Computing

Intent

Within an ever changing and technological world, Oulton Academy understands and values the importance of teaching Computing from a young age. We acknowledge that future generations will rely heavily on their computational confidence and digital skills in order to support their progress within their chosen career paths.

Therefore, it is our Academy’s aim to equip students with the relevant skills and knowledge that is required to understand the three core areas of Computing (Computer Science, Information Technology and Digital Literacy) and to offer a broad and balanced approach to providing quality first teaching of this subject.

Computing is an integral part to a student’s education and everyday life. Consequently, we intend to support our students to access and understand the core principles of this subject through engaging and activities. Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want students to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.

Objectives

We strive to create a curriculum which:

• Enables all students to understand the principles and concepts of Computer Science
• Enables all students to understand the key components that make up digital systems and how they communicate
• Enables all students to understand the impacts of digital technology to the individual, wider society, the ethical changes and cultural and environmental impacts from digital technology
• Equips students with a range of digital literacy and ICT skills and provide opportunities to develop, in context, desirable, transferable skills in areas such as research, planning and evaluation

Implementation

Key Stage 3 – Digital Literacy

In key stage 3 the computing curriculum is designed so that all students regardless of prior learning before joining secondary school are all on the same starting point where they will be taught ICT skills such as logging into the school system, how to use remote learning applications such as email, OneDrive, Teams and SharePoint. All students will be given opportunity to learn basic digital literacy skills such as effective use of presentation, word processing and spreadsheet software as well as the basics that make up a computer hardware. After embedding the basic digital literacy skills, our final topic in year 7 will move onto E-safety and the role of being safe online including key issues such as cyberbullying, phishing and social media.

The Year 8 curriculum is designed to build on knowledge gained in Year 7 and give students opportunity to build on the digital literacy skills by starting to look at advanced spreadsheets. Students will also use year 8 to learn more than one programming language, so they begin by looking at Scratch and then move onto starting their work with Python. A further unit of work is also used to introduce students to sound and video editing. Students will build up their knowledge of computer components and e-safety in year 7, by looking at networking, cybersecurity and encryption.

The Year 9 curriculum is designed to build upon knowledge in gained in Years 7 and 8 and allows students to explore computing concepts in greater depth. Students will continue to learn the concepts behind

programming and use Python in greater detail. They will also learn HTML to design a website. The teaching of algorithms, binary and ethics are also taught to build on previous knowledge and provide a building block to moving forward to one of the key stage 4 qualifications.

Key Stage 4 – ICT and Computing

The key stage 4 curriculum consists of 2 qualifications. The GCSE Computer Science provides an academic route, whilst the WJEC ICT provides a vocational option.

The GCSE Computer Science qualification course builds on the knowledge, understanding and skills established during years 7, 8 and 9. There is a heavy focus on programming skills and students are given the opportunity to experiment with a variety of languages and activities. Students revisit theory already covered in the form of written and multiple-choice topic assessments. More theory units are introduced not only to allow for a solid basis of understanding, but also to engage learners and get them thinking about real world application.

Review and evaluate 

The Computing department are themselves life long learners and so are reflective on all our practises, we are proactive in investigating best practise and sharing this learning and understanding across our network of schools. 

Further Information

If you require more detailed information, please email Mr A Houghton:

aho@oa.catrust.uk