Computer Science, Business and ICT

Computer Science, Business Studies & ICT

Curriculum Aims

To create:

• A knowledge engaged curriculum which develops conceptual understanding and the development and application of skills.
• A curriculum which instils a love of learning across all subject areas.
• A curriculum which is driven by up to date and relevant educational research.
• A curriculum which is underpinned by understanding the needs of our local demographic and building a curriculum which serves the young people in our locality.

It is essential that the curriculum is organised in such a way that it provides all pupils with the opportunity to develop themselves as successful learners who are well-prepared and excited about future careers and further studies after Hillside. It is essential that the curriculum is organised in such a way that it ensures the values inherent in our “Excellence in the heart of the community” ethos becomes a reality for the pupils.

Computer Science

In the last 50 years Computer Science has changed the way we live.Our aim is to equip our pupils with the digital skills and understanding to take their place in a connected society, and to shape the future.

Our curriculum is founded on core computing principles that aim to:

• Equip pupils with the software & ICT skills to thrive in the modern workplace and beyond. (IInformation Technology)
• Appreciate the scale and scope of their digital life and treat each other with empathy and respect. (Digital Literacy)
• Utilise computational thinking skills & knowledge to create, adapt and shape society. (Computer Science)

Together these three strands of Computer Science will equip our pupils with the skills and understanding to take their place in a connected society and to shape the future of the digital world. Alongside the three strands of Computer Science our KS3 curriculum will focus on enterprise to engage learners who plan on choosing Business Studies at GCSE.

The curriculum will ensure that pupils understand key computer science concepts, are confident problem solvers and able to independently apply this skillset to a variety of problems both in computing lessons, and their lives. The curriculum will allow these skills to be applied to topics such as data representation, and programming to aid the building of resilience within our pupils and allow their problem-solving skills to be stretched and challenged.

As well as improving the problem-solving skills of our learners, that are so innate to computer science, it is also important that the curriculum will also provide opportunities to allow our pupils to become competent users of IT, including the use of the school IT systems software and hardware. As well as the practical skills of using technology, the curriculum will also provide opportunities to make pupils aware of how to be safe users of technology. The curriculum will ensure that pupils use technology for good, in particular making pupils conscious of their use of social media and the dangers of technology including the reliability of content on the internet. Ultimately this will ensure that pupils are able to consider and actively understand the ethical considerations, environmental and legal impact that their, and the world’s use of technology can lead to, opening up pupil’s eyes to the use of technology beyond the classroom.

Through the study of computing, our pupils will understand core concepts, such as data representation and algorithmic thinking. Pupils will be confident logical, problem solvers and use this skill set beyond their computing classroom. Pupils will also learn how to use technology effectively, to prepare them for later life and have a deeper understanding of the impact of technology on not only our lives, but others. Most importantly, we want to equip pupils with the skills to be competent, effective users of IT systems to prepare pupils for their working life beyond Hillside High School.

Computer Science concepts are sequenced in such a way that they progressively build upon one another. Declarative knowledge (‘knowing that’) and procedural knowledge (‘knowing how’) are identified, sequenced and connected in the curriculum This starts with KS3 progressively building upon skills learned in KS2 and KS3 leading into KS4.The scheme of learning makes links to prior knowledge, whether it is from the previous lesson, everyday knowledge or a previous key stage. Pupils visit the three main strand areas covered in the subject on several occasions throughout the course of each academic year in order to maintain and build a deeper understanding of key concepts. Staff within the department will use memory platforms and a variety of retrieval activities/strategies to link new subject knowledge to prior knowledge in a structured way to promote memory recall. The Vocational element to lessons will support the building of cognitive pathways and associations as pupils learn from hands on experiences.

Business Studies

The Business Studies curriculum is designed to deepen pupil understanding of the way in which businesses operate in a dynamic, changing and competitive environment.Within the curriculum, pupils will gain an understanding of the issues concerning both small and large businesses.This understanding is rooted in current business theory and practice and reflects the integrated nature of organisations and their decision-making processes with regards to financial, marketing, human resource and operational decisions.Pupils will utilise and develop their creative, critical thinking and mathematical skills to evaluate the issues concerning the business world. Within the business curriculum pupils will learn workplace relevant skills and knowledge and engage in an experience that is ‘Learning for Life’.

Strategic Intent for the Computer Science, Business Studies and ICT Dept.

To develop a curriculum which:

• Is thoughtfully sequenced, using research into how pupils learn, so they are inspired to learn new material in a meaningful manner and develop their understanding. This will be relevant to their age and stage of development. Lessons are sequenced so that they build upon another in a logical way enabling pupils to make connections with prior learning. SOL is designed to link prior knowledge from previous lessons, everyday knowledge and KS3 and feed into KS4 option subjects. Theory is linked to topical examples that are relevant to pupil interests. KS3 lessons have a Practical/vocational structure embedded into them as well as covering key theory detailed in the Computing national curriculum.
• Links new subject knowledge to prior experiences so building cognitive pathways and associations.

Staff within the department will use memory platforms and a variety of retrieval activities/strategies to link new subject knowledge to prior knowledge in a structured way to promote memory recall. The Vocational element to lessons will support the building of cognitive pathways and associations as pupils learn from hands on experiences.

• Embedding of word rich strategies into every lesson pupil will gain confidence in using technical language. Furthermore, pupils should be able to use word rich terminology is written and verbal answers.
• Has assessment for learning at its core. Pupils will be assessed (MAP) at the end of each unit in all a subject within the department in order to monitor progress. A range of feedback and acceleration activities will enable pupils to develop metacognition and so move their learning forward. All teachers within the department will use a variety of forms of feedback in lessons; formal written with next steps, peer/self-assessment, whole class feedback sheets, use of success criteria, WAGOLL and mark schemes. Pupils will be encouraged to reflect on their work to identify mistakes/improvements and respond accordingly.
• Gives our pupils the knowledge, skills and understanding to be healthy, safe and responsible young adults.

KS3 curriculum focus on e-safety at the start of each new school year. Contribution to whole school e-safety awareness through Personal Development lessons, Safer Internet Day and parents’ evenings.

• Is relevant to the young people in our locality. The Curriculum has been developed to reflect local employment opportunities and further study.

Curriculum Principles

• We prioritise depth and breadth of knowledge; distinguishing between portable and non-portable knowledge/skills.
• We give sufficient time to English and mathematics to ensure that pupils have the essential skills needed for life and so that they can demonstrate academic excellence across the full range of subjects.Cross curricula links with Maths dept to ensure consistency in teaching strategies with numerical aspects of the Business and Computer Science Specification.
• We build cultural capital in our pupils in order for them to develop a sense of identity and pride in their local community and excel in the wider world.Links to local industry and the history of Enterprise in Liverpool. Awareness of local employability opportunities and growth areas in the local economy
• We believe that the arts and creative subjects are crucial in forming well-rounded and confident young people.

• We make learning relevant. Vocational aspect to learning, embedding current issues both within our locality and the wider world. Transferrable skills reflecting local employment opportunities.

Awareness of opportunities for further studies.

• We thread careers information and Personal Development through all aspects of our curriculum ensuring that pupils have suitably high aspirations for themselves and their community.

Links with industry – visits/speakers/practical tasks reflecting vocational element.

• We have timely intervention for pupils who are below their chronological reading age, have weak writing skills and weak numeracy skills. Use of SEN register to familiarise staff with reading ages – differentiation- tasks set to ability.
• We uphold the core principle that, ‘Reading is Power’.
• We have high expectations of our pupils and aim to develop articulate and confident young people, who can communicate effectively through the spoken and written word

Business communication production and delivery of presentations, reports etc, ICT skills within Enterprise curriculum.

• We use opportunities for cross-curricular work to develop transferable skills and to allow pupils to see the links across a range of areas.

Enrichment

The Computer Science, ICT and Business department offers a wide range of enrichment activities which aims to improve pupils understanding of the world of work and future careers alongside deepening their love for learning our subjects.

At KS3 pupils take part in various STEM workshops delivered by external providers at various stages throughout the year. The aim of such events is to nurture pupils inner creative thinking allowing them to explore, innovate, take risks and problem solve which are all key computing and enterprise skills. Pupils develop key skills and experiences through these events which not only inspire them but helps them when building links to future knowledge.

Furthermore, at KS3 pupils can participate in a weekly coding club. The aim of the coding club is to inspire, promote a love of programming but to also build confidence in pupils who sometimes lack it in a full classroom. One particular unique selling point of the coding club is that it is organised and run by Digital Leaders. Digital Leaders are selected at the start of each academic year through an application process. Digital Leaders are pupils who express a keen interest in computing and technology and are willing to support the department through options, open evenings and KS2 visits.

At KS4 pupil learning is enhanced through various workplace visits and other trips which aim to broaden pupil’s knowledge of the world of work and to help them develop key life skills. For example, Business pupils visit Liverpool City Centre to learn about the world of work and how various industries within the city operate. Pupils also complete various enterprise activities during the year. The aim of these enterprise activities is to develop pupil's employability, motivation, resilience, confidence and business/economic understanding.

Personal Development, Behaviour and Welfare

All teachers in the department have high expectations in terms of personal development, behaviour and welfare. The development of Computer Science and Business concepts are key, but also at the forefront of each and every lesson is the personal development of each individual in the subject. The curriculums across the subject areas we deliver are not restricted in terms of what pupils can achieve. New concepts are there to be developed.

As a department we understand our school's responsibility to deliver effective personal development lessons in order to actively promote spiritual, moral, social and cultural development. As a department we regularly provide positive experiences through opportunities within the curriculum and through interactions with various employers, colleges and businesses. Moreover, we also recognise that there is a strong cross over within our curriculum and the personal development program for example lessons on e-safety and financial management. We therefore understand that it is our responsibility as a department to develop resources to support teachers with the delivery of these topics alongside supporting pupils if they have any further questions or concerns which they want to explore. This ensures pupils are equipped with the knowledge and skills needed to be able to make informed choices about their futures. Furthermore, we also understand the importance of key events on the school calendar for example Safer Internet Day and Enterprise Week during which we develop and deliver assemblies to inspire and motivate pupils.

All teachers within the department understand that managing poor behaviour and low-level disruption is paramount for a successful lesson. We must ensure that pupils have the best possible teaching and for this to happen pupils are required to understand the expectations placed on them with regards to ATL and conduct. As a department we regularly identify pupils who are a cause for concern before the issue becomes serious. Through intervention strategies including meetings and discussions with parents we will ensure pupils always display a positive attitude. Through clear, precise routines we also ensure that low level disruption is eliminate and as a result pupil’s will achieve their full potential.

K​nowledge Led - Computer Science

K​nowledge Led - Business Studies

R​eading is Power

D​iverse Opportunities

year_7_knowledge_journey.pdf

year_8_knowledge_journey.pdf

year_9_knowledge_journey.pdf