Computing

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Computing

Welcome to the Computing Department.

Computing at Dormston aims to provide pupils with the skills and knowledge for an ever-evolving digital future. It is an innovative subject designed to challenge and inspire pupils to think logically, critically, and creatively to solve problems. The curriculum is designed carefully to provide a balance of academic and practical elements to empower pupils to become motivated, independent learners. Computing is not just about ensuring pupils achieve academic success, but also building strong transferrable skills essential to world where digital literacy is crucial.

The department boasts 3 dedicated classrooms each with 32 computers. The school benefits from having 2 full time network managers who keep the system operational and up to date with the latest software to support learning.

KS3

In Key Stage 3, pupils are taught a wide range of topics which cover the three main strands of Digital Literacy, Information Technology and Computer Science. As part of a 5-year curriculum, elements of GCSE Computer Science are introduced as early as Year 7 to stretch and challenge pupils. The scheme of work uses units developed by the National Centre for Computing Education (NCCE)

KS4

Pupils who choose to study Computer Science at GCSE will build upon the skills and knowledge developed in Years 7,8 and 9. As pupils have been following the 5 year curriculum, the transition to GCSE from KS3 will be seamless. More challenge and GCSE aspects has been introduced at an earlier stage that helps our pupils prepare for their Computer Science qualification.

How we assess

Key stage 3

Pupils are encouraged to reflect on their learning at the end of each lesson and complete a unit tracking sheet. This allows pupils to identify their progress and next steps. Formative assessments are conducted at the mid-point and end of each unit.  These assessments are marked and feedback given to pupils to help guide pupils to improve. As Computing is a variety of academic and practical units, a lot of feedback given to pupils is verbal and ad-hoc, allowing pupils to make rapid progress.

Key stage 4

Similar to Key stage 3, formal assessments take place at the end of each unit, however pupils conduct detailed, forensic question level analysis to help identify their areas for improvement. For each unit of work, pupils complete a PowerPoint “workbook” which is handed in and given feedback on. Pupils then have the opportunity to make improvements to eventually use this as a Knowledge Organiser when preparing for further assessments and exams. Again, like Key Stage 3, there is a lot of verbal feedback given during practical elements and pupils are encouraged to self-assess their work to help identify next steps.

Subject specific websites to support independent learning and revision

Key Stage 3

Oak Academy – Computing lessons for Key Stage 3 students – Oak National Academy (thenational.academy)

BBC Bitesize – KS3 Computer Science – BBC Bitesize

Scratch – Scratch – Imagine, Program, Share (mit.edu)

Repl.it online coding environment – Home – Replit

BBC Click YouTube Channel – BBC Click – YouTube

 

Key Stage 4

Craig n Dave YouTube Channel – Craig’n’Dave – YouTube

BBC Click YouTube Channel – BBC Click – YouTube

BBC Bitesize – GCSE Computer Science – OCR – BBC Bitesize

Seneca Learning – Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)

Repl.it online coding environment – Home – Replit

 

Trips & Visits

Previous school trips have included looking at control systems at Alton Towers and code breaking at Bletchley Park.

Our Knowledge Organisers

Key Stage 3

As this is a brand new scheme of work, these are currently being produced and will be uploaded as soon as they are complete

Key Stage 4

Pupils use their completed PowerPoint workbooks as knowledge organisers. In addition to this, CGP Revision guides are provided for pupils when possible.

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It is an innovative subject designed to challenge and inspire pupils to think logically, critically and creatively to solve problems.