As the leader of a Computing department, one of your most integral tasks is conceptualising and implementing the Key Stage 3 (KS3) Computing curriculum. The challenge lies in crafting a curriculum that is not just exhaustive but also intellectually stimulating for your students. This blog post will guide you through this critical journey, focusing on the three strands of Computing: Digital Literacy, Information Communication Technology, and Computer Science.
The Blueprint for the KS3 Computing Curriculum
At Dawkins Institute, our experiential knowledge suggests that an effective KS3 Computing curriculum must encapsulate the following strands:
- Digital Literacy: This strand emphasises strong design principles, allowing students to refine their creative abilities.
- Information Communication Technology: This strand enables students to master the art of data collection, its subsequent analysis, and the impactful presentation of their findings.
- Computer Science: This strand pertains to exploring algorithms and their inherent properties.
Devising the KS3 Computing Curriculum
A proven method for developing the KS3 curriculum entails constructing stand-alone units that align with the nine directives of the Department for Education (DfE) Computing programmes of study. To ensure a robust curriculum, some key skills covered in the KS4 curriculum are filtered down to lay the foundation for KS4. Below are some areas that could be covered at KS3:
- Algorithms and Programming
- Communication and Networking
- Computer Systems, including Data Representation
- Data Science
- Artificial Intelligence
- Technology and Society
- Cyber Security
Here is an outline of some suggest units that can be covered at KS3, at summary of what is taught and how the units can be assessed. This document gives a clear outline of the structure of how learning is sequenced at KS3 and allow any head of department or other department members to articulate the units during a deep dive.
This document outlines how the suggested units map to the Department for Education (DfE) Computing programmes of study.
Assessing Progress: A Cornerstone of the KS3 Computing Curriculum
Assessing student progress is indispensable to effectively implementing the KS3 Computing curriculum. We have incorporated formative and summative assessment techniques in each unit.
Formative Assessment: Each lesson seamlessly integrates numerous opportunities for formative assessment. This assessment enables teachers to identify and rectify emerging misconceptions, fostering a dynamic and personalised learning environment and developing an adaptive teaching style. The learning objectives are identified at the beginning of each lesson. Every lesson also features introductory activities and summaries that offer additional formative assessment opportunities.
Summative Assessment: To measure comprehensive understanding, each unit includes an optional summative assessment framework, either as a meticulously curated multiple-choice quiz or an extensive project guided by detailed assessment criteria. This two-pronged approach caters to different learning styles, ensuring a comprehensive evaluation of student’s skills and understanding.
Incorporating Physical Computing in Modern Education
At the Dawkins Institute, we recognise the significant role physical computing plays in the computing curriculum. Physical computing is a valuable tool for engaging students and fostering a more hands-on approach to understanding concepts. Furthermore, physical computing provides a platform for students of varied abilities to engage with concrete and rigorous tasks.
The units for physical computing in our curriculum are 7.6, dedicated to Programming the Crumble, and 8.6, which focuses on Programming the Microbit.
Understanding the Crumble Controller
The Crumble Controller is a cost-effective and user-friendly electronic device that aids in developing foundational programming skills. The upfront cost is low as you will require only a few crocodile clips, a USB cable, and the crumble controller to get going. Students can start by connecting motors, LEDs, and sensors and embark on their exciting journey of experimentation.
Programming the crumble gives students a gentle easing into physical computing as no programming experience is required. The free software it employs adopts a graphical, drag-and-drop system, an intuitive design reminiscent of the popular educational programming language MIT Scratch.
Exploring the BBC Microbit
The BBC Microbit is a compact computer that introduces students to integrating software and hardware. The Microbit is equipped with an LED light display, buttons, sensors, and numerous input/output features, the Microbit, when correctly programmed, allows students to integrate the micro bit with other physical components and interact and program the micro bit to respond to physical conditions.
By including physical computing in our curriculum, we aim to bridge the gap between theoretical knowledge and its practical application, thereby nurturing the computational thinkers of tomorrow.
Curriculum Resources: Our Commitment to Excellence
We are committed to developing an outstanding KS3 Computing curriculum, and our team is hard at work creating the teaching units. Once each unit is finalised, it will be available on the Dawkins Institute website, allowing educators to access the comprehensive resources. We understand the importance of well-crafted lessons, and our dedication to excellence ensures that the units will be worth the wait.
By offering engaging teaching units, comprehensive assessments, and continuous support, we aim to empower educators like you to foster a dynamic and enriching learning experience for your students. Together, let’s inspire the next generation of digital leaders, nurturing their passion for technology and shaping a brighter future.
In summary, while devising a comprehensive, engaging, and successful Key Stage 3 Computing curriculum may seem like a formidable task, by focusing on critical areas, crafting relevant units, and employing effective assessments, you can create a curriculum that not only fulfils statutory requirements but also keeps students intellectually engaged. Let’s collaboratively sculpt the digital innovators of tomorrow, starting today.