Business and IT
What is our curriculum and intention?
The Business and IT curriculum is an inclusive curriculum where all students are challenged, supported and taught to the top. Through the implementation of the curriculum, we want students to experience and engage with a range of computer software. Our students receive a rich and fulfilling curriculum that provides them with an insight into digital world we now live in and experiences that go beyond the classroom. We aim to instil a love of technology beyond that to which they exposed to every day. Our curriculum provides students the opportunity to become logical thinkers who can substantiate their ideas and skills with the ability to articulate themselves confidently and fluently – both through written code and theoretical knowledge. It also exposes students to the power of technology. Overall, we aim to prepare students for life outside of school and beyond education, equipping them with the tools necessary for them to reach their full potential, regardless of ability.
What is our learning journey?
Our Curriculum is a five year ‘Learning Journey’.
At Key Stage 3, our programme of study focuses on knowledge acquisition and development of skills which are supported by the different programming languages studied through our units of work. The years are sequenced to ensure that, as students progress through KS3, they are continuously and consistently developing key skills and knowledge, providing them with a strong basis for further study at KS4 and beyond. Within each year, units of work are sequenced to further support the development of skills and knowledge. There are clear links between units of work within year groups and across the key stage to cement prior learning and prepare for future learning. These schemes employ retrieval practice which improve and assist retention. This can also be seen through the assessments which increase in complexity, developing skills and knowledge simultaneously.
At KS4, we follow the Edexcel and OCR specifications for Business and IT – Computer Science and Business. Units have been sequenced to reinforce prior learning from KS3 but also to ensure that more complex topics are taught later in the course when skills and knowledge have been substantially developed.
Each unit of work in KS3 and KS4 have key vocabulary (tier 2) and subject specific terminology (tier 3) attached to them. These are embedded in lessons and through student responses.
Computer Science Learning Journey
Why this? Why now? Why have we sequenced our curriculum this way?
At KS3, we follow a curriculum that carefully lays the foundation of knowledge and skills. KS3 is designed to be a prequel to GCSE, it builds a secure foundation to develop learners in all aspects of their BITE education. It provides students with opportunities to explore a vast variety of IT software whilst developing their programming, logical thinking skills and Business knowledge.
At KS4, our study of BITE is interleaved, prioritising transferrable skills and supporting our pupils to develop the confidence and complexity with which they access the digital world.
What will you typically see in our Business and IT lessons?
Long-term learning: Students to be made aware of the significance of this unit of work and specific lessons in relation to prior and future learning. Students are prompted to make links between prior key knowledge and skills in this scheme and those they have already studied.
Checking for understanding and mark making (ACMO): Comprehension questions; think, pair, share; cold call; questioning; class discussion; mini whiteboards with a 3, 2, 1 reveal; weekly low-stakes quizzes. All pupils are subject to rigorous checking of their learning and supported to close any gaps they have in knowledge and skills by teachers’ effective formative assessment of their progress.
Live modelling and guided practice: I Do (a metacognitive approach), We Do (under the visualiser or on the board), You Do (independent work with scaffolding); exploration, assessment and deconstruction of effective and ineffective model answers.
Explicit teaching of vocabulary: I say, you say; exploring the root and etymology of specific words; using key vocabulary within sentences; using key vocabulary in different formations and contexts; deliberate teaching of tier 2 and 3 vocabulary.
Teaching to the top: All lessons included in the schemes are designed to stretch and challenge students. However, staff will adapt these to ensure that the challenge in each lesson is appropriate for their class.
Retrieval practice and recall: Low-stakes quizzes; mini whiteboards with a 3, 2, 1 reveal; Do Now tasks; Link It tasks where students are prompted to recall prior knowledge and/or skill and make meaningful links to current learning.
How do we assess progress in our subject?
At Key Stage 3, formative assessment is an ongoing process and enabled through effective use of AMCO (mark making). Additionally, students complete fortnightly quizzes as part of ‘Do Now’ activities that assess their understanding and retrieval of what they have been previously learning. The assessments give staff an opportunity to reteach aspects of the curriculum that are not yet secure. Students are assessed regularly through mini-assessment tasks, exit tickets, and cold call questions. At the conclusion of a unit of work, summative assessments encourage students to critically evaluate their use of code and its efficiency:
Year 7
- Logical thinking using Flowol software.
- Game design using Scratch software.
- Text programming using Python.
Year 8
- Logical thinking and use of sub routines using Flowol software.
- Game design including levels and challenge using Scratch software.
- Text programming using sequence, selection and iteration on Python.
Year 9
- Text programming using sequence, selection and iteration on Python.
- Data representation of text, numbers, and images using binary Computer theory – how the computer works.
At Key Stage 4 in Business and IT formative assessment is vital is supporting students to make progress within the lesson. In addition, students are assessed at the end of each unit of work following the assessment criteria for GCSE; students are then encouraged to develop their knowledge and skills, responding to teacher feedback. As the Key Stage develops, students will work towards completion of full papers in both Computer Science and Business.
How do we extend and enrich our curriculum?
Homework is set through Seneca within both Key Stages to enhance and develop their knowledge and skills. Students are also actively encouraged to program for pleasure and we endeavour to expose students to experiences outside of the classroom. Additionally, in Key Stage 4, students utilise a variety of sources for homework, which also include past exam papers and revision guides.
From September students will be given the opportunity to visit:
Cyberfirst event for Girls in Computing held at Ewood Park, with activities and talks from Apple, Microsoft and GCHQ to encourage girls to follow Computing at school and eventually a career in IT. In addition, projects such as Digital Futures will enable enrichment in our subject. Talks and activities take place in school to encourage girls to follow STEM subjects.
How does our subject relate to further education and careers?
Business and IT can lead on to further study at A-Level and degree level in Computing, Business and IT. Business and IT underpins any role and career, however some that are more specific to Business and IT may include:
- Computer Programming
- Cyber security
- AI
- Digital marketing
- Web design
- Game Design
- Entrepreneurship
If you would like more information about the Business and IT curriculum, please contact the Director of Learning, Mrs A. Scott via email: alison.scott@daca.uk.com.