Sequencing of Content

KS2 and KS3 pupils follow the National Centre for Computing curriculum. The work of the NCCE is underpinned by the 12 principles of Computing Pedagogy
In the KS4 pupils have the opportunity to study a Level 1 or Level 2 qualification (BCS Level 1 Award in IT User Skills (ICDL Essentials) or the BCS Level 2 Certificate in IT User Skills (ICDL Extra). The aim of these nationally recognised
IT user qualifications is to:
improve pupils' knowledge and understanding of IT
develop skills to work effectively and efficiently using IT
provide proof of IT competence
allow progression to employment or further study

Computing at Hopewell

The specialist nature of the subject curriculum.
The aim of Computing is to help pupils become competent and confident users who can use the IT knowledge and skills acquired to assist them in their daily lives. It is also to prepare pupils for the world of tomorrow. The Computing curriculum also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. Our IT curriculum will enable pupils to: Learn within a coherent and exciting framework which does not limit pupils ambitions;· Develop new skills through a variety of interesting contexts to foster enjoyment; Develop a rich, deep and secure subject knowledge; Understand what they are doing well and how they need to improve;·Explore the breadth and depth of the national curriculum; Build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect; Improve their spiritual, social, moral and cultural understanding to develop confidence in their own financial and digital understanding so that they contribute positively to the life of the school, to their local community, and to the wider environment. Planning across the Key Stages Pupils start at Hopewell at different subject knowledge and with different barriers to learning. When pupils start, they will complete a baseline assessment for teachers to know what their current levels, learning pathway and learning style are. During the induction process, they have the opportunity to attend IT taster sessions where they receive information about what they will be taught and how lessons are structured. These sessions are also focussed on what their current subject knowledge is through questioning. An overview of the Computing curriculum is detailed in a yearly plan. Medium term plans are then developed to inform teaching, learning and assessment. The IT curriculum is flexible to tailor according to the needs, abilities and interest of pupils. Lesson plans are differentiated and individualised looking at the ECHP plan, their abilities and what support they will need in order to achieve the target grade/level they are predicted. Sequencing of Content KS2 and KS3 pupils follow the National Centre for Computing curriculum. The work of the NCCE is underpinned by the 12 principles of Computing Pedagogy Lead with concepts Work together Get hands-on Unplug, unpack, repack Model everything Foster program comprehension Add variety Create projects Challenge misconceptions Make concrete Structure lessons Read and explore code first At Hopewell we strive to provide pupils the opportunities to develop a knowledge of a range of ICT, Digital Literacy and Computing in KS3 including; ICT (how digital systems work), Digital Literacy (using digital systems and apps) and Computing (creating digital systems and apps). Pupils will grow in confidence through dedicated teaching environments with the latest ICT equipment and software. In KS4 pupils have the opportunity to study a Level 1 or Level 2 qualification (BCS Level 1 Award in IT User Skills (ICDL Essentials) or the BCS Level 2 Certificate in IT User Skills (ICDL Extra). The aim of these nationally recognised IT user qualifications is to: improve pupils' knowledge and understanding of IT develop skills to work effectively and efficiently using IT provide proof of IT competence allow progression to employment or further study Planning begins with the focus on unit outcomes (the bigger picture) and assessment criteria which will inform the learning objectives for each lesson. The lesson will be planned with the learning objectives which will inform the activities, resources for the lesson. Pupils will have a clear understanding of what needs to be met at the end of the lesson and what will they will doing during the lesson in terms of skills and knowledge they will acquired. Work is broken down in manageable chunks which allow pupils to learn new skills or topics at their own pace and in their own way. Our Curriculum has been designed to take the nature of each student, their own learning style and learning pathway into account. Through differentiation and 1:1 support, pupils are supported in each lesson in order for them to achieve. Through monitoring and subject progress tracking, pupils are identified who need additional support. Assessment materials and strategy Weekly marking using the school's marking policy and content pages, informs pupils of progress made and what the next steps are. A visual pupil progress trackers shows pupil their progress and what still needs to be completed in order to meet all unit assessment objectives/learning objectives. Verbal feedback is also given during the lesson to pupils to encourage them or to provide them with advice on how to improve. Feedback is always constructive and positive. End of term data drop and Classroom monitor assessment is used to determine the current level/grade of the pupil. Formative assessment takes place in each lesson. This allows me to identify gaps in the pupils' learning and then target those gaps by adjusting their planning sequences of learning to address those gaps. Formative assessment informs the teaching and learning for the next lesson. It will determines if I need to revisit the outcomes from the previous lesson or are all pupils ready to move on to the next lesson with new concepts, knowledge and skills that need to be developed. In Computing lessons, formative assessment happens through questioning, work task completion, online quizzes and verbal feedback. Formative assessment informs the teaching and learning for the next lesson. It will determine if I need to revisit the outcomes from the previous lesson or are all pupils ready to move on to the next lesson with new concepts, knowledge and skills that need to be developed.