This CRST rationale explains the principles of how we have designed the curriculum for pupils and how these principles underpin how we have selected the things we want them to learn.  

This subject-specific rationale demonstrates how we have selected what we want pupils to learn and how the order has been arrived at so that pupils make progress in their learning.  We have a three – year Key Stage 3 building on Key Stage 2 and leading into KS 4 and 5. 

 

Our Vision for Computing Computing 

Our vision is for students to be able to use a range of application programmes independently for both, personal and professional use (ensuring safety is considered at all times). Our vision is for students to consider a range of career choices within the ICT and computing department, and not see computing as male orientated sector (Aspire, Invest and Respect); we have arranged for females from the IT industry to deliver inspiring workshops to all, particularly the girls.  

The vision is for students to understand the hardware and software components, how the different devices are able to communicate to each other (developing expert knowledge), how to setup a network for a given scenario and to design/implement projects using a range of programming languages (HTML, Scratch and Python). Students are offered practical experiences – we book the IT technicians to share their expertise with students and external agencies to explain how IT systems have evolved within their organisations and how they use their specific systems. The Computing Curriculum department’s vision is to share the students’ passion on the programming – Computing Club allows the students to expand their metacognitive skills, interhouse competitions within the school are planned and STEM workshops enable team-building and project management skills along with STEM Ambassadors explaining the cybersecurity threats and how to be safe online. 

Our vision is to develop skills of students by providing the opportunity to work collaboratively as a team, monitor their own progress. The units offered allow students to become reflective and resilient learners (develop attributes and skills).  

 

The content of our Curriculum for Computing  

KS3 curriculum is developed based on the KS4 ICT and Computing grading criteria so that students are challenged (based upon their needs and demographics). KS4 course is reviewed based upon the cohort to see which best meets their needs. Student ICT and computing skills are developed from Year 7 so they have the opportunity to become expert learners over time and to assess which career choice best meets their skills/attributes. The lessons and units will be sequenced so that they are interrelated and students are able to apply skills learnt from previous units.  

Students will begin each unit applying Substantive knowledge and concepts, followed by Disciplinary knowledge (e.g. why is the project failing to meet deadlines, why is the programme showing syntax errors, why are the consequence of cyber-security attacks – not to the individual alone but nationally etc).  

Inclusion (can be separate or included in text above) 

Students of different demographics; 5 focus group, skill levels and of different confidence levels should be able to engage within the ICT/Computing curriculum. To meet the needs of individuals seating plans are adjusted accordingly, engage every student in the lesson during class discussions – make the student feel their attendance and thoughts do count, reward students to build their self-esteem (ETHICS, postcards and ICT cards given in lesson for exceptional work), along with invited students for external interactive workshops. Equally high attainers should be challenged by Mastering their skills and knowledge through past examination questions, along with offering Enrichment Activities. 

 

Overview and Assessment Information 

Please refer to the subject Curriculum and Assessment Overview document for an overview of specific topics and assessments.  

Assessment timeframes can be found in the Assessment Planner documentation.