Computing

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1. Curriculum Design

The ‘formal’ curriculum for Computing at Chailey School is designed to teach students how to become competent digital citizens. The curriculum applies to the National Centre for Computing Education’s computing taxonomy. This has been developed through a review of the KS1-4 computing programme of study, and the GCSE and A Level computer science specification, across all awarding bodies. All learning outcomes can be described through a top-level taxonomy of ten topics, ordered alphabetically as follows:

• Algorithms
• Computer Networks
• Computer Systems
• Creative iMedia in the media Industry
• Visual identity and digital graphics
• Data & Information
• Interactive digital media
• Effective use of tools
• Impact of technology
• Safety & Security
• Artificial intelligence

They are not always taught explicitly as each strand is present throughout both key stages. 

2. Coherence and continuity

• The intent of the curriculum in Computing is to teach Chailey students the digital skills that they will need for the future. We aim to give them hands on experience and for them to be able to apply their digital skills to all of their subjects.
• By the end of Key Stage 3, students are expected to know how to stay safe online and report concerns, spot fake news, research, analyse and present their work across a number of different digital platforms. Students have hands on experience of block programming languages and high-level text-based languages including: python, HTML, CSS and JavaScript.
• By the end of Key Stage 3 students can opt to take either Creative iMedia or Computer Science. Those who take the later are expected to how to understand computer systems, computer networks, security and threats and use a high-level programming language such as python. To support all children out units will be pitched so that pupils with different starting points can access them. Lessons will be sequenced to build on prior learning. Activities will be scaffolded so all children can succeed. We use real world activities to unpack difficult concepts in computing. We also use a range of approaches when teaching programming, ranging from exploring and remixing code, debugging code to solving specific problems.
• Student who choose to study iMedia will understand and apply the fundamental principles and concepts of digital media including factors that influence product design, use of media codes and conventions, pre-production planning techniques, legal issues and creation/publishing/distribution considerations. In addition to this they will develop learning and practical skills that can be applied to real-life contexts and work situations. They will think creatively, innovatively, analytically, logically and critically to develop independence and confidence in using skills that would be relevant to the media industry and more widely. The coursework element of the course will require students to design, plan, create and review digital media products which are fit for purpose meeting both client and target audience requirements.
• Assessment, testing of knowledge, skills and understanding, and effective feedback will support this – further details of this can be found in the school’s and subject’s Feedback Policy.

3. The ‘Informal’ curriculum

• Computing contributes to the school’s ‘informal’ curriculum – the experience and opportunity for students in Computing is not just about set of exam results. Key opportunities for this include coding competitions which start in year 7. Students in KS4 have the opportunity to take part in the Digital accelerator program which is a competition run across all schools in Sussex. Students work with a mentor who will help them develop their digital skills and ideas which they then present. In addition to this student are take part in hackathon events and coding days which involved building a programming robots.
•  After school and lunch time coding clubs take place and can be accessed by all year groups at different times of the year.
• We believe that computing is inherently interesting, and seek to motivate pupils through the subject matter. Where possible, we draw on real world experiences to provide an engaging viewpoint on computing concepts.
• Our Computing curriculum develops computational thinking, digital literacy, and programming skills needed for the modern world. Students learn to create, analyse, and understand digital systems and technology.
• Careers Links: Computing leads to careers in software development, cybersecurity, AI, data science, IT support, web design, and game design

4. Building character and values in the curriculum

• All subjects at Chailey School contribute towards building the character and values of its young people such as working independently, being creative, developing their oracy skills and resilience in order to build confidence in their own abilities whilst being part of the Chailey community.
• Every pupil should have the opportunity to implement their skills and knowledge and ultimately feel a sense of achievement. We provide opportunities for pupils to be creative and solve problems by building their own programs, webpages, games, 3D models, animations, and mobile phone applications. We need pupils to be thinking during their lessons - both to engage with the subject and to strengthen memory of what is being learnt. Some of our lessons require practical application of concepts and skills using the latest software.