The Computing department seeks to fulfil the wider aims of Aldenham School by preparing students to live successful and fulfilling lives in an increasingly digital world.  We believe that working in the STEM industries is fulfilling, meaningful and well remunerated.  Through developing skills in the use of software applications, problem solving, and programming alongside fostering and understanding of the principal operations of computer systems, Aldenham pupils will be able to progress along both vocational and academic pathways that will lead to employment in these fields.

We aim to develop a world-class computing curriculum that is:

  • Constructivist: While the specifics of our subject are likely to change, the problem solving skills that pupils develop will form a foundation for the rest of their lives.  As such, we aim to embed a pupil-centred problem-based learning approach to our lessons where pupils are given time to reflect upon their successes and failures.
  • Contemporary:  Our subject discipline is unique in the rate of change of its subject content.  Pupils deserve to be taught the most up-to-date subject content and be given time to critically reflect upon future technologies and their impact upon society.  In order abreast of this change, our teachers will be given first class training both by teachers and through industrial training courses.
  • Non-competitive: Studies have shown that competition is more likely to deter progression in STEM disciplines that promote it.  Students should be accredited for their achievements but not compared to one another.  As such we promote criterion based assessment above normative assessment and prefer pupils to play, explore and collaborate as opposed to competing with their peers.
  • Cross-curricular: Industry leaders require employees that have excelled in a range of disciplines.  We aim to collaborate with other departments to make Computing relevant in the widest possible context and encourage other teachers to embed digital literacy’s into their curricula.
  • Collaborative: While national schemes of assessment promote individual endeavour this is rarely the case in a professional setting where employees are often expected to work on projects with large groups.  We hope to embed a range of opportunities for group work within our schemes of work.
  • Inclusive: We believe that there are a range of cultural blockages that prevent wider participation in Computing. We aim to address the view that computer proficiency is the domain of specialist and make the esoteric every day for a wide range of pupils irrespective of ability or background.

We also hope to better equip pupils for the world of work by:

  • Providing information, advice and guidance within the department about progression into higher education
  • Informing pupils about a range of pathways including both university and vocational training
  • Providing opportunities for pupils to gain professional accreditation for their skills
  • Providing extra-curricular enrichment activities that will inspire pupils and promote retention and progression
  • Forging partnerships with the local businesses and promoting opportunities for mentoring, work place visits and work experience

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