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Striving for





Business, Computing & ICT – Curriculum Intent and Implementation

The intent of our Business, Computing & ICT curriculum at Swinton Academy is to develop learners who:

  • are prepared for a future in an environment which is shaped by technology;
  • are resilient, self-aware, independent learners who are able to articulate ideas and thoughts;
  • can undertake creative projects to independently problem solve and achieve challenging goals
  • use language with confidence, accuracy and precision and build an extended specialist vocabulary;
  • can apply mathematical knowledge within BCT in order to present information and accurately and to solve problems;
  • use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns and seek support;
  • have an awareness of ICT & Business in the wider world;
  • are flexible and adaptable in their approach to problem solving;
  • are able to progress readily to the next stage of their learning and to have a solid foundation of core IT skills to support them as an adult in modern Britain;
  • are proud of their achievements and their school community;
  • all students will be competent in word processing and in creating presentations;
  • all students will be able to store and retrieve files through effective naming conventions and folder structure.
  • all students will be able to assess financial business information through efficient understanding of business-related documents.
  • all students will conduct effective market research in order to gain knowledge of how businesses operate.
  • are able to express creative skills through the use of creating IT-related elements.

The intent of our curriculum is implemented through:

  • an awareness of students’ KS2 Computing experience;
  • a focus on key vocabulary, the development of reading and writing;
  • reinforcing mathematical skills and applying these to help solve problems;
  • the application of mathematical techniques, which includes the ability to apply them new contexts;
  • schemes of work which are differentiated for H/M/L ability students at KS3;
  • the routine expectation that students will show resilience in each and every lesson (the Resilience Zone) and are supported in this through independent learning resources;
  • ensuring that each key stage has at least one opportunity to participate in an on off-site learning experience which enhances their experience;
  • a reflective approach to the continuing professional development of faculty staff (an ‘open classroom’ policy, collaborative planning, a teaching and learning focus to all faculty CPD)