Curriculum
Computing

Intent

The intent of computing at St Luke’s is that the curriculum equips pupils to achieve their best and use computational thinking and creativity to understand and change the world.

Computing is an umbrella term that encompasses the three different threads that we offer to students of our subject: Computer Science, Digital Media & Digital Literacy.

Computer science is the scientific and practical study of computation: what can be computed, how to compute it, and how computation may be applied to the solution of problems.

Digital Media is the creative and hands-on approach to researching, planning and developing media products to communicate in the digital world.

Digital Literacy is the discrete ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.

The Intent is that a St Luke’s Computer Scientist / Media Student will:

  • Be aware of the opportunities and limitations of living in a digital world. Therefore, taking responsibility for their digital identity, being inclusive and respectful when interacting with others online.
  • Understand the core principles of information and computation, how digital systems work and how to put this knowledge to use through programming or product creation.
  • Be equipped to use technology to create programs, systems and a range of content.
  • Become digitally literate – able to use computers to express themselves and develop their ideas responsibly at a level suitable in order to become active participants in a digital world by achieving their best.
Implementation

The intent of our curriculum is implemented through the delivery of a high-quality lessons which places developing the concepts of computing at the forefront of planning. Each scheme of work is underpinned by a deep understanding of these computational concepts and how they relate to the real world.

In KS3 students follow a computing, IT and digital literacy programme taught over the key stage. The curriculum in KS3 is innovative, featuring digital resources and opportunities to build practical thinking and digital etiquette skills. The curriculum ensures that a breadth of resources are used and meaningful assessment is given. 

In Key Stage 4 learning is embedded through the development of knowledge and skills and through overlapping concepts covered previously in KS3. Students follow the OCR Computer Science GCSE programme which covers three components – theory, programming and practical application. After every assessment students receive a detailed Question Level Analysis of their most recent assessment in order for them to capitalise on their individual weak areas identified and improve their progress. Relevant past exam questions are used as their ‘Do Nows’ so that in every lesson students are exposed to examination techniques and gain familiarity with the vocabulary linked to exam papers. Long answer exam questions are also used to support students literacy. Disadvantaged students are positively discriminated through immediate, directed questioning throughout lessons and seating plans are utilised which aim to support and stretch all students.

In Key Stage 4 we also offer OCR Creative iMedia this follows on from the Digital Media thread started in KS3. This subject will encourage independence, creativity and awareness of the digital media sector along with transferable skills and tools to improve their learning in other subjects with the aims of enhancing their employability when they leave education.

Throughout both key stages, the students are exposed the importance of communicating safely and respectfully online, and the need for keeping personal information private; teaching them to know what do when concerned about content, or being contacted and to become responsible users of technologies and online services

Impact

The impact of our curriculum will be:

  • By the end of Key Stage 3 students will be able to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation and can analyse problems in computational terms.
  • Students will have repeated practical experience of writing computer programs in order to solve such problems. They will be able to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • Students are responsible, competent, confident and creative users of information and communication technology.
  • By the end of Key Stage 4 pupils will be able to develop their capability, creativity and knowledge in computer science, digital media and information technology. Using practical skills, they will be able to develop and apply their analytic, problem-solving, design, and computational thinking skills.
  • Students will 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.
  • Media students will develop skills that will be relevant in the media industry and will also be useful in other fields of employment. They will be able to manipulate complex computer software and work independently to complete a media task.
The big questions

The big questions posed by our curriculum are:

  • Why do people feel that when they interact with each other on the internet they don’t have to be respectful of each other and are often not inclusive?
  • If data is stored ‘in the cloud’, where is it? Who actually owns it?
  • If I buy a digital game and that company closes its store what happens to my games and purchases? Do I lose them?
  • If digital images are made up of 1’s and 0’s (Binary Digits) and these digits can be manipulated. Can we trust the images we see on the internet or in the media?
  • If we are able to create true Artificial Intelligence (AI) Would/Should they have the same rights as us? Will Digital lives matter?
  • If most of our data and information today is stored as 1’s and 0’s on electronic medium, what will be left for archaeologists in the future to find?
  • Is Cyberbullying as hurtful as physical bullying? Do you have the right to say what you want over the internet?
  • Who is responsible for policing the internet? Should any one country /organisation have that power?
5 Year Plan

 

St Luke’s is a wonderful place.
A school full of staff who are dedicated to improving the life chances of every student that attends the school.

Kealey Sherwood, Headteacher