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Computing Faculty Charter 

This Charter helps to implement the intent of the Computing curriculum every lesson by every Teacher. 

Computing Secondary Curriculum Intent 

The Computing curriculum at Fulwood Academy is derived from the National Curriculum.  The development of the Academy’s curriculum and the staff whom deliver it to our pupils, believe firmly, that our curriculum can advance learners with the self-confidence they need to be digitally literate, with functional and utilitarian life-skills.   

Fulwood Academy recognises the importance of digital literacy and the opportunities available to our pupils if they leave with at least one formally recognised computing qualification, which can be used in further education and/or the world of work. 

The aims of the curriculum ensure that all pupils: 

  • Will embark on an ambitious, coherently planned and well sequenced curriculum to ensure they can, over the course of study, remember long term, the knowledge and skills to progress 
  • have an opportunity to use a range of software/hardware tools to develop a collection of transferable skills required competent, confident and creative users of information and communication technology 
  • have an increased interest in Computing  by providing the pupils with a range of experiences in IT, iMedia and Computer Science during Key Stage 3  
  • are academically prepared throughout the subject, allowing them to be able to make an informed choice about their options at Key Stage 4 
  • become aware of the career opportunities, where they are encouraged to share their career aspirations in all aspects of the learning journeys 
  • 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 
  • will take part in a range of activities incorporating collaborative work, independent work, research and practical skills building 

Implementing the intent through the Charter: 

  • Ensure all pupils adhere to the high standards of behaviour and expect pupils to respect the equipment in the ICT suits and to adhere to the schools Acceptable Use Policy 
  • Ensure all staff within the faculty adhere to the faculty staff handbook and are aware of the aims of the curriculum 
  • All lessons should consider the faculty’s sequence of learning during lesson delivery (Do it now activities, Prior Knowledge Recap, Introduction to something new, Modelling & Discussion [IDO], Guided Practice [WE DO], Independent Practice [YOU DO] and Recap Learning [EXIT PASSESS]) 
  • Ensure that all lessons have explicit learning objectives with clear success criteria’s, according to the scheme of learning 
  • Ensure that all faculty resources represent the most up to date subject knowledge, which spike curiosity and the love of learning 
  • Present tier 3 vocabulary at the start of each unit and include in exercise books. Reference it regularly in lessons 
  • Model and promote the use of technical and subject specific language to encourage pupils’ written language and fluency 
  • Build in regular checks for understanding during the lesson and address misconceptions quickly either whole-class or bespoke to individuals 
  • Check priority knowledge has been retained to the working memory at the end of every lesson and through the exit pass. 
  • Ensure pupils take pride in their work and provide clear evidence in their online books of development and understanding, knowledge and skills.  
  • Ensure pupils engage with the knowledge organisers and promote the use as an aide-memoire for recall and revision. 
  • Seek out and create opportunities for pupils to show their skills using technology, whether that be in extracurricular activities, as part of an event or through regularly set homework 
  • Use a range of effective questioning strategies, such as Cold Calling and Wait Time, to draw out deeper understanding of key concepts 
  • Have pupils aspire to cultivate, create and communicate with technology, with ease and passion for the subject.