The second in a series of linked CPD, this course instructs participants through building the core of a curriculum to achieve the stated intent. You’ll draw upon solid evidence as you consider the order in which concepts should be taught, how interleaving can improve long-term recall of knowledge, and how student knowledge can be developed at pace while managing cognitive load. In the context of computing you’ll integrate practices including retrieval practice, peer instruction and other proven strategies to braid assessment through the curriculum – leading to both improved learning, and confidence in teacher assessment of progress.
To complement the knowledge structure of your curriculum you’ll consider effective pedagogy including direct instruction and semantic waves, applied to the subject of computing; you’ll consider the importance of high-quality questions in the computing classroom and make use of lots of simple, free and time-saving techniques to improve curriculum teaching among you and your colleagues. You’ll also take a deeper dive into the pedagogy of teaching programming, ensuring that students finish the key stage prepared for the demands of GCSE Computer Science.
Throughout the CPD you’ll further develop a goal-focused action plan, incorporating monitoring and evaluation approaches that ensure you make efficient use of your time and that of your colleagues. You’ll give and receive feedback with peers, supported by an expert facilitator.
Do you prefer to learn in a classroom? If so, take a look at: KS3 computing (module 2): Creative curriculum content, sequencing and pedagogy
Who is it for?
By the end of this course you will be able to:
- Plan a sequenced curriculum to support student progression throughout KS3
- Make use of formal and informal assessment approaches to build confidence and knowledge
- Apply powerful pedagogy at appropriate points in the curriculum journey, at a consistently high standard.
- Plan for students to move from blocks to text based programming in a managed way