Computing

Curriculum rationale

We want all our students to be good, confident users of technology; equipped with computational thinking skills enabling them to be problem solvers, innovators and creators.  We aim to foster a love of learning and ignite an interest in computer science and digital media.

Success in computing enables learners to apply their computational thinking skills independently when solving problems. To do this we aim to provide a knowledge rich curriculum that is inspiring and has a practical approach to learning. The computational knowledge and skills developed by learners will enable them to be prepared to live in a digital world but also provide them with a secure foundation to access a computing or STEM related career aspiration. 

Sir Jonathan North learners come from a diverse range of backgrounds and from across lots of different primary schools where their previous learning has been dependent on the availability of resources or computing specialists. We want learners at the end of their learning journey to feel confident and competent when using technology. This is done by giving learners the opportunity to practice and apply their theoretical knowledge through the use of digital products. 

Key Stage 3 

To ensure that the breadth of the Computing curriculum is covered at Key Stage 3 we have adopted the CAS Computing Progression Pathways. Teachers teach from a suite of topics which are assessed against these progression pathways. We ensure that learning is both spaced and sequenced so by the end of Key stage 3 each learner will have been assessed against each pathway evenly. 

The Key Stage (KS) 3 curriculum is intended to prepare students to take either a computer science or digital media pathway at KS4.

Curriculum Plan: Key Stage 3

	Topic
Year 7	Computer Fundamentals/E-Safety
	Networks
	Block-based Programming 1
	Representations: From Clay to Silicone
	Block-based Programming 2
Year 8	Introduction to Python Programming
	Media: Vector graphics
	Developing for the web
	Physical Computing
	Computing Systems
Year 9	Python programming with sequences of data
	Representations: going audio visual
	Cyber Security
	Student programming project

Key Stage 3 feedback and assessment

In Computing formative feedback is given throughout a lesson, over a sequence of lessons and summative assessments are given at the end of a unit. Feedback can be verbal (individual or whole class) or written (this can be done as live marking). Learners are given opportunities to respond to feedback which can also take many forms including: making corrections (this maybe evidenced through the use of version control or resubmissions within Microsoft Teams); identifying next steps or “narrowing the gap” tasks.  Each half term students learn the theory and practical skills, culminating in a creative project.  Each project introduces a new key concept or skill or builds upon prior knowledge and learning, for example, the transition from block-based programming languages to text-based programming languages. 

Extra-curricular opportunities

We have several clubs that run after school including a Programming club. This is primarily for learning more about programming languages, often leading to an opportunity to learn about robotics. Code breaking club – where students learn about cryptography and participate in a national competition.