Curriculum Implementation
Implementation
ICT and Computer Science structures the curriculum into a 3-year Key Stage 3, a 2 year KS4 and a 2 year KS5 curriculum. The curriculum is a progressive model.
Subject specialists have given consideration and thought to the sequence and rationale of the curriculum; why we teach the content we do and in the order that we do. This is to ensure knowledge is not isolated information; it is connected knowledge that enables comprehension. The curriculum is a progressive model. Subject and cross subject sequencing intends to develop schemata making subsequent learning possible.
At Key Stage 3, the full Computing National Curriculum is delivered. The Computing curriculum is organised into topics following a sequence of lessons. Each topic and sequence of lessons builds on prior knowledge allowing connections to be made and enables knowledge to be transferable. In ICT and Computer Science we believe this facilitates deeper comprehension. The topic content taught is chosen so lessons focus on developing deeper understanding and capacity for skilful performance.
At Key Stage 4, ICT and Computer Science is delivered. Content is structured into units (in BTEC Digital IT) and topics (for computer science.) The curriculum is designed to ensure students are fully versed in the skills and use of application software and their positive/negative effects on modern day living and society. Each lesson builds on prior learning, allowing connections to be made between content Units have been organised and designed to promote learning and provide depth and breadth of understanding
At Key Stage 5 the BTEC Level 3 Computing and Cambridge Technical in IT is delivered. Content is structured into units and topics of lessons. We do not ‘teach to the test.’ The curriculum is designed to ensure students are fluent and confident with their use of both App and System software. Students will also be confident in their understanding of how and where the technology is used in industry and everyday life. Each lesson builds on prior learning, allowing connections to be made between content. Units have been organised and designed to promote learning and provide depth and breadth of understanding
Student voice has been conducted to ensure that students have a contribution to the curriculum content. This has resulted in additional spreadsheet activities and programming/Algorithm tasks being introduced.
The ICT and Computer Science department is a member of the Computing at School Association and works alongside the School Improvement Partners to quality assure our curriculum and ensure that it provides a high quality and comprehensive curriculum for all.
Pedagogical approach
The pedagogical approach for History adheres to the LLT Teaching and Learning Policy. Subject specialists deliver the History curriculum through 50 ,55-minute lessons per fortnight
Rosenshine and ‘Teach Like a Champion’ strategies are implemented in all lessons and lesson episodes are designed to enable students to store knowledge into the long-term memory.
Lessons
Tasks and activities are engaging and whenever possible are linked to local context, careers and progression and develop cultural capital. Examples include music purchasing spreadsheet like that of iTunes and Google Play. We also deliver a project over year 9 that involves using different skills in computing to create and organise a music festival of their own design.
Lessons are structured to enable students to review/retrieve prior knowledge and activate it to make connections with new learning. This is through ‘Do It Now’ tasks at the start of each lesson
In each lesson, students are informed what they are learning and what the outcomes for the lesson are. We call these ‘WALT’ (What we are all learning today,) and ‘WILF’ (What I’m Looking For.)
New information is delivered in small steps and models are provided to support student comprehension. For the music mania spreadsheet, we deliver each lesson new skills that build towards a fully working system (formatting, then hyperlinks, then formulas, then spinners, then macros etc)
Lessons provide opportunities for students to practice applying their new learning. This may include guided and/or independent practice.
Questioning is used to inform adaptive teaching, and this includes techniques such as ‘right is right’ to ensure students accurately and clearly articulate their responses.
Students are asked to complete practical based activities such as completing worksheets in Data Security and Networks to solidify understanding of theoretical concepts.
Students develop essential knowledge and then apply it in activities that ‘bring it all together.’ This ensures they connect knowledge and learning.
We assess an ever expanding curriculum. Assessment takes place in the form of formative and summative assessment tasks. These are carefully considered and link directly to the curriculum intent for the half term. Summative assessment samples from the whole curriculum to date – not just what has been most recently taught
Clear ‘essential knowledge reading’ activities are provided to support reading development and provide depth and breadth to the curriculum. Scenarios to contextualise the pupils learning need to be read and understood.
Literacy
In ICT and Computer Science, teachers:
Clearly communicate their subject discipline using appropriate vocabulary. This includes the use of command words, vocabulary lists, Tier 2 and 3 vocabularies.
ICT and Computer Science reading materials are carefully selected to develop reading and comprehension skills. The ICT and Computer Science department teach reading comprehension strategies through using the freya model. We provide support for students so they can access challenging texts such as exam board questions and Technology blogs such as BBC news technology.
In ICT and Computer Science we provide opportunities for students to ‘bring together’ knowledge developed. This is through practical demonstrations.
To develop Oracy the ICT and Computer Science uses:
Linguistic vocabulary and language. We also use Cognitive reasoning within our lessons summarising our completed work.
