Computing is one of the most fundamentally cross curricular subject areas in education. It’s about using technology, logic, creativity and computational thinking to solve problems that cross all disciplines.  It requires the systematic breakdown of both the problem and the solution.  We prepare pupils for how to live in an increasingly digital world by equipping them with the knowledge, understanding and skills to solve unknown problems using tools and technologies that do not yet exist. We celebrate diversity in our curriculum by highlighting the contributions of individuals from various backgrounds to the world of ICT and computer science. We strive to create an inclusive learning environment where every student feels valued and empowered to pursue their interests and passions in technology.

In summary, our curriculum in ICT and Computer Science is driven by the intent to provide students with a holistic, future-focused education. We aim to inspire curiosity, creativity, and critical thinking while fostering a strong sense of responsibility in the digital age. Through our curriculum, we prepare our students to thrive as informed, capable, and ethical participants in our increasingly interconnected and technology-driven world.

But it’s not all about the technical stuff! We’ll also delve into the human side of technology, exploring its impact on society and the ethical considerations that come with great digital power. Through engaging projects, students will start to see how the skills they’re learning can solve real-world problems.

The curriculum at Ercall Wood Academy has been developed to equip our students with the skills, knowledge and understanding of computing they may need later in life. The digital age has seen the web, interactive whiteboards, virtual learning environments, video conferencing, blogs, wikis, podcasts, video and mobile devices having a transformative impact on both learning and teaching.

Each lesson considers the cognitive and retention abilities of students and ‘chunks’ the lesson to ensure that sufficient time and practice is available to cement the knowledge. Modelling is used by teachers to provide solutions to enable students to develop their own practice. Students learn most effectively when they have frequent opportunities to recall and apply knowledge they have acquired in assessment situations. So, at the end of each teaching unit, students are assessed through low stakes testing, such as quizzes, timed activities or homework to ensure all students know all of what they are expected to know by the end of the unit.

The order of the topics is scheduled so that students can gain project practice of the theoretical knowledge learned relating to the design, development, implementation and refinement of projects linking to real life potential projects that they could encounter if they were to enter the commercial iMedia or digital production arena. The skills developed will allow students to understand the different project phases and the different requirements and priorities of key stakeholders. There is a blend of assessment models relating to rubric assessed activities and exam style questions that can be effectively used to inform student development and understanding of the project requirements.

By studying ICT students will allow:

• Progressive Skill Development: A sequential curriculum ensures that students build their skills gradually, starting with foundational concepts and progressing to more advanced topics. This approach allows students to develop a strong understanding of the subject matter over time, reducing the likelihood of knowledge gaps.
• Enhanced Learning Outcomes: As students follow a logical progression of topics, they are more likely to achieve higher levels of mastery in ICT/Computer Science. This can result in improved academic performance, higher retention of knowledge, and increased confidence in their abilities.
• Preparation for Advanced Topics: A sequential curriculum prepares students for more complex and specialised areas within ICT and Computer Science. By building a solid foundation, students are better equipped to tackle advanced coursework and explore specialised fields such as artificial intelligence, cybersecurity, or data science.
• Consistency and Coherence: A well-structured curriculum ensures that all students receive a consistent and coherent education in ICT/Computer Science. This consistency helps standardise the learning experience and ensures that essential topics are covered uniformly.
• Alignment with Industry Needs: ICT and Computer Science fields are dynamic and constantly evolving. A sequential curriculum can be updated regularly to align with current industry trends and job market demands. This ensures that students graduate with skills that are relevant in the workforce.
• Improved Teaching and Assessment: Teachers benefit from a structured curriculum because it provides them with clear learning objectives, resources, and assessments. This clarity enables educators to plan their lessons effectively and measure student progress more accurately.
• Higher Retention Rates: A well-structured curriculum can enhance student engagement and motivation. When students see a clear path to skill development and understand the relevance of what they are learning, they are more likely to stay interested in the subject and persist in their studies.
• Equity and Inclusion: A sequential curriculum can be designed to ensure that all students, regardless of their background or prior knowledge, have the opportunity to succeed. It can include scaffolding and support mechanisms to address the needs of diverse learners.
• Easier Transition Between Educational Levels: A structured curriculum helps students transition smoothly between grade levels or educational institutions. When students move from one school to another or from high school to college, a clear curriculum ensures that they have covered the necessary prerequisites.
• Measurable Educational Outcomes: A well-structured curriculum facilitates the assessment of educational outcomes. Educators can measure progress, identify areas of improvement, and make data-driven decisions to enhance the curriculum’s effectiveness.
• Global Competitiveness: A strong foundation in ICT/Computer Science gained through a sequential curriculum can make students more competitive on a global scale. In an increasingly digital world, these skills are highly valued by employers worldwide.

In summary, a well-structured sequential curriculum in ICT/Computer Science has the potential to transform the educational experience for students, prepare them for future careers, and contribute to the growth and adaptability of the field. It supports both individual student success and the broader goals of educational institutions and society.

Homework is set each fortnight at KS3 linked directly to the lessons studied with the intention of developing their knowledge and extending their skills in ICT/Computing. The style of homework will vary depending on the topic from word searches to improve vocabulary to quizzes that test the student on their knowledge retained from the lesson. Some pieces are research tasks, and some relate to the presentation of information.

By linking our ICT/Computer Science curriculum to the local community and real-life applications, we not only make the subject matter more meaningful but also nurture a sense of civic responsibility and entrepreneurship among our students. This approach can lead to more engaged and motivated students who see the tangible impact of their skills on the world around them. We will link our curriculum to the following:

• Appreciate where ICT is used in the real world
• Recognise how ICT is used to benefit the local community and how ICT can be used to automate repetitive tasks
• How to remain safe when using ICT
• Respecting other people and their intellectual rights
• Working within the law
• Recognising different career paths within the ICT industry linking to the Gatsby Benchmarks
• By linking with local businesses, we explore career opportunities outside school
• Prepare students for using ICT for education

For each unit of study, we have a slide for each lesson that explores the possible career path for the knowledge acquired during the lesson. Using the nationalcareers website to identify possible career choices. We also provide information on how to get started in the business with college courses or apprenticeships available in the local area.

Career Paths

1. Software Developer
2. Web Designer
3. Cybersecurity Analyst
4. Data Scientist
5. Network Engineer
6. AI/Machine Learning Engineer
7. Game Developer
8. IT Consultant

Progression

Further Education

1. A-Levels: Computer Science, ICT, Mathematics
2. T-Levels: Digital Production, Design and Development
3. BTECs: Computing, Information Technology

Higher Education

1. Bachelor’s degrees in:
   • Computer Science
   • Software Engineering
   • Artificial Intelligence
   • Data Science
   • Cybersecurity
   • Games Development

2. Higher apprenticeships in IT and digital fields

Career Goals

1. Entry-level positions in IT support, junior programming, or web development
2. Progression to senior technical roles or management positions in tech companies
3. Entrepreneurship opportunities in the digital sector

Specialisation in emerging technologies (e.g., AI, blockchain, IoT)