- Mrs D Roberts - Curriculum Leader for Computing and Business
- Miss K Hallmark - Teacher of Computing and Business Studies
- Mr Griffiths - Teacher of Computing
"Computers are incredibly fast, accurate, and stupid: humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination."
The Computing at Hartford Church of England High School will equip students with the skills to participate in a rapidly-changing digital world through challenging and engaging topics. We recognise that students need a vast arsenal of skills for the modern world. Computing is the key to this. We are committed to developing student’ digital literacy, computing competency and exposing them to high level coding and IT skills to prepare them to lead happy and successful lives. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.
All students in computing will develop an understanding and application in the fundamental principles of computing at KS3 by studying computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).
The Computing scheme of work covered at Hartford Church of England High School follows the National curriculum. In KS3, students begin with digital literacy, before progressing to computer science topics such as hardware, software and programming. This journey continues with the solving of different problems, using various software applications. Students are also taught computing etiquette and how to stay safe online. Students will have built up their knowledge so they may choose to study either Computer Science, IT, Business or iMedia at KS4.
Students have three lessons of computing a fortnight at HCOEHS. Each lesson begins with a knowledge or skills retrieval task in order to build up confidence and to retain information. We always model outcomes to the students, as we practise new learning together, followed by questioning to evaluate understanding.
Students are then expected to independently apply the skills and tools learned to their own problems. Students receive verbal and written feedback and are expected to respond to this feedback and make amendments to work as necessary. This is vital in enabling us to identify areas where the students need further support. As IT constantly changes, we are always seeking new ways of delivery and new online platforms to support learning.
The effectiveness of curriculum implementation is measured by student progress; progress means knowing, remembering and producing more and is the direct result of excellent learning.
To track progress, we follow a three layered assessment structure.
High Stake Testing
High quality summative assessments (twice or three times a year) interleave knowledge and skills to support students in developing long-term memory. Stand-alone lessons ensure that students reflect and respond to teacher feedback.
Mid Stake Testing
Typically purposeful practice tasks completed independently in lessons at least twice per half-term. These tasks are used to identify learning gaps prior to high stake testing. Students receive personalised written feedback to which they respond in lessons.
Low Stake Testing
To embed knowledge in long-term memory, every lesson starts with students quizzed on prior knowledge (Do Now Tasks). Student performance is then used effectively by teachers to identify misconceptions and plan accordingly to narrow knowledge gaps.