Computing is at the forefront of everything we do and it is our aim to embed transferable skills to set pupils up for the ever-changing digital world. Our curriculum prepares pupils for their future by giving them the opportunities to gain knowledge and develop skills. We are committed to promoting the enjoyment of, and interest in a range of different topics which cover digital literacy, computer science, information technology and online safety to ensure that pupils become knowledgeable in safely using and understanding technology. In computing, our intention is to support creativity and cross curricular learning to develop pupils who are problem solvers and computational thinkers. These are fundamental in developing the skills and talents needed to ensure that our pupils have capacity to reach their full potential both within their ICT studies and the wider world.
Aims for Key Stage 3
By the end of KS3 pupils should be able to
- Understand a range of ways to use technology safely, respectfully, responsibly and securely
- Have a sound understanding of the fundamental methods
- Feel safe to take risks and understand that we learn from mistakes, promoting a growth mind-set
- Reason and apply their knowledge to solve problems
- Be resilient learners, especially when faced with problem solving
- Identify the usage and impact of ICT within the modern work place
- Develop an appreciation and understanding of ICT that will equip them with the skills to access a range of ICT tools and techniques
- Develop research based skills that are transferable to other curriculum areas
- Become fluent learners with the skills to identify and apply ICT skills to various situations
A rigorous system of assessment is used throughout the computing curriculum. This focus’ not only on teacher assessment but also on encouraging pupils to self-assess their work in order to refine and identify improvements with in each area of study. To measure Individual pupil progress all learning is mapped and recorded against the learning objectives that are encompassed within each lesson. This is recorded on a weekly bases and maps pupil understanding and their application of learning within each topic that they study.
This approach is consolidated further by a rigorous system of AFL being used in all lessons. This facilitates a greater pupil involvement in the learning process allowing them to gain confidence, take risks and develop resilience in order to achieve higher standard of learning.
Cross curricular links: –
The computing curriculum is designed to link to other subjects in a variety of ways. Pupils are encouraged to develop their capacity to think conceptually and creatively in order to solve problems. This combined with the planning and design elements that are incorporated in the curriculum allow students to develop a variety of transferable skills are relevant to other subject areas.
This cross curricular approach provides pupils with practical opportunities to link the skills and concepts that they have developed in computing to their learning across the curriculum. This ranges from design and planning elements in the art curriculum to the practical application of formulas in mathematics. The benefits of this approach are twofold. Firstly, it gives pupils with the opportunity to develop and revisit skills that they have gained within computing. Secondly, it encourages them to develop their fluency as learners by linking skills and learning within different subjects that they study. In turn this ensures that their understanding and appreciation of computing is coherent and meaningful within the wider context of the Darley Centre curriculum.
- Pupils receive one computing lesson each week each lesson lasts 1 hour and 30 minutes
- Big questions and learning objectives are displayed, explained and referred to throughout the lesson
- A variety of teaching and learning styles are used
- Lessons are differentiated to meet individuals’ needs
- Pupils are encouraged to think independently and develop the skills needed to become fluent with computing
The Role of the subject leader
- To take the lead in policy development.
- To support colleagues.
- To monitor progress in computing e.g. leading staff CPD, scrutiny of work.
- To take responsibility for the choice, purchase and organisation of resources.
- To be familiar with current thinking concerning the teaching of computing, and to disseminate this to colleagues.
The Darley Centre
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