I.C.T

" The number one benefit of information technology is that it empowers people to do what they want to do. It lets people be creative. It lets people be productive. It lets people learn things they didn't think they could learn before, and so in a sense it is all about potential." 

- Steve Ballmer

 

Curriculum Vision

 

Pupils will develop skills and knowledge in computer science and digital technologies to prepare them for a future in a world where the use of this technology is fully embodied.  The curriculum enthuses pupils to have an understanding far deeper than the interface that they currently operate. 

 

Key Stage 3

 

In ICT pupils to develop a love of learning for the subject and an understanding that there are no limits to their own development in programming and IT.  An important life skill for anyone is to problem solve.  Using the strands of computational thinking will aid learners with their Computer Science studies and, as it is embedded within everyday life activities, they will understand that they cannot run before they can walk.   Pupils will be given guidance on how to work safely on-line so that it will be second nature to carry out all the necessary steps for their own safety as well as those around them.

At KS3 pupils will be given the opportunity to develop their computer coding and digital technology skills.  Learning the language of code is an important added bonus as pupils who develop their coding skills will be able to grasp the magic behind the computers.  This will allow them to take their studies onto KS4 and to Further and Higher education if they desire and ultimately secure a career within a large range of industries.

 

Topics assessed in each Challenge Week (KS3)
 Year Group
Curriculum Window 1
Curriculum Window 2
Curriculum Window 3
Curriculum Window 4

Year 7 Topics

Using Computers Safely, effectively and Responsibly

Substantive knowledge:

Pupils begin by looking at file management and security. The unit then moves on to e-safety (cyber-bullying, phishing etc.), and online profiles to give pupils a better understanding and awareness of using social media. 

Disciplinary knowledge:

  • use basic file management techniques to create folders, save, copy, move, rename and delete files and folders and make backup copies of files
  • recognise extensions for common file types such as .doc or .docx, .ppt, .jpg etc
  • keep their files in well organised and appropriately named folders
  • explain what constitutes a “strong” password for an online account
  • describe a code of conduct
  • list some of the dangers and drawbacks of social networking sites
  • list some possible responses to cyberbullying 
  • send and reply to emails, send attachments
  • use a search engine to find information

 

Understanding computers

Substantive Knowledge: 

It is a theoretical unit covering the basic principles of computer architecture and use of binary. Pupils will revise some of the theory on input and output covered in previous learning and continue to look at the Input-Process-Output sequence and the Fetch-Decode-Execute cycle through practical activities

Disciplinary knowledge:

  • Distinguish between hardware and software
  • Give examples of computer hardware and software
  • Draw a block diagram showing CPU, input, output and storage devices
  • Name different types of permanent storage device
  • Suggest appropriate input and output devices for a simple scenario
  • Explain what RAM and ROM are used for
  • Show how numbers and text can be represented in binary
  • Explain the impact of future technologies

 

Spreadsheet Modelling

Substantive Knowledge: 

It is a practical, skills-based unit covering the principles of creating and formatting basic spreadsheets to produce and use simple computer models. It is suitable for pupils who have a basic knowledge of spreadsheets including cell references, simple formulae and formatting, although these topics are revised in the first lesson, making it also suitable for pupils new to spreadsheets.

Disciplinary knowledge:

  • Give examples of how computer models are used in the real world
  • Format a simple spreadsheet model
  • Use simple formulae and functions 
  • Name cells in a spreadsheet model
  • Use a simple spreadsheet model to explore different “what if” scenarios
  • Create a basic pie chart to display results

 

Computer Crime and Cyber Security

Substantive knowledge:

understand a range of ways to 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

Disciplinary knowledge:

  • Name the major Acts concerning computer use
  • Describe briefly some of the dangers of putting personal data on social networking sites
  • Describe briefly ways of protecting online identity
  • Identify some of the signs of fraudulent emails and respond appropriately 
  • Adhere to Copyright Law when using written text, downloading music etc.
  • List some of the Health and Safety hazards associated with computer use
  • Describe how to safely dispose of an old computer

 

Intent

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

 

 Year Group
Curriculum Window 1
Curriculum Window 2
Curriculum Window 3
Curriculum Window 4

Year 8  Topics

Introduction to Python

Substantive Knowledge: 

  • Run simple Python programs in Interactive and Script mode
  • Write pseudocode to outline the steps in an algorithm prior to coding
  • Write programs using different types of data (e.g. strings and integers)
  • Correctly use different variable types (e.g. integer and floating point), assignment statements, arithmetic operators
  • Distinguish between syntax and logic errors and be able to find and correct both types of error
  • Use relational operators to control the order in which program statements are executed and in what order (if and while statements)
  • Use comments to document their programs and explain how they work
  • Write an error-free, well-documented program involving selection and iteration, but with some help given 

 Disciplinary knowledge:

  • Use two or more programming languages, one of which is textual, to solve a variety of computational problems; make appropriate use of data structures; design and develop modular programs that use procedures and functions
  • Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of different algorithms for the same problem.

 

HTML and website development

Substantive Knowledge: 

Pupils will learn the basics of HTML and CSS, and how to create a responsive design which adapts to any size of screen for viewing on, say, a mobile phone or a PC. They will learn how to create text styles and add content, including text and graphics, in a specified position on a page, as well as navigation links to other pages on their website and to external websites.

Disciplinary knowledge:

  • Write HTML code to create a simple web page and display it in a browser
  • Write CSS to define the styles used in a web page
  • Create a simple navigation system using HTML 
  • Use a design to create a template for a web page using HTML
  • Create their own multi-page website 
  • Insert text, images and links on their web pages

 

Database

Substantive Knowledge: 

Creation and use of a single-table database and a simple relational database involving two tables in a one-to-many relationship. Pupils will start by looking at an existing single-table database, learning how to add records and make queries.

Disciplinary knowledge:

  • Give examples of databases used by organisations which are accessible to the public via the Internet
  • Create a database table using several fields with different data types
  • State the purpose of a primary key in a database
  • Create a basic input form to input data
  • Query the database using more than one criterion to find answers to user queries
  • Create a basic report with suitable headings
  • Create a front-end application menu with buttons linking to a form and a report

Networks

Substantive Knowledge: 

Pupils will learn that the World Wide Web is part of the Internet, and how web addresses are constructed and stored as IP addresses. Client-server, peer-to-peer networks and the concept of cloud computing are all described.

Disciplinary knowledge:

  • State that the Internet is a wide area network and the world wide web is part of the Internet
  • Define the meaning of the terms “domain name”, http protocol
  • Explain the basic principle of packet switching
  • Give examples of LANs and WANs
  • State three different network topologies
  • Describe what is meant by a client-server network and state some of its advantages
  • State why some transmissions are encrypted, and use a simple algorithm to encrypt and decrypt a message

 

Intent

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

 

 Year Group
Curriculum Window 1
Curriculum Window 2
Curriculum Window 3
Curriculum Window 4

Year 9  Topics

Computer Crime & Cyber Security

And

Python

HTML & Web Development

And

Database Development

Networks

Sound Editing in Audacity