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'A love of learning for life in all its fullness'
'A love of learning for life in all its fullness'


The Ancient Mayan Tale of Pacal and the Beanstalk by Crosby Ravensworth Primary School

A lovely April morning in the beautiful Crosby Ravensworth Primary School was the great setting to create together an imaginative animation film about "The Ancient Mayan Tale of Pacal and the Beanstalk"! A great mix of learning about the Mayans and tell a story about it with a good old story twist!


Computing at Crosby Ravensworth CE Primary school intends to develop ‘thinkers of the future’ through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.

 Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.

Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum.



To ensure high standards of teaching and learning in computing, we implement a curriculum that is progressive throughout the whole school. Our implementation of the computing curriculum is in line with 2014 Primary National Curriculum requirements for KS1 and KS2 and the Foundation Stage Curriculum in England. This provides a broad framework and outlines the knowledge and skills taught in each key stage.


Our bespoke scheme of work for Computing was designed in collaboration with Sarah Zaman (Regional Coordinator for CAS at The University of Manchester).  It is based predominantly on the ‘Teach Computing’ Curriculum and is enhanced by other and credible schemes such as:

  • Project Evolve
  • Barefoot computing
  • Twinkl
  • Discovery education


Teach Computing was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs.


In addition to the scheme, Crosby Ravensworth CE Primary School also subscribes to Discovery Education and uses other engaging resources such as:


  • Crumble Controller
  • Codey Rocky
  • Kodable
  • JIT2E
  • Stop motion animation
  • seesaw


At Crosby Ravensworth CE Primary School we are well-equipped in computing resources.  Each pupil has their own laptop and tablet and access to the latest technology.


Our curriculum can be broken down into 5 strands: Key skills, Presenting Information & Multimedia, Data, Programming & Algorithms and Digital Literacy (as per Sheffield eLearning Service 2020).  We assess against the objectives set out in this progressive framework document.


A key part of implementing our computing curriculum is to ensure the safety of our pupils. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online.  Our online safety curriculum is predominantly delivered through the ‘One Decision’ PSHE scheme and is supplemented through the use of the ‘Project Evolve – Education for a Connected World’ framework, Think you Know, The UK Safer Internet centre and Childnet. 


In addition to within PSHE lessons, online safety content is delivered through assemblies, Safer Internet Day, in response to events in media and whenever opportunities arise in all subjects.


Within each year group online safety topics include:


  • Self Image and Identity - This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.
  • Online Relationships - This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.
  • Online Reputation -  This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.
  • Online Bullying - This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.
  • Managing Online information - This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.
  • Health Well-being and Lifestyle - This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them.
  • Privacy and Security - This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise. 
  • Copyright and Ownership - This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.


For further information please see our online safety policy.



Learning in computing will be enjoyed across our school.  Teachers have high expectations and quality evidence will be presented in a variety of forms.  Children will use digital and technological vocabulary accurately alongside a progression in their technical skills.  They will be confident in using a range of hardware and software.  Children will see the digital world as part of their world, extending beyond school, embracing the benefits that it can bring.  They will be confident and respectful digital citizens, keeping themselves and others safe in their digital lives.