Overview
Mr. B. Price – Subject Leader for Computing
Mr. E. Davies – Subject teacher of Computing and Learning Coordinator for Year 7
The Computing Department consists of two main ICT rooms containing enough computers for one per student. Both classrooms contain state-of-the-art PCs which we purchased in 2021 and 2020 respectively. These high-specification PCs are ideal for our GCSE Computer Science course, and allow us to prepare for teaching of augmented reality on the exciting revised OCR Cambridge National Information Technologies course (new for June 2022). The purchase of these PCs have enabled us to set up an E-Sports Club for all yeargroups, which is proving very popular with our students. 
At Key Stage 3 pupils receive one lesson a week of Computing, before having the option of studying GCSE Computer Science and/or OCR National Information Technologies at Key Stage 4.
More information on all of these courses can be found on the curriculum tab.
Intent
Computing is an essential part of a well-rounded academic offering and prepares individuals to live and thrive in a world that is rapidly changing and where computing skills are necessary. It is a discipline that is rewarding and challenging; it requires and develops capabilities in solving complex, challenging problems (computational thinking). Pupils learn to design and evaluate computational solutions (programming) that model the state and behaviour of real world systems.
At Weobley High School our curriculum intent is to develop learner’s knowledge, skills and understanding through key computational concepts and experience. The KS3 curriculum has been designed to ensure learners have sufficient knowledge to stay safe online and use computers safely in life. The KS3 curriculum also provides a focus on developing resilient learners who are able to recover from mistakes and effectively solve problems. The topics at KS3 give a basis of knowledge, skills and understanding to allow students to progress onto either ICT or Computer Science at KS4 and will provide exposure to those subjects so that students can make an informed decision on their GCSE choices.
We believe that every pupil, regardless of ability or approach to learning, has the right to expect the same consistently high quality education in every lesson, taught by every teacher across our curriculum team. Computing skills are a major factor in enabling students to be confident, creative and independent learners and it is our intention that students have every opportunity available to allow them to achieve this.
AIMS
The national curriculum for computing aims to ensure that all pupils:
- Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- Are responsible, competent, confident and creative users of information and communication technology
Overview
In Computing we implement this through the delivery of a high quality of education which places developing the computing concepts at the forefront of planning. Each scheme of learning is prefaced by its own intent, implementation and impact rationale, underpinned by a deep understanding of the computational concepts. In the schemes of learning assessment is a meaningful vehicle for learning, of learning and as learning to ensure we make a profound positive difference to all students. Various quality assurance activities are undertaken to rigorously ensure that the implementation of the computing curriculum has maximum impact.
The principles of our Key Stage 3 curriculum
In Key Stage 3, students will design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems. They do this over 12 units across the three years (4 units per year). Pupils will begin their programming journey by using Scratch for block program, before moving onto text-based programming with Python in Year 9. Students will understand how computers work by looking at the hardware that make up computer systems. They will begin to understand how various types of instructions are stored and executed in computer systems, and how they can be used to represent images, music and text. Students will use and combining multiple applications to achieve challenging goals. They will understand a range of ways to use technology safely, respectfully, responsibly and securely: including protecting their online identity and privacy; recognising inappropriate content; contact and conduct; and knowing how to report concerns. The objective with the curriculum delivered at Key Stage 3 is to prepare for that offered at Key Stage 4. The foundations and fundamentals of the key concepts of the subject are established during Key Stage 3.
The principles of our Key Stage 4 curriculum
We purposely offer courses at KS4 in both Computer Science and Information Technology so that we can accommodate the needs and interests of all students. We offer a traditional GCSE course and a coursework based vocational course. Computer Science is a discipline that seeks to understand and explore the world around us, both natural and artificial, in computational terms. Information Technology deals with the purposeful application of computer systems to solve real-world problems, including issues such as the identification of business needs, the specification and installation of hardware and software, and the evaluation of usability. It is the productive, creative and explorative use of technology
Overview
The Computing curriculum at Weobley High School will make a profound, positive impact to the outcomes of all student. Students will be equipped with traits that reflect resilient learners. We will know that this is true as we are delivering a high standard of education, quality assured through qualitative and quantitate measures such as:
- Attainment and Achievement outcomes
- Pupil engagement and take-up of Key Stage 4 courses
- Lesson observations/learning walks
- The quality of the pupils’ folders
- Pupil progress tracking both within the department and whole-school
Assessment
The most effective way of measuring the impact of our curriculum is through the assessment of pupils. Assessments may happen in a range of ways including questioning, peer assessment, self-assessment, short tests, end of unit tests and exams. Through assessments, teachers can measure the impact of their teaching and the learning of the pupils. It can also identify gaps in pupil knowledge and common misconceptions.
KEY STAGE 3
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.
KEY STAGE 4
By the end of Key Stage 4 pupils will be able to develop their capability, creativity and knowledge in computer science and information technology. Using practical skills develop and apply their analytic, problem-solving, design, and computational thinking skills. Pupils 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.