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Students at Penn Hall are offered full access to a broad and balanced Computing curriculum. The study of Computing enables our students to expand their knowledge and understanding of the world by being actively involved in experiencing, investigating, manipulating and using information in a variety of forms including text, symbols, sound, graphics, photographs, music and video. Penn Hall’s Computing long-term curriculum plan will deliver the statutory requirements of the National Curriculum Computing and P Level ICT programs of study. This will be supported and underpinned by Wolverhampton Learning Technologies Team ‘eLearner Framework’ – a framework to help teachers and practitioners develop creative and meaningful cross-curricular eLearning experiences.
AIMS & OBJECTIVES
Το develop capability to use ICT equipment with increasing independence.
To develop skills to enable independent access to ICT and associated assistive technology relative to individual ability.
To use ICT to experience, access and apply a wide range of ideas and information in a variety of different contexts.
To develop positive responses to a broad range of ICT generated activities and experiences in a wide variety of settings including the multi-sensory environment.
To become fully involved in physical and practical activities using tools such as assistive technology, which enable access to the wider curriculum and provide opportunities to extend influence and control over aspects of their immediate environment.
To use ICT to develop skills across the curriculum with increased confidence, understanding and independence.
To present work across the curriculum employing a variety of different media to a high standard.
Prerequisite and Access Skills - In order to successfully access the curriculum, many of our students, especially those with more complex special needs will need to develop skills to make effective use of a broad range of access devices including switches, touch-screens, eye-gaze, adapted and alternative keyboards. Teaching and assessment of these skills will continue,
where necessary, across all key stages.
KEY STAGE 1
To understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
To create and debug simple programs
To use logical reasoning to predict the behaviour of simple programs
To use technology purposefully to create, organise, store, manipulate and
retrieve digital content
To recognise common uses of information technology beyond school
To use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
KEY STAGE 2
To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
To use sequence, selection, and repetition in programs; work with variables and various forms of input and output
To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
To understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
KEY STAGE 3
To design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
To understand several key algorithms that reflect computational thinking, such as ones for sorting and searching; use logical reasoning to compare the utility of alternative algorithms for the same problem
To understand and use binary digits, such as to be able to convert between binary and decimal and perform simple binary addition
To undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
To create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
To understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.
To use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures such as lists, tables or arrays; design and develop modular programs that use procedures or functions
To understand simple Boolean logic (such as AND, OR and NOT) and some of its uses in circuits and programming
To understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
To understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
14 - 19:
Students follow a range of externally accredited modules leading to the award of nationally recognised qualifications.
To develop their capability, creativity and knowledge in digital media and information technology
To develop and apply their analytic, problem-solving, design, and computational thinking skills
To understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report concerns.
Entry Level ICT
Cambridge Nationals in ICT
Cambridge Nationals in Creative iMedia
THIS SUBJECT ADHERES TO THE RELEVANT POLICY GUIDELINES OUTLINED IN THE SCHOOL GENERAL POLICY DOCUMENT.
COMPREHENSIVE DOCUMENTATION IS HELD BY THE SUBJECT COORDINATOR
WHO, FOR THIS SUBJECT IS MRS EMMA GILHAM