Computing and Creative Technology

"To build safe, independent lives for autistic young people through support, understanding and enablement" 

The Computing and Creative Technology curriculum will give pupils important skills that will allow them to use a range of technologies to their advantage in their everyday life. By understanding technology and how it can be used now as well as potential uses in the future our pupils will be able to feel confident in a digital world.

Within all parts of the Computing and Creative Technology curriculum we will cover E-Safety in a range of situations and scenarios that are suitable and accessible to our pupils. We will look at staying safe online using the internet, whilst using email as well as when using mobile technologies. We will be proactive in ensuring pupils understand about being safe now and in the future as well as explaining where to get help if required.

At Springfields Academy the Computing and Creative Technology curriculum aims to ensure that all pupils:

• are capable of using a range of technologies safely.
• can use software for tasks relevant to the workplace.
• are encouraged to learn how to use technology and applications to help with some of the basic life skills.
• will be shown how to use technology safely and effectively for life-long learning.

Implementation:

 A range of strategies and techniques are used at Springfields building on the strengths of our learners with autism and their individual learning styles.  

Year 1 - Year 8:

Students in progress through the Purple Mash scheme of learning at their level of challenge. Students have a discrete Computing lesson once every week and ICT is also embedded across the curriculum. Students cover e-safety, programming (using SCRATCH and BeeBots), word processing skills, presenting information and 3D modelling with the option of using a 3D printer.

Students’ outcomes are marked by the teacher and feedback is delivered orally and digitally. 

Each student in the Computing  classroom has their own networked computer attached to a networked printer. Students are responsible for the safe use of ICT equipment, including the Internet. Teaching staff are able to work 1-1 next to a student on the computer or organise the class in to small groups. iPads are used to capture video and photographs and also make use of specific apps to develop understanding.

Year 9 - 11

The aim of the pathway is to give the students a range of digital skills that they can take forward into learning and employment or to use in life outside of school.

What we study

We plan to cover a number of qualifications from Entry Level up to Level 2. Starting with the most appropriate level for each student at the start of phase 3 and progressing through the levels to allow the individual students to achieve as high as they can.

We will, in discussion with students select from between Gateway qualifications in Skills for the Creative Industries, Digital and IT user Skills and IT user skills. We also cover a wide range of shorter AQA Awards that we take alongside the Gateway qualification.

What is covered in each subject

The subjects that are offered will not be the same at each level and a potential map of the 3 years follows.

Possible plan across the 3 Years

Skills for the Creative industries

This involves learning about the creative industries. Producing graphics, using desk top publishing and creating work for the industry. There are additional units involved in 3D modelling, working with a game engine, designing and creating a game/video and sound.

IT User Skills

This is a more traditional approach to IT. The subject combines using office software (word processing, desktop publishing and spreadsheets) to complete specific tasks along with internet and email sections. In addition there are additional units that cover security, cyber security and safety.

Digital and IT Skills

This is a mixture of the 2 other courses but can only be done at level 1 or above.

creative pathway 20 21 options.pdf

Measuring the Impact of the Computing and Computer Science Curriculum:

• Feedback on individual learning tasks within the lesson (reference cohort/pathway guidelines in autism handbook)
• Teacher assessment against reading Key Performance indicators that are cohort/pathway specific. ICT assessment at KS4 is regularly moderated against exam specification outcomes to ensure accuracy. 
• Progress towards end of year targets is evaluated through the pupil assessment and progress cycle (reference flow chart)

The curriculum is evaluated through the termly curriculum review which is informed by:

• Progress Frameworks - autism, knowledge and skills bespoke to cohort pathway. 
• Progress towards EHCP outcomes 
• Accreditation achieved 
• Pupil progress and attainment cycle 
• Pupil voice
• Staff curriculum evaluation 
• Parent voice 
• Review of the curriculum development plan

Impact:

The gateway qualifications at all levels are assessed through a number of coursework tasks and practical skills that allow pupils the chance to demonstrate understanding of each of the sections/units of the course the course requirements. This will result in each student creating a portfolio of evidence that is teacher marked and externally verified. The portfolio will consist of many differing types of evidence suitable to show each students’ knowledge and skills.