Curriculum Policy for Computing

IntroductionThe increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. Computing capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. Computing capability is fundamental to participation and engagement in modern society.

Computing can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale. Computing acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of computing supports initiative and independent learning, as pupils are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work.

The use of Computing is an integral part of the National Curriculum and is a key skill for everyday life. Computers, IPads, programmable robots, digital and video cameras are but a few of the tool that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Overton School we recognise that pupils are entitled to quality hardware and software, a structured and progressive approach to learn the skills needed to enable them to be proficient at Computing.

Aims Provide a relevant, challenging and enjoyable ICT/Computing curriculum for all pupils Meet the requirements of the National Curriculum programmes of study for Computing Use Computing as a tool to enhance learning throughout the curriculum To respond to new developments in technology To equip pupils with the confidence and capability to use Computing throughout their later life To enhance learning in other areas of the curriculum using computational skills To develop an understanding of how to use Computing safely and responsibly

Curriculum IntentionThe underlying core principles of the school’s overarching curriculum policy have been the starting points for developing the computing curriculum and thus they are firmly rooted within it. The computing curriculum is knowledge based with layered knowledge structured in logical and progressive sequence to shore up conceptual understanding and with prescriptive, prerequisite prior learning clearly defined in the schemes of work. Pupils have regular opportunities to acquire knowledge and then to apply this learning thereby developing their computing specific skills in:

Algorithms Programming & Development Data & Data Representation Hardware & Processing Communications & Networks Information Technology

Whilst we define and promote these computing specific skills, a further cornerstone of the skills base curriculum are the cognitive skills of problem solving and lateral thinking; analysis and evaluation; creativity and initiative. For our pupils, their autism can present significant areas of need and hence barriers to learning in the principle areas of social communication, social imagination and flexibility of thought, independence and community participation, sensory processing and learning organisation. Every learning opportunity is taken to develop these skills and support these needs, through the implementation of the curriculum with careful due regard ensuring they are skilfully interwoven into learning.

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We recognise that subject specific vocabulary and a focus on cross curricular learning develops a richness of knowledge linking concepts and building learning, essential to development of confident articulate learners. Computing therefore promotes key words and terminology which is introduced each lesson and revisited on a regular basis to promote efficient conceptual recall. Closely aligned to this notion is the promotion of literacy and numeracy skills; many of our pupils come to Overton with gaps in their prior  learning,  we recognise that if not addressed this potentially presents huge barriers in life.

As part of our strategy we accelerate progress by ensuring that again, these skills are seamless throughout the implementation of the computing curriculum. Our young people may not have had the extensive opportunities to experience first-hand the cultural capital of their more privileged counterparts, the computing curriculum bridges this and offers learning opportunities to address social disadvantage with learning that offers a richness of opportunity made accessible to our young people through carefully planned strategies.

The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science,

including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of

writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies,

analytically to solve problems are responsible, competent, confident and creative users of information and communication

technology?

Rationale:Overton school believes that Computing:

Gives pupils immediate access to a rich source of materials Can present information in new ways which help pupils understand access and use it more

readily Can motivate and enthuse pupils Can help pupils focus and concentrate Offers potential for effective group working Has the flexibility to meet the individual needs and abilities of each pupil

Key Stage 3 curriculum provides opportunities for pupils to:a) design, use and evaluate computational abstractions that model the state and behaviour of

real-world problems and physical systems b) understand several key algorithms that reflect computational thinking [for example, ones for

sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

c) use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

d) understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

e) understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

f) understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

g) undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

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h) create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

i) Understand a range of ways to use technology safely, respectfully, responsibility and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns

Key Stage 4 curriculum provides opportunities for pupils to:a) Develop their capability, creativity and knowledge in computer science, digital media and

information technologyb) Develop and apply analytic, problem-solving, design and computational thinking skillsc) Understand 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 d) make choices about when and where it is appropriate to exploit technology to support them in

other areas of learning and everyday lifee) work creatively and collaboratively, taking different roles in teamsf) be independent, discriminating and reflective when choosing when to use technologyg) use ICT to manage themselves, their work and their learningh) apply ICT to real-world situations when solving problems and carrying out a range of tasks

and  enquiriesi) use initiative to find out about and exploit the potential of more advanced or new ICT tools

and information sourcesj) evaluate their experiences of using ICT, considering the range of its uses and its significance

to individuals, communities and societyk) use ICT in other subjects and areas of learning with contexts that are relevant and interesting

to them

Curriculum Implementation of ComputingWe use a variety of teaching and learning styles in computing lessons to develop pupil’s knowledge, skills and understanding through:

teacher-led activities demonstrations and modelling of a task an enquiry-based research activity and present findings to the class question and answering active discussions a wide variety of problem-solving activities developing independence in learning

We recognise that there are pupils of widely different ICT capabilities in all classes and we ensure that we provide suitable learning opportunities for all pupils by matching the challenge of the task to the ability of the pupil.

We achieve this in a variety of ways which may include: setting common tasks which are open-ended and can have a variety of responses setting tasks of increasing difficulty (we do not expect all pupils to complete all tasks) grouping pupils by ability in the room and setting different tasks for each ability group providing resources of different complexity, matched to the ability of the pupil using teaching assistants to support the work of individual pupils or groups of pupils

Equality of AccessThe school is committed to every student having equal access to the curriculum and to have the same opportunities to achieve success. Within this provision there is flexibility to engage in extension work for those students who are capable of dealing with it. These extension activities are highlighted in the schemes of work and should be made available at all times as students are taught mainly in mixed ability classes. However, within reason, all students should be given the same academic opportunities; however the work may be paced differently. There are minimum standards which all students are expected to achieve at all key stages and the work of the department will be focussed on ensuring that every student reaches his/her potential and that success is celebrated for each individual at every opportunity.

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Curriculum ImpactWe measure pupil progress through impact and outcomes using a range of measures, teachers use formative and summative assessment to:

Track and monitor pupils social and emotional skills using the AET framework Assess skills development, mastery and acquisition through termly projects Provides evidence that pupils attain 21st century knowledge, skills and dispositions Provide evidence pupils will learn transferable mathematical skills that could be used across

the curriculum

We will: Use a variety of methods to assess what each pupil has learned and what can be done to

improve pupils’ learning Collaborate with colleagues to monitor pupil performance and make instruction responsive to

cultural differences and individual learning needs Develop reciprocity and cooperation among pupils At the end of each term pupils will either have a quiz paper or a project to complete.

Learning OutcomesIn Key Stage 3 pupils’ programme of study is broken down into 6 main areas:

1. Algorithms2. Programming & Development3. Data & Data Representation4. Hardware & Processing5. Communications & Networks6. Information Technology

In Key Stage 4 pupil’s programme of study is broken down into obtaining Functional Skills ICT at either and:

Entry Level Level 1 Level 2

The following will be offered as an additional option at Key Stage 4, to enable pupils to gain further qualifications in one of the following:

Entry Level Computer Science GCSE Computer Science BTEC Information & Creative Technology

Assessment and Recording Assessment of pupils learning is an integral part of the teaching and learning process. This is a partnership between pupils and teacher with the common goal of improving each pupil’s understanding and skills. Throughout this process it is critical that pupils are involved in discussing and appraising their work and are made aware of their progress. Pupils should know, through discussion with their teacher, what the next steps are to improving. Teachers use a combination of formative and summative techniques such as:

Marking work and tracking against assessment objective criteria One to one discussion with pupils Assessment of lesson objectives against assessment objective Observation of the pupil/s A mixture of open and closed questioning Frequent quick tests, written or oral End of unit assessment End of Year formal testing and teacher assessments Termly reports to parents/carers

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Measuring Progress & Assessment FrameworkEach pupil is expected to make at least one level of progress in each year. A pupil without gaps in their learning would be expected to be at Emerging on entry to Overton. Progress is measured through a data capture each half term and progress is tracked on Assessment Spreadsheet for Computing. This spreadsheet tracks progress each half term, across the year and throughout the duration of the pupil’s learning at Overton School.

The Computing Assessment Spreadsheet outlines the learning objectives for the curriculum and tracks progress for each aspect and overall progress throughout the academic year and course duration by giving a current working level.

Progress is shown as an overall overview

Progress is shown on half termly basis

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At Key Stage 3 every young person will be baseline assessed and awarded a level based on their current achievement of learning. The baseline test will cover aspects of computing curriculum and will be undertaken by each pupil when they start Overton. This baseline will indicate their scores in the following areas:

Word Excel PowerPoint Saving Files Programming Internet & E-safety Computer Theory

The baseline test will give the teacher a signal of the pupil’s starting point and enable them to set targets to show progress of learning. Their progress will be monitored and tracked every half term and altered accordingly. The levels used are described below:

Progress Descriptor Skills LevelEmerging Recognising and recalling factsDeveloping Understanding what the facts meanSecuring Applying the facts, rules, concepts and ideasMastering Breaking down information into component parts

Excelling Judging the value of the information or ideas and combining parts to make a new whole

At Key Stage 4 progress will be monitored and tracked according to the qualification taken appropriate to their ability and judged against the awarding body specified criteria.

Any pupils that fall behind or needs additional support are offered interventions to close gaps in learning, which could include:

1:1 support Small group support After school support Extra homework Peer learning Tutorial Rewards Specific targets and intervention strategies are devised

ModerationInternal moderation ensures that the teacher’s judgement is consistent and fair to all pupils when marking or assessing their work. This is particularly important for qualifications which are internally assessed and externally moderated.

Internal moderation procedures includes the: sampling and checking of pupil’s work on a half termly basis standardisation and recording of teachers’ decisions mechanism for the internal moderator to feedback to teachers’ in order to improve practice

(this includes both internal and external moderation feedback).

Formative Internal moderation will be on-going throughout the course/academic year, with feedback being given to the assessors. There will be evidence of feedback being actioned where necessary.

Summative internal moderation will be carried out at end of each unit or prior to young people/pupils being entered for external moderation. Only those teachers/assessors whose pupils have fully met the standards will be entered for external moderation.

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Formative AssessmentIn line with our Teaching and Learning policy, the focus of marking should be with reference to the specified learning objective and indicate the next step using appropriate AfL techniques. As pupils progress through Overton School, they will become more familiar with the process of self and peer assessment. They will be given the opportunity to analyse and reflect on their own and other people’s work, in order to highlight achievements and suggest how or where improvements can be made. Additionally, it gives the pupils the opportunity to develop their skills, as they are demonstrating that they know what they should/should have included in the specific piece of work that they are assessing.

Summative TestingSummative testing is used to assess progress at key points in the academic year and these results are used to aid future planning both for individual pupils and groups. All pupils at Overton School will have access to the computer facilities and we will encourage the use of computers to support literacy as appropriate.

Contribution of ICT/Computing to Teaching in Other Curriculum AreasPupils should view their learning as a whole rather than a set of disjoint subjects. We aim to do this in the following ways: Identifying and promoting transferable skills whenever they arise Identifying common themes across subject disciplines Using a wide range of contexts to introduce new ideas and concepts Understanding how ICT/computing can help in completing coursework for other subjects

English Literacy SkillsICT/Computing contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. The pupils develop oral skills in computing lessons through discussions (for example features of a good website) and through recounting their practical tasks. They develop their writing skills through presenting information, writing reports and evaluating their work.

Mathematics Numeracy SkillsComputing contributes to the teaching of Mathematics in a number of ways. The pupils use computational thinking to solve problems, a range of BOOLEAN parameters in programming. They develop the skills of applying mathematical techniques to the use of Spreadsheets.

Personal, Social, Health and Economic Education (PSHEE) and Citizenship Computing contributes to the teaching of PSHEE and Citizenship. The work that pupils do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. Planned activities that pupils do during the classroom are encouraged to help them work together and respect each other’s views. Pupils are presented with real-life situations that relate to the completion in their work.

Spiritual, Moral, Social and Cultural DevelopmentComputing teaching offers pupils many opportunities to support the social development of our pupils through the way we expect them to work with each other in lessons. We group pupils where ever possible so that they work together, and we give them the chance to discuss their ideas and results.

British ValuesIn Computing this is promoted through the following:

Believe in yourself – a positive working environment, with praise and encouragement to enhance progression and achievement

Show you know right from wrong – rules and regulations are implemented within the classroom, to ensure a safe working environment

Contribute to your community – understanding the basic use of ICT within the community, such as the use of Microsoft Applications to make posters, send emails, create leaflets and spreadsheets

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Respect those who keep us safe – to respect the members staff, to keep them safe using electrical equipment. The use of the WWW to research local government services such as the Police, Doctors and Fire Service

Accept other people’s belief – pupils are encourage to share their values and belief with the use of ICT, whilst also respecting the views of their peers

Teaching Computing Studies to Pupils with Special Educational NeedsIn Computing, in our school we cater for the needs and requirements of every pupil. Computing forms part of the school curriculum policy to provide a broad and balanced education to all pupils. Through our Computing teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each pupil’s different needs. Assessment against the National Curriculum allows us to consider each pupil’s attainment and progress against expected levels.

When progress falls significantly outside the expected range, the pupil may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, and differentiation – so that we can take some additional or different action to enable the pupil to learn more effectively. This ensures that our teaching is matched to the pupil’s needs. Where a child requires an Individual Education Plan (IEP); this IEP may include, appropriate and specific targets relating to Computing. We enable pupils to have access to the full range of activities involved in learning Computing. Teachers provide help with communication and Computing through:

using texts that pupils can read and understand using word banks of familiar words and phrases that students understand and can

communicate using visual and written materials in different formats using ICT, other technological aids and taped materials using alternative communication, such as signs and symbols

CareersComputing education is the foundation of many jobs and as such plays an important role in careers education. By broadening the horizons of the students and informing them of the possibilities within the job market and the routes to them. Computing teaching can also give them the skills to analysis job specifications and write targeted CV’s to ensure they have the best opportunity to be successful in their endeavours.

ManagementThe Computing Curriculum Leader (Deputy Head Teacher) is responsible for the implementation of this Policy. The management and repairs of computing resources is through Bryn Melyn Care. Each class teacher is responsible for the care and security of the hardware and software in their classroom. The school is committed to the ongoing resourcing of Computing equipment and software, in relation to the School Development Plan. The school is responsible for ensuring that copyright regulations are not infringed.

Role of the Subject Leader in ComputingIt is the responsibility of the subject leader in computing to: Have a thorough knowledge and understanding of the National Curriculum for computing Review, revise and implement school policy for the ICT/computing curriculum Undertake long and medium and short term planning for the ICT/computing and offer computing

advice across the curriculum Audit and organise resources for the subject Provide In-Service support for other non-computing staff if necessary Promote their own professional development to keep abreast of latest developments in technology

Equal OpportunitiesEvery lesson at all key stages should be planned in such a way that it encourages full and active participation by all pupils, irrespective of ability, class, colour, gender or creed.

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DisplayComputing vocabulary should be clearly on display in every classroom used for the delivery of the subject. Every pupil should have the opportunity to have his or her work on display as it is important to celebrate, inform and consolidate personal and whole school learning.

Health and SafetyConsideration for Health and Safety is of the utmost important in computing. Appropriate storage and handling of materials is highlighted. Pupils are taught to follow instructions to control risk to themselves and others.

Internet Access and Online-safetyAll pupils must have a signed ‘Acceptable Use’ agreement for them to use the internet. Although Internet access within school is protected by Bryn Melyn Care Firewall and Filtering systems as well as the school’s own security system. The risks of Internet use are still present. We believe it is vital to teach Online-safety as part of the Computing curriculum and embedded in other subjects.

CopyrightOverton School has a responsibility to teach and uphold the laws and guidance on copyright. Images on the Internet are not freely available and we have a responsibility to teach children how to check and use information and images appropriately.

Gifted and TalentedOpportunities for gifted & talented students are highlighted in all schemes of work for all year groups. These can be relevant to particular tasks in the classroom, extension or homework activities.

ReviewThe policy will be reviewed annually with the aim of meeting any new developments and initiatives both nationally and locally.

The End.

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Policy Reviewed By: Cecilia Rooms Signature DateNext Review Date: October 2019Interim Review Comments:

Policy Reviewed By:

Next Review Date:Interim Review Comments:

Policy Reviewed By:Next Review Date:Interim Review Comments:

Policy Reviewed By:Next Review Date:Interim Review Comments:

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