In Computing lessons we aim to equip young people with the skills and knowledge needed to work confidently with computers. Computing can be split into three main areas of study:
Computer Science, which includes:
Information, Communication Technology (ICT), which includes:
Digital Literacy, which includes:
Key Stage 3
Computing skills are a major factor in enabling children to be responsible, confident, competent, creative, and independent learners and it is our intention that our students have every opportunity available to allow them to achieve this. Pupils at KS3 will be exposed to a diverse curriculum which will effectively prepare them with the knowledge skills, and technical vocabulary to fully embrace a future of rapidly advancing computer technology.
The KS3 curriculum also provides a focus on developing resilient learners who are able to recover from mistakes and effectively solve problems. The topics at KS3 give a basis of knowledge, skills and understanding to allow students to progress onto Computer Science at KS4 and will provide exposure to those subjects so that students can make an informed decision on their GCSE choices.
Key Stage 4
The rationale of the KS4 curriculum is for students to develop the mind-set of a computer scientist built upon the foundations at KS3. They will study the OCR Computer Science GCSE which provides learners with the opportunity to:
Explicit teaching of vocabulary, takes place in all years.
All topics will have a topic overview which clearly explains to students what they need to know, how they will be assessed, the key vocabulary they will be taught during the unit and how this links to prior learning.
Enrichment
Curriculum Documents
When planning our schemes of work, we ensure there are links to popular culture and the primary computing curriculum to ensure we are building on existing schemes of knowledge
When planning lessons, we use pupil passports, IEP documents and the Computing SEND strategy guide to ensure our students individuals needs are known about and correct strategies/resources are used.
During department and link meetings we discuss SEND students and respond to their needs effectively. We check that SEND students are making progress and if not, we make reasonable adjustments to their experience based on data we hold.
We regularly check Class Charts to check for changes to individual needs and refresh our memories of required strategies.
Within the classroom we have a set seating plan to enable us to easily identify students with SEND. Seating plans are organised to ensure positive outcomes and timely support. RADAR is supported by this.
Where students are struggling to start the 'do it now' task, this is noticed swiftly and we quickly support them in a positive way. Responding to classroom feedback and ensuring 100% compliance and valuable time is not lost.
We use routine and procedure to ensure all students know what to expect. All students benefit from clear routine from class to class. This will globally help students with diagnosed and undiagnosed ASD.
We welcome every student into the classroom with a positive comment, ensuring all students feel welcome. Building positive relationships is the single most important action when working with all students but in particular those who often get left behind (SEND) . We believe it is important to take time to understand neuroatypicality.
We ensure we take cognitive load into account; class notebooks are designed to provide students with all resources that are required. We avoid wasting time on copying things that can easily be reproduced. This simple action can help prevent students with limited motor skills to feel that they are behind all the time.
We use learning at Pilton techniques to engage all students, including 100%, radar, and circulation to ensure all students understand the task. Techniques are great for all students - particularly SEND.
We communicate clearly with our TAs to ensure they understand how they can best support the learning, making time to seek their advice for selected students. TAs at Pilton are so knowledgeable about our students and research shows that clear teacher/TA dialogue and positive relationships make a significant difference to the impact of TAs
When using cold call, we pre-warn identified students or use our circulation to pre check for accurate responses thereby building self-esteem and setting them up for success NOT failure.
During independent tasks we circulate consistently, looking to identify misconceptions or opportunities to give 1-2-1 support. We need to know what is being produced by our SEND students so that we can close gaps more quickly and provide quality feedback to the EHCP process.
When unknown or new individual needs show themselves during a lesson, we communicate this to the SENDCo. It helps to have a history of need and gives us the ability to act quickly when gaps appear.
We check the work of SEND studentsand where appropriate add clear comments tailored to them. There is no point in writing complex sentences if they can’t be understood!
We adjust planning of the next lesson based on what we have seen in their books.
