|
Intent Statement:
Computationally solving a wide range of problems [in the subject, in their personal and social environments too] by applying computational thinking, stages of decomposition, pattern recognition, abstraction and algorithm design.
|
|
Implementation Key Principles:
- Learning is sequenced to enable young people to develop knowledge and skills.
- Develop an understanding of the link between Computing and IT topics rather then viewing them as isolated topics in a vacuum.
- Content is rich, relevant and reflective of the diverse world in which we live.
- Learning is sequenced to enable young people to develop knowledge and skills.
- Literacy is explicitly delivered across the curriculum.
- Learning is adapted to support the specific needs of individuals.
- A sustainable approach is supported through the curriculum.
- Resilience is promoted for students by frequent (low stakes) assessment to inform teaching
|
In classrooms, this may look like:
- Teaching which alters according to student understanding demonstrated both from assessment points and within lessons.
- With mixed ability classes, there is evidence of adaptability and differentiated outcomes especially at KS3 where some of the conceptual learning around problem solving is not fully developed in pupils.
- Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
- DO NOW tasks drawing on prior learning
- Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
- Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
- Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
- Teaching which alters according to student understanding demonstrated both from assessment points and within lessons
|
In work produced, this may look like:
- Opportunities for conscious practice by students (re-teach episodes). Very often pupils in our subject will not 'get' the concepts until much later on, therefore the practice and re-teaching of knowledge is critical.
- Practical practice to reinforce theoretical learning.
- Regular feedback, which addresses knowledge or skills gaps
- Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
- Opportunities for self and peer assessment, engaging with success criteria
- As relevant to Key Stage, opportunities to engage with exam-style content
- Home learning will promote digital literacy in line with school strategy
|
For students, this experience may include:
- Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups. Where possible the teacher with that class will see them through from KS3 to KS4, therefore the teacher knows the pupils very well and the pupils know the teacher very well.
- Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
- Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
- A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
- Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)
|
| Impact Key Principles
In evaluating the impact of our curriculum, we will consider:
- Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
- Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
- Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc. |
