Our approach to the Computing curriculum is through discrete lessons and where meaningful links can be made, it enhances learning throughout the curriculum, underpinned by the HCAT accelerated learning approach to teaching and learning.
The key concepts, principles and themes have been developed from the National Curriculum into a range of progressive knowledge and skills that are vital for children to explore. At WCPS we believe it is important to ensure children are using software correctly and that these basic skills are embedded from a young age.
The progressive document for Computing allows teachers to see what these vital skills are so children can confidently use software of their choice later on in their school journey. Alongside this there are opportunities for children to learn about E-Safety and explore different uses of technology in the wider world. Coding is also taught throughout school, ensuring that children develop their understanding of algorithms and programming.
The computing knowledge and skills are taught covering 5 main areas:
- Computing systems and networks – Technology around us
- Creating media
- Programming
- Data and information
- E-Safety
The Computing curriculum we offer is designed to meet the needs of all our pupils. It is rich, varied, imaginative and ambitious and meets the needs of individual learners by can easily be adapted for pupils with additional needs.
Computing is taught discreetly, but is embedded across the whole curriculum and permeates many subjects, such as: Literacy and Art. It is used in many curriculum areas and has raised interest, self esteem, creativity and aspirations of all children. The Computing curriculum is rich and varied and provides our pupils with the skills required for life in the 21st Century.
The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.
A gather, skills, apply approach to planning and delivery of lessons is taken across school to ensure children develop a deep understanding of specific skills and are able to apply these in a range of situations.
SEND
At WCPS our curriculum is ambitious for all pupils, including those children with SEND. Curriculum designers and teachers have high expectations of what SEND pupils can achieve and the curriculum is not diluted or unnecessarily reduced for SEND pupils.
Every pupil is different and so what works for each pupil varies. Pupil’s individual needs are considered and adaptations are planned to ensure the success of pupils in all subjects.
The way that our curriculum is designed ensures that chunks of learning are sequenced in a coherent way to enable all pupils, including those with SEND, to build on prior knowledge. Too much information at once can be a barrier to learning which is one of the reason why we have chosen half termly curriculum drivers.
Where pupils are identified with having complex needs it may be appropriate to provide a personalised curriculum which will be based on individual needs and will retain ambition for the pupil.
Where working memory is an issue for pupils, including those with SEND, we look to reduce extraneous load as much as possible as well as identifying key information when teaching. This helps pupils to pay attention to the content which they are expected to learn.
Adaptations to support individual pupils will be recorded on personal school support plans.
Pupils specific needs determine the types of adaptations which are required. These adaptations are in how the subject is taught rather than the content pupils are expected to learn. Where appropriate, learning will be chunked into smaller steps and pre learning and consolidation time in planned in to support need. Adaptations may include supporting pupils to pay attention to key aspects as well as reducing excessive or unhelpful demands on working memory. Time is also planned to ensure pupils with SEND are pre taught instructions and vocabulary to support their understanding.
Formative assessment is ongoing throughout each lesson. It judges progress and enables teachers to make flexible adaptions to their planned teaching.
Through this regular ongoing assessment, careful adaptations are made and scaffolds provided to enable all children to access challenging and stimulating tasks.
Insight is used as a summative assessment tool to assess foundation subjects. The curriculum is regularly reviewed to identify any gaps or misconceptions to be addressed or passed onto the following teachers.