Introduction
At Churchmead we believe a high-quality computing education equips pupils to use computational thinking and creativity to understand and impact the world. Computing is a significant part of everyone’s daily life and we believe that children should be at the forefront of new technology.
Computing has links to a variety of other subjects such as mathematics, science and design and technology; we believe that, as an essential part of the curriculum, computing is a subject that not only stands alone but is woven and should be an integral part of all learning.
At Churchmead we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively.
We also recognise the importance of responding to new developments in technology, and aim to equip pupils with the confidence and capability to use ICT and computing throughout their lives.
We strive to provide a relevant, challenging and enjoyable curriculum for all pupils, as well as using it as a tool to enhance learning throughout the wider curriculum.
Computing as a standalone subject has a number of key components, each of which we aim to teach and fully instil the value of amongst our pupils. These can be categorised as:
Computer science – Pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Within the Computer Science, our curriculum intent is to:
- To teach pupils computational thinking, ICT and Computer science through a balanced curriculum designed to appeal to both boys and girls.
- To develop a deep understanding by delivering a spiral curriculum where topics are revisited in subsequent years with the opportunity to build on knowledge and skills previously developed.
- Use one text-based programming language, to solve a variety of computational problems.
Digital literacy – Pupils are taught to use, access and express oneself through digital technology, including a critical understanding of technology’s impact on the individual and society, at a level suitable for the future workplace and as active participants in a digital world.
In addition, at Churchmead we firmly believe in the importance of delivering a high quality E-Safety curriculum alongside the core values of computer science, information technology and digital literacy.
As technology develops, so does the need for a better understanding of how to use it in a responsible manner. The education of pupils in E-Safety is therefore essential so as to ensure children are equipped with the skills to recognise risks online, to be critically aware of the materials and content they access online, along with guidance on how to accurately validate information accessed via the internet.
Our computing curriculum is designed to support progression to higher education whereby students undertake BTECH level 3 which is equivalent to 1 A Level. The BTEC level 3 Computing qualification is designed to support learners who are interested in learning about the computing sector alongside other fields of study.
IMPLEMENTATION
Pupils participate in regular Computing and E-Safety lessons in order to achieve the intent of the Computing and E-Safety curriculum at Churchmead. In addition to stand alone lessons, these elements are regularly incorporated into other subjects, given the cross-curricular nature of computing and the opportunities to expand and develop lessons that its inclusion provides.
The delivery of Computing and E-Safety at Churchmead is planned in line with the national curriculum and allows for clear progression, with lessons designed to enable pupils to achieve the subject objectives.
When teaching Computing and E-Safety as discreet lessons, staff are able to use resources and schemes of work designed to achieve the stated objectives within the Computing and E-Safety Curriculum.
Churchmead recognise the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of Computing across the school. This includes:
Laptop trolleys and iPads available for use throughout the school which are primarily used to facilitate research and the development of programming skills. The department is also investing on online platforms that are used to facilitate the continuous learning and development of our students outside of the classroom setting.
Lessons are planned to provide for and include all children, including those with SEND, higher achieving / gifted and talented pupils, pupils with EAL needs and pupils from all social and cultural backgrounds.
In Key Stage 3, the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs.
They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school.
They will be taught to use technology safely and respectfully, keeping personal information private; identify where to access help and support when they have concerns about content or contact on the internet or other online technologies.
In Key Stage 3 the children will also design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs.
Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals.
They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
At Key Stage 4, teaching builds on prior knowledge acquired during KS3. Computer science: “The qualification will build on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of understanding but to engage learners and get them thinking about real world application.”
The course encourages pupils to:
- understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation
- analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs
- think creatively, innovatively, analytically, logically and critically
- understand the components that make up digital systems, and how they communicate with one another and with other systems
- understand the impacts of digital technology to the individual and to wider society
- apply mathematical skills relevant to Computer Science. GCSE (9–1) in Computer Science Edexcel, Moving to OCR for the next cohort.
- AT key stage 5, the course will be delivered over two academic years studying 4 units. The program is designed to allow the learners to understand the principles of computers, the fundamental of computer systems, security and a creative element (Web design, digital graphics). This will allow the learners to develop a solid understanding of computer systems and make real world application through gaining a deeper understanding of how the different devices that make up a computer system work, as well as consider the moral, ethical and legal issues that exist through the use of computers.
