Computing

Curriculum Statement

This department aims to provide a rigorous and comprehensive education in computing that prepares students for successful careers in industry, academia and research. Our curriculum emphasises both theoretical foundations, practical applications, fostering critical thinking, problem-solving skills, and creativity in our students. This exciting and innovative department, has embraced the new changes within ICT/Computing teaching offering the opportunity to study Computer Science, as well as driving forward digital literacy with emphasis on online safety. To accommodate these new changes, the department has seen the introduction of coding and programming skills in Python taught across Key Stage 3 and 4, as well as app design in Year 8. Online safety is one of our main topics and both Year 7 and 8 classes study a whole unit on how to be safe online at the beginning of each academic year.

To adapt with changes in technology, we have introduced new topics in Year 9. This includes: Cyber Security, Artificial Intelligence, Networks, Programming in Python, as well as The Inspiring Digital Enterprise Award, known as iDEA an international award-winning programme, that helps students develop digital, enterprise and employability skills.

We are also proud to have our own Digital Leaders, as part of Childnet Digital Leaders program, to empower young people to educate their peers about online safety. Our digital leaders support our school with advice and activities to promote online safety.

Intent

Our aim is to provide a high-quality computing education, which equips students to use computational thinking and creativity to understand the changes in technology that will affect them into adulthood. The curriculum provides key knowledge about how computers and computer systems work, how they are designed and programmed. Students will have the opportunity to gain an understanding of different computational systems, whether or not they include computers.

By the time they leave Regents Park, students will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring solid grounds for future learning and beyond.

Implementation

At Regents Park, computing is taught using a blocked curriculum approach. This ensures students are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Students in Key Stage 3 receive 1 period per week in Year 7, 2 periods in Year 8 and 1 period in Year 9. During their knowledge in KS3, they are taught a balanced coverage of computer science, information technology and digital literacy. All classwork is provided digitally on Google Classroom and students are encouraged to complete the work in lesson time and low stake quizzes are set as home learning to aid the retrieval practice of topics learnt each half term. The students will have experienced all three strands in each year group, this will give them the opportunity to make an informative decision in choosing their Key Stage 4 options. Assessments are taken regularly in different forms, depending on the topic covered and consist of examinations and short duration projects, along with practical tasks. Peer and self-assessment, along with regular quality teacher feedback, monitors and improves the progress of students in Key Stage 3. Our Key Stage 4 students, Years 10 and 11, have 3 periods per week. We have two classes taught by specialist teachers, a GCSE course in Computer Science from OCR and an applied digital course, OCR Creative iMedia. Students will be supported to make the right choice between the two options by their Computing teacher. Students choosing Computer Science, will have a variety of digital resources, as well as a revision book to support their revision and exam style questions practise. They are also encouraged to use the online Seneca Learning for cementing their learning of the different topics. We have also recently introduced another digital platform, Smart Revise, to enhance their knowledge, fill missing gaps and support with retrieval practise from units taught earlier, as well as providing a good basis of formative assessment. Students are assessed via multiple choice questions and an end of unit test. Students will learn exam style questions to equip them for their GCSE exams, which are currently assessed by two written papers equally-weighted. Creative iMedia is currently run with 2 creative coursework tasks, that must be completed in school, under the supervision of their teacher, and one written exam that is 40% of the final mark. Students are given guidance, but must complete the coursework independently. They are also encouraged to access the online platform of Google Classroom, to support with their learning for exams. After school revision sessions are also provided for both courses on two days per week.

Students are taught to respect and listen to each other when discussions are debated. They are encouraged to take pride in their work and to build up their own portfolios, that can be used for exam revision and re-capping knowledge.

Students have four 50-minute lessons per week in Year 10 and three in Year 11 for both courses.

Impact

Students’ progress is closely monitored with classroom teachers regularly reporting on progress. This is tracked and monitored by the Curriculum Leader, who then reports to the Senior Leadership Team link. Any underperformance is highlighted and interventions put in place. Assessment is varied across Key Stage 3 and Key Stage 4 and allows students to demonstrate the knowledge acquired, as well as building and developing key skills for the three strands. The Curriculum Leader routinely monitors the data presented across all classes, regular lesson drop ins and student voice is gathered to ensure quality assessment and feedback are in place.

Individual teachers keep mark sheets to track the progress of students across the course. Students and parents are informed by phone, where exceptional progress has been made, or if there are concerns that a student is not achieving expected progress, to help ensure there is an improvement in effort and attitude where necessary. Each student receives a written data report and comments are given verbally on individual’s strengths and areas to improve

Our Computing department is managed by one Curriculum Leader and we are now called the Computing and Business department.

Computing Curriculum Progression Map Y7 11

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