Intent & Implementation
Our Curriculum Intent
How our subject curriculum is sequenced and why we plan it this way:
The curriculum is split into 6 units at KS3 which are based around the CAS progression pathways. The same units appear each year across the key stage with class delivery focusing on objectives further up the progression pathway. ( there is some overlap at the start of each new section of work as revision from the previous year as a starting point ) Pupils have 1hr of learning each week. The 6 units correspond to the 6 half terms so pupils know they have an assessment just before the end of each half term. The 6 units include Hardware and processing, Programming and development, Data and data representation, Communications and networks, Algorithms and information technology.
How we connect the knowledge over the key stages (deliberate connections):
The KS3 curriculum is based on the CAS progression statements which itself is built on the KS3 PoS. This means that all 6 units develop knowledge and understanding which is further developed in the KS4 GCSE course. For example, with programming and development, in Y7 pupils start the unit developing programs in Scratch ( a visual language which they would have used at KS2 ) They progress to Python, a high level text based language. During Y8 and 9, pupils develop their understanding of this language. In KS4, pupils have the foundation knowledge they need in order to tackle the programming element of the course.
How we make our subject knowledge stick:
We use a range of strategies to do this:
- Regular testing. This is facilitated mainly by the use of Google forms. This somewhat limits the type of questions that can be used but does enable regular testing without dramatically increasing teacher workload. The repetitive nature of this testing aids long term retention.
- Re-visiting of topics each year with some overlap. As a starting point each year, learning objectives from the previous year are covered before pupils access objectives at a higher levels within the progression pathways
How We Allow All Students to Succeed ( included SEND and disadvantaged )
How we allow all students to reach our ambitious subject end points:
We ensure that:
- Seating plans within Classcharts are used in order to promote learning of ALL pupils
- Classcharts is used to access SEN information including Pupil Passports which informs class teachers on how to support each student.
- A Learning website is created to support pupil learning journeys.
- There is a focus on key words during lesson starters in order to build confidence in answering exam questions
- Lesson resources are shared across the department to aid consistency
- Lessons have regular routines to enable students to feel secure within the classroom environment.
- Homework is set regularly and differentiated where appropriate ( using support materials such as videos )
- End of term/year tests have audio support
- Support videos are used in lesson and for homework to facilitate repeated instruction and to control the pace of learning
Our Curriculum Overview
Curriculum Overview KS3 (Click here)
Curriculum Overview KS4 (Click here)
Our Curriculum Learning Pathway
KS3 Subject Curriculum Pathway (PDF)
KS4 Subject Curriculum Pathway (PDF)
At KS3, the curriculum is split into 6 units of work which are revisited at a higher level each year. These units are:
Hardware and processing, Programming and development, Data and data representation, Communications and networks, Algorithms and information technology.
The content studied directly links with topics covered within the KS4 GCSE course. Link
Transition & Building on KS2 / KS3
CCC has worked closely with our primary partners during 2021/22. We have shared knowledge on the curriculum intents at key stage two and key stage three to enhance student transition and the sequencing of learning.
Key Stage 3
Key Stage 3 we aim to ensure that pupils understand and can apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
We also want pupils to be able to analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
We aim to teach pupils how to evaluate and apply information technology, including new or unfamiliar technologies, and to work analytically to solve problems.
We aim to develop pupils who are responsible, competent, confident and creative users of information and communication technology.
Key Stage 4
Key Stage 4 we aim to give all pupils the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.
For our pupils, we aim to develop their capability, creativity and knowledge in computer science, digital media and information technology. We aim to develop in them their analytic, problem-solving, design, and computational thinking skills and develop their understanding of how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.
Study of the GCSE content begins in Year 10. The approach taken to teaching content is described as a side by side approach where theory content from both sections of the course are taught at the same time. This approach increases the probability of long term retention. Typically, pupils will study 1 aspect of the course while also developing their understanding of a high level programming language.
What Examination Course(s) do we follow?
The GCSE course that we follow is J277 Computer Science ( OCR )
Curriculum Impact- How we measure attainment and progress:
In Computer Science, assessment happens in many ways. Books are marked in-line with our marking policy. Homework tasks are set and marked by both teachers, pupils and automatically when set through a Google form. Class assessments are taken at the end of each section of work, term and year. Lesson starter tasks will contain a task based around learning retrieval.
Pupil progress over time is monitored using a department central records
How do we enrich our subject outside the classroom?
In Computer science we run a lunchtime coding club where pupils can explore aspects of physical computing using Raspberry Pi computers.
We also run after college work sessions where pupils can access the computing facilities and get support with their computer science work.
Please list any useful websites:
GCSE pod ( self study website with videos and questions )
Seneca ( self study website with videos and questions )
Revision resources ( resources linked to the GCSE course )
Revision videos ( Craigndave videos for all sections of the GCSE course )
Knowledge organisers ( Revision for each section of the GCSE course )
Knowledge organisers 2 ( Revision for each section of the GCSE course )
Computer science Guru ( Theory and quizzes )
BBC Bitesize ( Summary information )
Revision world past papers ( Past papers and mark schemes )