Computer Science
What is our curriculum intention and purpose?
Computer Science Curriculum Vision :
Our vision in computer science is to build students who are computer literate, astute problem solvers and resilient in the face of challenge. This will enable them to thrive in an ever increasingly technology dependent world, where they can be at the forefront of advances in computing which are empowering people, organisations and society.
Computer Science Curriculum Intent
Steve Jobs said: “Everyone should learn how to code; it teaches you to think.”
Computers are an integral part of everyday life. Everyone needs to develop their ICT skills to the maximum. Computer Science at Bradfield School aims equip students with the skills to participate successfully in an increasingly technology-dependent society.
The curriculum journey incorporates challenging and engaging topics, giving students the opportunity to develop their capability, creativity and subject knowledge. It also capitalises upon, and feeds into, learning within other subject disciplines including mathematics, science and design and technology. It is these opportunities that enable students to develop and hone skills that can be applied in day-to-day life.
What is our learning journey?
How is the curriculum sequenced?
KS3 Curriculum:
Computational thinking is an essential skill for everyone to have and helps in all subject areas and careers. The curriculum has also been designed to ensure learners have sufficient knowledge to stay safe online and use computers safely in life. Every week, an online safety theme is briefly discussed before moving on to the main lesson activities.
The key stage 3 curriculum provides challenges and new experiences in computational thinking, digital literacy, and digital media (regardless of their prior knowledge of using computers) and is designed to ensure students have a basis of knowledge, skills and understanding in the fundamental concepts covered in Computer Science. The development of programming skills is also built into physical computing tasks using Scratch for example coding LED lights to effectively apply the knowledge learnt in earlier Algorithm and Programming units. In addition, references to key events and developments through the history of technology using role models from all aspects of society are used in an inspirational and motivational way for students.
KS4 Curriculum:
We want to develop a love and curiosity for learning and understanding Computer Science and foster a lifelong interest in scientific developments and understanding in an ever-changing world. We want to inspire and encourage students to build cultural capital, have an appreciation and understanding of the relevance and impact Computer Science has on the local community and the wider world.
Computer Science at Bradfield follows the OCR J277 specification and focusses on breadth and depth of computer science knowledge, skills and understanding and its application. This is built sequentially encouraging students to question, investigate and challenge like a computer scientist. A carefully embedded computing project encourages students to actively seek solutions, creating code using the Python language to design programs with increasing complexity. Links to further education and careers are woven into every topic to continually raise the aspirations of our students and expose them to the possibilities and opportunities open to them, in this exciting field.
What will my child experience in a typical Computer Science lesson?
To support deeper learning within our curriculum, staff use metacognitive strategies to help pupils to succeed in their lessons.
Students become increasingly independent from Years 7 – 11, building confidence in practical and data handling skills and greater depth of understanding in each topic. KS3 pupils complete all work on their online workbooks on Microsoft Teams. KS4 pupils complete a mixture of written work and practical programming work on the computers.
This involves a series of steps within each lesson that begins with activating prior knowledge and leading to independent practice before ending in structured reflection.
These are based on Barak Rosenshine’s Principles of instruction.
- STRONG START – Teachers meet and greet pupils at the door. Clear seating plans in place. Each lesson starts with a knowledge drill (review of relevant prior knowledge to activate schemata ready to build new knowledge into long term learning). This is reviewed using green pens.
- Learning question.
- Small amounts of new knowledge are presented at a time with the opportunity for students to then practice this new material.
- Regular, extensive questioning of all students using strategies such as wait time, cold calling and no opt-out. Students are targeted, there is not a focus on those who put hands up to answer. There is no accepting of “don’t’ know” as an answer, staff ensure high expectations of engagement in learning.
- Model answers and worked examples are regularly provided where appropriate.
- Give students opportunities for extensive, successful, independent practice.
- Use formative/summative assessment and feedback-next steps to secure students’ progress.
- Reflection of learning question – to check pupils’ knowledge and understanding from the lesson.
- Follow the school behaviour policy, giving regular rewards for excellence.
- Use of knowledge organisers - provided for pupils at the start of each topic. Teachers encourage the regular use and reflection of knowledge organisers within class and through homework tasks.
- STRONG FINISH – ensure all books, etc, are packed away, and all pupils calmly wait behind desks to be dismissed.
How do we assess progress?
Learners take part in regular knowledge retrieval. Interim assessments and quizzes take many forms, are varied in style to meet a variety of disciplines and are appropriate to the topic being taught. There are two summative assessment windows each year in line with TSAT assessment policy.
How do we extend and enrich our curriculum?
Y10-11 will have homework set every week via Satchel one and will be automatically marked. KS3 homework is optional and focussed on keywords. In line with whole school policy, the 3 weeks before any TSAT assessment are scheduled as revision homework in the calendar.
There are opportunities to develop computing skills outside of school through completing online programming tutorials and challenges.
What higher education and career opportunities can this subject lead to?
Further study could be A Levels in ICT or Computer Science and on into higher education. These can lead to career options, such as application analyst, applications developer, cybersecurity analyst, data analyst, forensic computer analyst, game designer, games developer, machine learning engineer, penetration tester, software engineer, systems analyst, UX designer, web designer, and web developer.
How can I support my child in Computer Science?
One of the best ways for parents to support their child’s computer science is to get involved and take an active interest in what they’re doing. Ask your child about the projects they’re working on and encourage them to explain what they’re learning. Help them set goals and celebrate their successes, no matter how small they may seem.
You can also set them up with some amazing resources, such as coding tutorials, educational apps, and fun coding games.
Key Stage 3
KS3 Curriculum:
Computational thinking is an essential skill for everyone to have and helps in all subject areas and careers. The curriculum has also been designed to ensure learners have sufficient knowledge to stay safe online and use computers safely in life. Every week, an online safety theme is briefly discussed before moving on to the main lesson activities.
The key stage 3 curriculum provides challenges and new experiences in computational thinking, digital literacy, and digital media (regardless of their prior knowledge of using computers) and is designed to ensure students have a basis of knowledge, skills and understanding in the fundamental concepts covered in Computer Science. The development of programming skills is also built into physical computing tasks using Scratch for example coding LED lights to effectively apply the knowledge learnt in earlier Algorithm and Programming units. In addition, references to key events and developments through the history of technology using role models from all aspects of society are used in an inspirational and motivational way for students.
| Year 7 | Year 8 | Year 9 |
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Computer Science is not taught in Y9 |
Key Stage 4
KS4 Curriculum:
We want to develop a love and curiosity for learning and understanding Computer Science and foster a lifelong interest in scientific developments and understanding in an ever-changing world. We want to inspire and encourage students to build cultural capital, have an appreciation and understanding of the relevance and impact Computer Science has on the local community and the wider world.
Computer Science at Bradfield follows the OCR J277 specification and focusses on breadth and depth of computer science knowledge, skills and understanding and its application. This is built sequentially encouraging students to question, investigate and challenge like a computer scientist. A carefully embedded computing project encourages students to actively seek solutions, creating code using the Python language to design programs with increasing complexity. Links to further education and careers are woven into every topic to continually raise the aspirations of our students and expose them to the possibilities and opportunities open to them, in this exciting field.
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Year 10 |
Year 11 |
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