying safe on the internet</td><td>Digital Literacy and E-safety: Using a computer/device</td><td>Coding: Scratch Jnr - introduction and fundamentals/unplugged</td><td>Digital Literacy: Using a computer</td><td>Digital Literacy: Taking and using photos</td><td>Coding: Scratch Jnr - introduction and fundamentals</td></tr><tr><th>Year 4</th><td>E-safety: Google Share with care</td><td>Digital Literacy and E-safety: Using a computer/device</td><td>Digital Literacy: Explore a topic with research and collaboration</td><td>Coding: Animations - Space/unplugged</td><td>Coding: Sound and music - Rock band</td><td>Coding: Project</td></tr><tr><th>Year 5</th><td>E-safety: Google Don't fall for fake</td><td>Digital Literacy: Research and develop a topic</td><td>Coding: Interactive - chatbot/unplugged</td><td>Coding: Game - Boat race</td><td>Digital Literacy: Childnet video competition</td><td>Coding: Project</td></tr><tr><th>Year 6</th><td>E-safety: Google Secure your secrets</td><td>Digital Literacy: Plan an event</td><td>Coding: Scratch - Space Junk Game/unplugged</td><td>Coding: Catch the Dots Game /Scratch/J2Code/ Micro:bits/ Spheros</td><td>Digital Literacy: Childnet video competition</td><td>Coding: Project</td></tr><tr><th>Year 7</th><td>E-safety: Google It's cool to be kind</td><td>Digital Literacy: Explore a topic with research and collaboration</td><td>Coding: Unplugged/Hive Hackers</td><td>Coding: Scratch/J2Code/ Micro:bits/ Spheros</td><td>Digital Literacy: Childnet video competition</td><td>Coding: Project</td></tr></tbody></table>

## 5. Concluding comments

The school takes an entirely integrative approach to the focus of computational thinking and computing across the curriculum. The school does not equate computational thinking directly with the teaching of programming. Teachers approach it as a structured form of problem-solving which they integrate into a wide variety of primary learning topics.

The school addresses the five sustaining features identified in the IFIP Task Force report in ways that engage pupils, teachers, and parents. In terms of key design features, these include careful concern for:

* Aspiration

* Pupils' external uses of digital technologies are considered

* Pupils' and parents' concerns for the future are considered
* Pupils are shown how uses of computational thinking and computing apply to curriculum areas and to longer-term applications beyond the school

* Teachers introduce 'real vocabulary' associated with computational thinking and computing

* Diversity, inclusion, the digital divide and the under-represented

* There is a careful progression of activities and techniques across the school

* All classes and all pupils are involved

* Positive pupil engagement is identified

* Pupils who are Digital Leaders are involved in sharing and supporting others

* Activities are devised and amended to ensure inclusion

* Computational thinking and its links to problem-solving

* 'Unplugged' as well as 'plugged' activities are introduced across the school

* Off-screen time is considered important for developing computational thinking

* Computational thinking and computing activities are linked to problem-solving techniques and outcomes

* Pupils' independence is seen to be developed and enhanced

* Pupils' problem-solving abilities and engagement are seen to be developed and enhanced

* Developing teacher practices

* All teachers and support staff are involved

* Teachers share and discuss outcomes, successes and challenges regularly

* Teachers gain from and share with others

* The ICT co-ordinator actively supports forward planning and current and future activities

* Short- and long-term plans and actions

* The long-term plan is pupil-focused

* Computational thinking and computing are integrated across all curriculum areas

* The plan implements the emphasis placed in the Northern Ireland Curriculum.<fnref n="48" /> on problem-solving as a thinking skill that helps learners develop critical and creative thinking

* Different devices and techniques are used to support different age ranges

* The school regularly evaluates the effectiveness of implementation

<footnote n="48">⁴⁸ https://ccea.org.uk/downloads/docs/ccea-asset/Curriculum/Thinking%20Skills%20and%20Personal%20Capabilities%20for%20Key%20Stages%201%20%26amp%3B%202.pdf</footnote>