Pupils in a computing lesson at Elms Bank

Computing

CURRICULUM INTENT


Technology at Elms Bank school is an inspiring, rigorous and practical area of learning which is studied in three disciplines; Food Tech, Product Design and Computing. Pupils are able to be creative, design, explore, use their imagination, investigate, problem solve, and become curious about the technology that surrounds them. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, literacy, art, PSHCE.  Through the evaluation of past and present technology, they develop critical understanding of its impact on daily life and the wider world.  High quality technology allows pupils to make a contribution to the creativity, culture, wealth and wellbeing of the nation. The curriculum for Technology aims to ensure that: 

Computing

•       To provide a relevant, challenging and enjoyable curriculum for computing for all pupils

•       To use computing as a tool to enhance learning throughout the curriculum

•       To respond to new developments in technology

•       To equip pupils with the confidence and capability to use computing throughout their later life

•       To be digitally literate

•       To develop the understanding of how to use computing safely and responsibly

•       To understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

•       To analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.

•       To evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

•       Pupil’s responsible, competent, confident and creative users of information and communication technology.

 

To support pupils to develop their mathematical fluency and confidence across the curriculum, mathematical skills are embedded into the technology Schemes of Work, where meaningful e.g. identifying 2D shapes in the art being studied/ identifying 2D shapes in the 3D products we are making / measuring accurately using science / technology equipment.

The teaching of spoken language, reading, writing and key vocabulary is embedded throughout the schemes of work, e.g. justifying their ideas with reasons and learning new subject specific vocabulary.

CURRICULUM IMPLEMENTATION


 Refer to Long Term Plans Elms Bank, students study food and product design once a week in a double at key stage 3. Computing is taught once a week at key stage 3 for one hour.

 

At key stage four pupils all pupils access computing for at least one hour a week.  Depending on a pupil’s pathway they either study both food and product design at key stage four for one double lesson a week or choose either food or product design and study it for three hours a week.

 

The schemes of work across all three subject areas focus on initial allowing pupils to explore and develop the basic skills required for each subject area.  The skills in all technology progress in difficulty through the pathway and year group. 

CURRICULUM IMPACT


Refer to: Pathway documents for qualifications; termly data analysis; end of year data analysis

•       Pupils will understand and apply the principles of nutrition and learn how to cook.

•       Pupils will be able to critique, evaluate and test their ideas and products and the work of others

•       Pupils will develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

•       Pupils will be able to build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

EQUAL OPPORTUNITIES AND INCLUSION


All pupils can access technology regardless of their ethnicity, religious beliefs or social economic situation

SPIRITUAL MORAL SOCIAL CULTURAL (SMSC)


Spiritual –At Elms Bank, pupils are taught how to examine products, judge their aesthetic and functional value and discuss how they affect the quality of our daily lives. We seek to instil awe and wonder through the work we undertake, through new materials, process and concepts. Through our project work we try to encourage creativity, allowing pupils to express their thoughts and feelings. In evaluation work we take time to reflect and learn from the process, asking questions such as why, how and where.

Pupils have the opportunity to participate in making and evaluating food from other countries, learning about others from the world around them. Pupils acknowledge and explore government guidelines for healthy eating and dietary requirements to make healthy life choices by offering pupil’s feedback and assessment that values students’ effort and achievements.  Pupil’s mutual respect is developed through the process of peer evaluation of each other’s work which develops student’s ability to self-reflect.  Both classroom and practical based lessons offer students the opportunity to reflect on their experiences, use their imagination and creativity when producing food products.  Pupils are encouraged to explore creativity and imagination in the design and construction of their own. To promote pupils’ spiritual development the Technology department continually takes the opportunity to praise students for their contributions in lessons thus building self-esteem and a sense of worth.

Moral – At Elms Bank, we seek to develop a ‘moral conscience’ through learning about the dilemmas raised in designing and making new products. We investigate issues of sustainability and environmental impact of products. The 3R’s are taught throughout the design & make process as pupils are expected to consider the impact of where materials have come from. In a workshop environment, pupils are expected to understand the consequence of their behaviour and actions and to show respect towards the views and opinions of others. 

Pupil’s individual skills, confidence, independence and creativity are developed through practical cooking lessons. Students learn and make decisions about food safety and hygiene.  Food Technology promotes participation and teamwork in practical cooking lessons – encouraging students to work co-operatively.  Pupils are encouraged to reflect on the ethical issues around food such as price, income, fair trade, food miles and sustainability. Opportunities are provided to appreciate the views of others.  Pupils also consider moral issues concerning food production in other countries of the world.  Lessons and extra-curricular activities are offered so that students have enjoyment and a fascination to learn about the food they eat.

Pupils are encourages to use good etiquette when using digital technology, including mobile devices, with due regard to e-safety. Pupil’s explore aspects of real and imaginary situations and reflect on the possible consequences of different actions and situations. It can raise issues such as whether it is morally right to have computer games whose aim is killing and violence. We encourage respect for other people’s views and opinions. Pupils are encouraged to have respect for the computer room and the equipment used considering how this can affect others. Consideration is given to the use of digital equipment and its impact on the environment for example, ink and paper wastage and the use of electricity.

Social – At Elms Bank, pupils are often asked to design and make products to meet the needs of others and value the feedback they receive. We ask pupils to respect the work of others and engage fully in lessons when either working individually or as part of a group. Peer and self-evaluation is a key feature of Design and Technology and pupils learn to articulate their thoughts and feelings about their own and others’ work; they need to give and take criticism without offence.  Pupils are asked to produce products to meet the needs of others and value their feedback. 

Pupils develop partnerships with outside agencies and individuals to extend pupils’ cultural and social awareness i.e. colleges/parents/chefs.  Pupils show mutual respect when working individually or collaboratively. Pupils learn to articulate their thoughts and feelings about their own and others work with peer evaluation in Food Technology.

ICT lessons pupils are encouraged to use good practice and respect in the use of social networking and also compares online “friendship” with real life friendship and social relationships. Some aspects of computing involve collaborative work which encourages social development. ICT can often help pupils to express themselves clearly and to communicate. For some pupils the use of assistive technology enables them to have a voice.

Cultural – Pupils make use of the work of designers, chefs, engineers, architects and artists from a range of backgrounds and cultures when developing their own ideas. At Elms Bank we encourage pupils to appreciate the diverse society in which we live when creating food dishes reflecting the range of cultures within our local, national and global communities. Pupils are taught to develop products sensitive to the needs and beliefs of others. Pupils look at cultural influences on the food we cook and the diversity of ingredients available for us to cook with. They also learn about staple foods of other countries.  Pupils have the opportunity to explore cultural differences in food and diet – to explore their own cultural assumptions and values.  Pupils are encouraged to recognise and respect cultural and social differences of other students within food lessons.  Pupils learn to cook a variety of recipes including traditional British foods and world foods.  Pupils learn about Government guidance given on Healthy Eating and the concern for the health of the British population.

ICT lessons encourages the sensible use of digital technology in the classroom and homework situations recognising that young people in particular are currently living in a digitally cultural environment. Pupils are empowered to apply their ICT and computing skills and knowledge to the wider curriculum, breaking through of linguistic and cultural barriers. It is possible to e-mail or chat across the world and to word process in the mother tongue. ICT creates new opportunities to communicate such as social networks. Pupils are encouraged to question the social and cultural reasons that motivate the creation of online content.   Pupils are taught to use and consume technology in a socially responsible way - e.g.  Disposing of unwanted toxic batteries in 'battery bins'    

CAREERS EDUCATION INFORMATION ADVICE GUIDANCE (CEIAG)


Students have the opportunity to experience work related learning opportunities through running ‘staff lunch companies’, participate in 6mths Hospitality placements in KS5. The curriculum covers budgeting of meals in the home and profit and loss when running a food business. Students experience serving and waiting on as part of their work related learning.

In Product Design students make and cost out products and work out profit margins, when selling goods at school fairs.