In the Design Technology & Computing faculty,we believe in the adage “ Children’s learning is not a rehearsal. They never get a second chance. Our aim is to provide an excellent education for all our students; an education which brings out the best in all of them and prepares them for success in life. Our curriculum is designed to provide children with the core knowledge, attitudes, skills and habits (KASH) they need for success in education and later life, to maximise their cognitive development, to develop the whole person and the talents of the individual and to allow all children to become active and economically self-sufficient citizens.
We operate a 3 year KS3 and a 2 year KS4 and a 2 year KS5. Each Key stage works to the same philosophy and principles.
The Design Technology & Computing curriculum is founded on these key principles:
- Entitlement – We believe that all children have the right to learn a powerful knowledge based curriculum.
- Mastery – We want all students to achieve a full understanding of the knowledge specified in the Curriculum for each year, and teaching should not move on until this is achieved.
- Stability – We won’t constantly amend the Curriculum: while we should make occasional adjustments in the light of feedback and experience, we will aim for stability over many years, so that teachers can develop expertise, and we constantly build assessments and teaching materials to support the Curriculum.
- Concepts not context – The Curriculum is intended as a concise specification of knowledge and content to be taught and learned; it is for schools and teachers to decide how to teach and bring it to life.
Subject specialism is at the heart of our curriculum and you will see differences in the way that the curriculum is constructed and assessed. The stability of our curriculum allows subject expertise to develop over time, and we are careful to provide sufficient time for teachers of the same subject to plan together and collaborate. Our timetable on a Monday has been changed to provide “Golden time” to allow our teachers to collaborate and work on subject development as we believe this collaboration is vital.
A 3-year Key Stage 3 provides pupils with the time and space to gain this secure understanding. In our lessons we expect to see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it. Rather than moving on to new content, our higher attainers produce work of greater depth and flair.
Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction to develop our teaching practice. At the heart of Rosenshine’s principles is a simple instructional core:
- Demonstration: Teacher presents new information in small steps (I)
- Guided practice with models, prompts and scaffolds (We)
- Independent practice with monitoring and feedback from the teacher (You)
At each point, teachers check understanding of all pupils by asking lots of questions and providing feedback. We use a framework of instructional coaching at Accrington to allow our teachers time and space to develop their practice.
The Rosenshine principles support the implementation of the curriuculum by ensuring that pupils regularly recall prior learning. You will often see this at the start of our lessons with our Academy “live in 5 strategy”. When prior learning is committed to long term memory it becomes fluent or ‘automatic’, freeing space in our working memory which can then be used for comprehension, application, and problem solving.
In order to allow the mastery approach to be effective (i.e. children learn what they are expected to in the year they are expected to), early catch-up is essential: we aim to promptly identify and support pupils who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum.
Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum. Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense. We are passionate about ensuring this character education though our “Accrington Aspires” programme of form time/assemblies/Every child matters days and a broad range of extra-curricular activities which ensure we focus on developing the whole child.
With thousands of pupils across United Learning following the same curriculum, we have been able to develop common assessments in most subjects. These are summative assessments which allow pupils to demonstrate their growing understanding of their subjects and enable teachers to assess the impact of their teaching. These summative assessments are typically taken once or twice a year, allowing teachers to focus on formative assessment from lesson to lesson.
We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. Knowledge organisers provide students with key information that they are expected to learn and recall with fluency, enabling them to develop their understanding of key concepts outside of their lessons.
The culmination of our curriculum is that pupils leave our school with the confidence and intelligence to thrive. We know our pupils as individuals which enables us to provide curriculum guidance and careers guidance throughout their time with us. We expect all pupils to leave our school with the grades required to progress to their desired destination, and the character required to flourish once they get there.
By teaching our curriculum well, and delivering education with character, we bring out the best in everyone.
Our curriculum structure works through a two-week timetable where KS3 pupils have 3 x 1-hour lessons, KS4 pupils have 5 x 1-hour lessons and at KS5, 10 x 1-hour lessons.
Design Technology & Computing is an inspiring, rigorous and practical curriculum. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and design. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education make an essential contribution to the creativity, culture, wealth and well-being of the nation.
Design Technology & Computing aim to ensure that all pupils:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- Build and apply a repertoire of knowledge, understanding and skills to design and make high-quality prototypes and products for a wide range of users
- Critique, evaluate and test their ideas and products and the work of others
- Understand and apply the principles of nutrition and learn how to cook.
Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
The Design Technology & Computing team are committed and enthused experts in their respective fields, bringing a wealth of knowledge and experience from industry into to the classroom. We strive to equip pupils with the skills and qualifications to go on and become the next generation of creative practitioners in their chosen field. Our mission is to build confidence and encourage pupils to take ownership of their work and to develop their thinking into creative ideas. We are a cohesive department, linked between subjects which offer pupils a holistic experience of the design process from sketch to a final outcome.
To find out more about our curriculum please contact our Vice Principal in charge of Quality of Education Mrs Christine Williams on Christine.firstname.lastname@example.org or see our Curriculum policy.
Our guided choices booklets also give us more detail on the programme of Guided choices from KS3 into KS4.
New Technology Staff
Click on Teacher name to read full bio
Mrs A. Hardy
I was always told I would be a teacher but since my mum was a teacher, I wanted to rebel and I rejected this idea until I was a bit older. When I left Leeds University with my English and Media degree, I was determined to work in the Media so I wrote to every radio station in the area and eventually landed a job doing the competitions at WISH FM in Wigan. I then decided to go into Marketing and did a stint at two theatres in St Helens and Lancaster before I managed to achieve my dream job of working at ITV. I used to organize the competitions and votes for all the regional programmes across ITV working out of the old ITV Granada building. Eventually I realized that working in TV, although exciting, just wasn’t going to be fulfilling enough for me. My best friend was an English teacher and she very kindly let me visit her school to see what it was like and I loved it. I decided to study for a GTP programme and had a fantastic mentor teaching English and Media at Standish High School in Wigan. I then moved on to be Head of Media at Ribblesdale School in Clitheroe and then became Assistant Head of New Technologies at Accrington. The favourite part of my job is seeing the students grow in confidence throughout the years and sharing my passion for film and television with the students. Outside of school I have two little girls who keep me busy and I’m involved with my local am dram group acting, singing and dancing.
Mr P. Brown
If you asked my 10 year old self what I wanted to be when I was older I would have said a train driver! Nobody would have predicted I would be a teacher. I found that school got in the way of my play time with friends. The advice of one teacher had an impact. I tried and when it resulted in rewards, I was hooked! It became a competition to work my way up to the higher sets. It was only at college that I started to be interested in computers and University seemed to be the obvious next step. After working in web design and completing my MSc, I decided that I wanted a career where I could pass on my passion of computing and new technology. At Accrington Academy I see many young people who remind me of my younger self. I may not be a train driver but I am taking students on a journey through school and helping them reach success.