Computing

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Primary – Phases 1 & 2

Brook

Our curriculum is driven by our Vision that  all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. The Brook Pathway follows their own specialised framework covering 6 different areas. One of these areas is ECT (electronic control technology). This gives our pupils a variety of ways to access technology through their journey through life. These are simplified or extended to meet each pupil’s needs. An understanding of the basic functions of computing can support our students to unlock their potential. Therefore, a degree of technological literacy should enable students to begin to communicate, control some aspect of their environment, or pursue individual interests.

Our curriculum is driven by our Vision that all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. Our students will be aware of, and able to use, equipment that is available to them through the opportunities to explore these with adult support. Staff will model and support students to use technology positively, responsibly and safely.

Our curriculum is driven by our Vision that  all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. At our school we want pupils to be MASTERS of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students’ lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely.

Our curriculum is driven by our Vision that  all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. Technology is an integral part of everyday life and is changing and evolving all the time. We aim to ensure that students develop the skills to fully operate available equipment to their own potential and to ensure that students are taught to do this in a socially responsible and safe way. Students will acquire the skills and knowledge of Computing and Computing Science to allow them to develop their understanding further on their learning journey.

Brook

Students within the Brook pathway follow a personalised learning program following their own framework including the ECT strand. Students follow Individualised Learning Plans which are supplemented by trans-disciplinary themes and provide a range of opportunities and experiences for our young people. Students have the opportunity to experience and use a range of equipment throughout their learning journey, some of which is adapted to enable all students to use it successfully. All students have access to an appropriate device or a range of equipment to support their learning and development.

Through targeted work, linked to individual learning plans, students have the opportunity to use technology in a cross-curricular manner. Staff will model using the equipment safely and responsibly and support students when they are using technology. Students are taught Computing in a range of situations and will not always be using technology when teaching computing skills. These skills are taught within other subjects and not necessarily always as a Computing lesson.

Computing is taught across all curriculum areas, and as a discrete subject where appropriate. Through our computing curriculum at Milestone Academy we aim to provide our students with the opportunities to use a wide range of equipment, from iPads, chromebooks, switches and cameras to complex computer programs. Students develop the skills to fully operate the available equipment to their own individual potential, where necessary adapting equipment to allow use via switches, special keyboards/mice and other technological aids, as well as ensuring that pupils are taught to do this in a socially responsible and safe way.

Computing is taught across all curriculum areas, and as a discrete subject where appropriate. Through our computing curriculum at Milestone Academy we aim to provide our students with the opportunities to use a wide range of equipment, from iPads, Chromebooks, switches and cameras to complex computer programs. 

Students develop the skills to fully operate available equipment to their own individual potential. Where necessary, we adapt equipment to allow use via switches, special keyboards/mice and other technological aids, and ensure that pupils are taught to do this in a socially responsible and safe way. Students complete activities individually or in small groups to enable them to develop a sound foundation in the use of equipment, leading to the growth of further computing skills and understanding.

Brook

Students are supported by staff who will model how to use the equipment safely and then encourage our students to explore the equipment to build their curiosity. The skills taught and modelled are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans. This information is then uploaded against the ECT learning outcomes for each student.

Within the Stream pathway, computing aids and enhances learning to provide opportunities for individual targets to be achieved within a new context.  These are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans. Students will gain resilience and confidence through exploration of different technology and computing skills to help them continue on their learning journey.

Within the River pathway, computing aids and enhances learning to provide opportunities for individual targets to be achieved within a new context as well as teaching new computing skills to the students.  These are assessed as part of our ongoing daily, formative and summative assessments of student progress. Students will gain resilience and confidence through exploration of different technology and computing skills to help them continue on their learning journey.

Through our Computing curriculum, the students know why they are doing something and not just how. The students understand and appreciate the value of computing in the context of their personal wellbeing as well as everyday life. These taught skills are assessed as part of our ongoing daily, formative and summative assessments of student progress. Students will gain resilience and confidence through exploration of different technology and computing skills to help them continue on their learning journey.

Secondary – Phases 3 & 4

Brook

Our curriculum is driven by our Vision that  all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. The Brook Pathway follows their own specialised framework covering 6 different areas. One of these areas is ECT (electronic control technology). Students follow Individualised Learning Plans which are supplemented by trans-disciplinary themes and provide a range of opportunities and experiences for our young people. An understanding of the basic functions of computing can support our students to unlock their potential. Therefore, a degree of technological literacy should enable students to begin to communicate, control some aspect of their environment, or pursue individual interests.

Our curriculum is driven by our Vision that all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. Our students will be aware of, and able to use, equipment that is available to them through the opportunities to explore these with adult support. Staff will model and support students to use technology positively, responsibly and safely.

At our school we want pupils to be MASTERS of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students’ lives,. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. Our curriculum is driven by our Vision that  all students and staff are happy, aspirational learners who are safe, supportive, curious communicators.

Our curriculum is driven by our Vision that  all students and staff are happy, aspirational learners who are safe, supportive, curious communicators. Technology is an integral part of everyday life and is changing and evolving all the time. 

We aim to ensure that students develop the skills to fully operate the available equipment to their own individual potential, where necessary adapting equipment to allow use via switches, special keyboards/mice and other technological aids, as well as ensuring that pupils are taught to do this in a socially responsible and safe way.

Brook

Students within the Brook pathway follow a personalised learning program following their own framework including the ECT strand. Students follow Individualised Learning Plans which are supplemented by trans-disciplinary themes and provide a range of opportunities and experiences for our young people. Students have the opportunity to experience and use a range of equipment throughout their learning journey, some of which is adapted to enable all students to use it successfully. All students have access to an appropriate device or a range of equipment to support their learning and development. Students within phase 4 will also use equipment and skills to support their learning towards an ASDAN accreditation.

Through targeted work, linked to individual learning plans, students have the opportunity to use technology in a cross-curricular manner. Staff will model using the equipment safely and responsibly and support students when they are using technology. Students are taught Computing in a range of situations and will not always be using technology when teaching computing skills. These skills are taught within other subjects and not necessarily always as a Computing lesson. Within phase 4, students will be taught to use computing skills in a range of everyday situations, including life skills. These activities may include using the washing machine, dishwasher, oven etc.

Computing is taught across all curriculum areas, and as a discrete subject where appropriate. Through our computing curriculum at Milestone Academy we aim to provide our students with the opportunities to use a wide range of equipment, from iPads, chromebooks, switches and cameras to complex computer programs. Students develop the skills to fully operate the available equipment to their own individual potential, where necessary adapting equipment to allow use via switches, special keyboards/mice and other technological aids, as well as ensuring that pupils are taught to do this in a socially responsible and safe way.

Computing is taught across all curriculum areas, and as a discrete subject where appropriate. Through our computing curriculum at Milestone Academy we aim to provide our students with the opportunities to use a wide range of equipment, from iPads, chromebooks, switches and cameras to complex computer programs.  Students complete activities individually or in small groups to enable them to develop a sound foundation in the use of equipment, leading to the growth of further computing skills and understanding. Students can work towards a qualification in phase 3 and 4 in Computer Science, where appropriate, and are taught the key skills needed for the next stage of their life.

Brook

Students are supported by staff who will model how to use the equipment safely and then encourage our students to explore the equipment to build their curiosity. The skills taught and modelled are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans. This information is then uploaded against the ECT learning outcomes for each student.

Within the Stream pathway, computing aids and enhances learning to provide opportunities for individual targets to be achieved within a new context.  These are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans. Students will gain resilience and confidence through exploration of different technology and computing skills to help them continue on their learning journey. Students may have been able to use their Computing skills to support them with achieving an ASDAN accreditation in phase 4.

Within the River pathway, computing aids and enhances learning to provide opportunities for individual targets to be achieved within a new context as well as teaching new computing skills to the students.  These are assessed as part of our ongoing daily, formative and summative assessments of student progress. Students will gain resilience and confidence through exploration of different technology and computing skills to help them continue on their learning journey. Within Phase 4, students may be able to use and demonstrate their computing skills to support them with achieving an ASDAN accreditation.

Our students enjoy and value computing. They know why they are doing something and not just how. The students understand and appreciate the value of computing in the context of their personal wellbeing and the technological, creative and cultural industries and their career opportunities. We offer a careers program within the sixth form setting and, where appropriate, provide students with an understanding of employment opportunities that their skills meet.

We regularly assess and provide feedback to students, both in the moment and on reflection. We encourage students to reflect on their own work and make changes/edits where necessary to ensure the work is to the best of their ability.

Some pupils, where appropriate, take exams including Entry Levels 1-3 and Level 1 and 2 Functional Skills in ICT. As  pupils progress through Milestone Academy (with many spending up to 15 years with us) they are able to move through their initial levels of dependency/interdependency/independency with some managing to cross the borders between these three broad starting points.

The impact of collaboration between our mainstream settings and satellites is that some students may be able to achieve GCSEs in Computer Science and go onto access college post 16.