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Computing - Intent

It is our intention that the computing curriculum at Withycombe Raleigh CofE Primary instils a sense of enjoyment around using technology as well as enabling children to find, explore, analyse, exchange and present information and work collaboratively.

Through our curriculum, we intend to develop our children’s skills in order to be digitally competent and responsible online citizens.

We want children to know more, remember more and understand more in computing so that they leave Withycombe computer literate with transferable skills.

Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.

We intend to build a computing curriculum that develops pupils’ learning and results in the acquisition of knowledge of the world around them and ensures all pupils can understand and apply the fundamental principles and concepts of computer science.  This includes: abstraction, logic, algorithms and data representation, analysing problems in computational terms, and repeated practical experience of writing computer programs in order to solve such problems.

We intend to build a computing curriculum that prepares pupils to live safely in an increasingly digital British society where pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.



A clear and effective scheme of work that provides coverage in line with the National Curriculum ensures that each unit builds on previous knowledge within and across year groups. This enables children to increase their knowledge and understanding in a progressive manner.  By recapping and revisiting prior knowledge, children’s cognitive load capacity is considered carefully to enable them to commit their new learning to their long-term memory.

This reflects our utilisation of Rosenshine’s Principles of Instruction (2010). The ten principles, which are defined in four strands (Reviewing Material, Questioning, Explaining and Modelling and Practising) as suggested by Rosenshine are embedded throughout the Computing curriculum. Whenever possible and suitable, Computing lessons begin with a ‘review’ activity which encourages children to retrieve and recall their prior learning, vocabulary, skills and/or knowledge – whether this be from a previous lesson within the sequence, from a previous sequence covered within the academic year or from a previous academic year.  This also serves to prepare the children for what they are about to learn in the current teaching session. 


Teaching and learning facilitates progression across all key stages within the strands of digital literacy, information technology and computer science. 


Children have access to the hardware (computers, tablets, programmable equipment) and software that they need in order to develop knowledge and skills of digital systems and their applications. 

Children have the opportunity to explore and respond to key issues such as digital communication, cyberbullying, online safety, security, plagiarism and social media. 

Wherever possible, wider curriculum links and opportunities for the safe use of digital systems are considered in planning of other subjects. 

The importance of online safety is shown through displays within the learning environment.  Parents are informed when issues relating to online safety arise and further information/support is provided if required.  Reminders are shared with parents via the Headteacher’s Newsletter.

As well as opportunities underpinned within the scheme of work, children also spend time further exploring the key issues associated with online safety through RSE and assemblies.


  • Children will become confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school.  They will understand how to keep themselves safe online and how to report any concerns.

  • Children will have a secure and comprehensive knowledge of the implications of technology and digital systems - this is important in a society where technologies and trends are rapidly evolving. 

  • Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.

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