KS3 computing (module 3): Creative curriculum enrichment and inclusion (remote)

CP449 Live remote training course

Put computational thinking at the heart of an inclusive and equitable curriculum, and broaden the appeal of computing.

Key stage 3

Live remote training course 1 day

• Live remote training 7 March 14:15—8 March 2022
• Live remote training 22 March 16:00—30 March 2022
• Live remote training 3 May 09:30—3 May 2022
• Live remote training 11 July 17:00—18 July 2022

Making computing an engaging school subject, that motivates and inspires the full range of students, is a key outcome of an excellent KS3

computing curriculum. At the heart of this curriculum is computational thinking; the ability to solve problems using computers.

Some of barriers to engaging with computing, encountered by under-represented groups, can be influenced through the curriculum before they

affect career and study destinations. You’ll consider a curricular and extra-curricular offer that appeals to a wider range of interests, and which

motivates young people to succeed in the subject.

With an excellent curriculum in place it is crucial that all computing teachers whether full-time or occasional; specialist or seconded from

another subject area; are supported in implementing it. You’ll develop an action plan that gives your improved the curriculum the best chance of

success, and maximises the impact the whole teaching team can make in the classroom.

You are advised to participate in module 1 and module 2 prior to joining this CPD.

Who is it for?

Subject leaders of computing and teachers with responsibility for the KS3 computing curriculum.

Topics covered

• Computational thinking – build the capability of young people to solve problems with computers throughout the key stage, by offering multiple opportunities in different contexts. Use effective approaches and free resources in the classroom to make computational thinking a foundation of the whole computing curriculum.

• Helping young people to become scholars of computing – consider why some children find computing more motivating than others, and how this imbalance can be corrected. Build self-efficacy among learners to make computing lessons more rewarding and build momentum towards a lasting study commitment to the subject.

• Inclusive curriculum – tune your curriculum to ensure it appeals to under-represented groups, and is accessible by the full student body. Plan curriculum approaches that intentionally narrow attainment and recruitment gaps and that fit into whole-school strategies. Build passion and enjoyment through a relevant curriculum that showcases the best of this fascinating subject.

• Supporting other teachers of KS3 computing – take away a rich action plan to support other teachers of the KS3 computing curriculum, making the most of free and high-quality support that does the work for you. Build enthusiasm for computing among teachers who may lack confidence and subject knowledge, ensuring that all students in KS3 are inspired to succeed.

How long is this course?

The duration of the course is 1 day, or its equivalent if spread across a longer period.

How will you learn?

Scheduled live, interactive online sessions led by an experienced practitioner. Flexible facilitator-supported, participant-led tasks, involving deep

exploration of the subject content.

Outcomes

By the end of this course you will be able to:

• Develop a computing curriculum that puts computational thinking front and centre
• Enthuse a wider range of students with study of computing leading to increased take-up of
• GCSE Computer Science
• Grow the profile and impact of computing through the implementation of a curriculum that motivates students.
• Get the best from other teachers of KS3 computing, whatever their existing levels of skill and experience.

This course is part of Teach secondary computing

Teach secondary computing

Our nationally recognised qualification will give you confidence to take your computing teaching to the next level and to apply those skills in the classroom.

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