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. 

 

ICT Pathway V2

 

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
Autumn
Spring
Summer

Year 7 Topics

Using Computers Safely, effectively and Responsibly


This is a theoretical unit covering the necessary basic knowledge to use computers safely, effectively and responsibly. 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. The functionality and operation of email and search engines and how to use them effectively are covered.

Understanding computers


It is a theoretical unit covering the basic principles of computer architecture and the 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. Pupils will then look at some simple binary to decimal conversion and vice versa, and learn how text characters are represented using the ASCII code. This will be followed by some simple binary addition. Pupils will learn more in-depth how storage devices represent data using binary patterns and physically save these patterns. Finally, they will look at a brief history of communication devices, how new technologies and applications are emerging and the pace of change.

Spreadsheet Modelling


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. The unit is centred around creating a financial model for a TV show. Pupils start by looking at different types of models and then use basic spreadsheet techniques to create and format a simple financial model to calculate the expected income from viewers’ voting. The model is then extended to include sales from merchandising, with the introduction of “what if” scenarios. Finally, the pupils create a seating plan, book seats and calculate income from seat sales. Spreadsheet features covered include SUM, MAX, IF and COUNTIF functions, cell naming for absolute referencing, conditional formatting, validation, charting and simple macros.

Microsoft Excel software is used in this unit. Where instructions are given e.g. for creating a macro, Office 2016 has been used – you may need to customise these for a different version of Excel or another spreadsheet application such as Open Office.

Intent

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

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

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

Understand how instructions are stored and executed within a computer system

Understand how data of various types (including text, sounds, and pictures) can be represented and manipulated digitally, in the form of binary digits

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

 

 Year Group
Autumn
Spring
Summer

Year 8  Topics

Computer Crime and Cyber Security

This unit covers some of the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, “data harvesting” identity theft and safe use of social media are discussed together with ways of protecting online identity and privacy. Health and Safety Law and environmental issues such as the safe disposal of old computers are also discussed.

 

Games Programming in Scratch

In this unit, pupils will be introduced to the Scratch programming environment and begin by reverse-engineering some existing games. They will then progress to planning and developing their own games, learning to incorporate variables, procedures (using the Broadcast function), lists and operators. They should be able to create a fully working game with lives, scoring and some randomisation of objects. Finally, they will learn to test and debug their programs.

A.I and Machine Learning

The unit is a mixture of theoretical aspects of AI with practical application of these ideas in the second half of the unit. Practical aspects of the unit are given in Scratch. Whilst the programs given to pupils make use of advanced features of Scratch, such as new Blocks (subroutines) and lists, tasks have been written to be accessible by pupils who have only a rudimentary understanding of Computer Science programming with a visual interface. Pupils should have had some experience programming algorithms, through a visual or text interface, before undertaking this unit. If Scratch is not installed on the school system, the online version can be used. Be aware, that the programs make use of Scratch 3. This unit is not an instructional unit in how to use Scratch. As such, pupils will be considering how existing programs work and adapting them.

 

Introduction to Python

It is an introduction to Python, a powerful but easy-to-use high-level programming language. Although Python is an object-oriented language, at this level the object-oriented features of the language are barely in evidence and do not need to be discussed. The focus is on getting pupils to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs. The pupils’ final programs are put into a learning portfolio with evidence of correct running, for assessment purposes.

 

Sound Manipulation in Audacity

Pupils will learn how sound is digitized and stored on computers. They will learn basic sound editing techniques and how to add sound effects and mix tracks. Ways of creating different sound effects (the job of a “foley artist”) are described.

Intent

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

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

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 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

 

 Year Group
Autumn
Spring
Curriculum Window 3

Year 9  Topics

 

Data Representation

The unit covers Sections 1.2.3 and 1.2.4 of the OCR J277 specification for GCSE Computer Science. Units and data storage are both covered.

 

Games Programming in Scratch

In this unit, pupils will be introduced to the Scratch programming environment and begin by reverse-engineering some existing games. They will then progress to planning and developing their own games, learning to incorporate variables, procedures (using the Broadcast function), lists and operators. They should be able to create a fully working game with lives, scoring and some randomisation of objects. Finally, they will learn to test and debug their programs.

Sound Manipulation in Audacity

Pupils will learn how sound is digitized and stored on computers. They will learn basic sound editing techniques and how to add sound effects and mix tracks. Ways of creating different sound effects (the job of a “foley artist”) are described.

 

Computational Thinking and Logic

This unit introduces pupils to the world of computational thinking and logic. With the help of many unplugged activities, pupils get to understand the power of problem-solving and the different methods that Computer Scientists use to tackle problems.

Control systems with Flowol

It is a practical unit covering the principles of producing control and monitoring solutions using a flowchart-based. Pupils will start by producing systems that use simple loops and basic outputs, and then move on to look at systems that have multiple inputs and outputs. They will refine their solutions using subroutines and variables.

 

Introduction to Python

It is an introduction to Python, a powerful but easy-to-use high-level programming language. Although Python is an object-oriented language, at this level the object-oriented features of the language are barely in evidence and do not need to be discussed. The focus is on getting pupils to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs. The pupils’ final programs are put into a learning portfolio with evidence of correct running, for assessment purposes.

 

Intent

 

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

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

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 simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

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

Understand how data of various types (including text, sounds, and pictures) can be represented and manipulated digitally, in the form of binary digits

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

 

Key Stage 4

 

Computer Science

Pupils study the Computer Science course (J277) at GCSE.

Pupils will study towards a GCSE in Computer Science.

 

• Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

• Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

• Think creatively, innovatively, analytically, logically and critically

• Understand the components that make up digital systems, and how they communicate with one another and with other systems

• Understand the impacts of digital technology on the individual and to wider society

• Apply mathematical skills relevant to Computer Science.

 

In Year 10 pupils will develop a deeper understanding of the principles of Computer systems.

In Year 11 pupils will develop a deeper understanding of the principles of Computational thinking algorithms and programming.

 

Assessment methods

Pupils will be completing their external exams at the end of year 11.

Paper 1: · Computer systems · 50% of the total GCSE

Paper 2: · Computational thinking algorithms and programming · 50% of the total GCSE

  • · Programming Project (no weighting towards GCSE but pupils must complete it).

 

BTEC Digital Information Technology

Pupils study the DIT course (BTEC Level 2 Tech award, Pearson) at GCSE.

Pupils will study towards a GCSE in DIT

 

Development of key skills that prove your aptitude in digital information technology, such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data

  • · Process that underpins effective ways of working in digital information technology, such as project planning, the iterative design process, cyber security, virtual teams, legal and ethical codes of conduct
  • · Attitudes that are considered most important in digital information technology, including personal management and communication
  • · Knowledge that underpins effective use of skills, processes and attitudes in the sector such as how different user interfaces meet user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues. This Award complements the learning in GCSE programmes such as GCSE in Computer Science by broadening experience and skills participation in a different types of performance activities with the opportunity to practically apply your knowledge and skills, through project work such as developing ideas and performing for specific audiences.

 

In Year 10 pupils will develop a deeper understanding of the principles of Exploring user interface design principles and project planning techniques, and Collecting, presenting and interpreting data.

In Year 11 pupils will develop a deeper understanding of Effective Digital working practices.

 

Assessment methods

Component 1:

  • · Exploring user interface design principles and project planning techniques.
  • · Internally assessed assignment 30% of the total course.

Component 2:

  • · Collecting, presenting and interpreting data.
  • · Internally assessed assignment 30% of the total course.

Component 3:

  • · Effective Digital working practices.
  • · Externally assessed exam 40% of the total course.

 

Topics assessed in each Challenge Week (KS4)

 

GCSE Computer Science
Year group
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2

11

Unit 6 Algorithms

Unit 8 Logic & Languages

Unit 7 Programming

NEA

REVISION

 

Python Practical

10

Unit 1 Systems architecture

Unit 2 Data representation

Unit 3 Networks

Unit 4 Network security and systems software

Unit 5 Impacts of digital technology

 

Python Practical

 

BTEC Digital Information Technology (DIT)
Year group
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2

11

Component 3

A-Modern-Technologies

Component 3

B-Cyber-security

Component 3

C- Wider-implications-of-digital-systems

Component 3

D-Planning-and-communication

REVISION

10

Component 1A User interface design

Component 1B Project planning and development

Component 1C: Develop and review a user interface

Component 2A: Investigate the role and impact of using data on individuals and organisations

Component 2B Create a dashboard using data manipulation tools

Component 2C Draw conclusions and review data presentation methods

 

Topics Assessed In Each Challenge Week (Key Stage 5)

Computer Science

Year group
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2

13

Unit 10 - Computational Thinking

Unit 6 - Datatypes

Unit 11 - Programming Techniques

Unit 12 - Algorithms

 

 

NEA

 

12

Unit 1 - Components of a computer

Unit 2 - Systems Software

 

Unit 4 - Exchanging Data

Unit 3 - Software Development

 

Unit 5 - Networks & Web Technologies

 

Unit 7 - Data Structures

Unit 8 - Boolean Algebra

Unit 9 - Legal and cultural issues

Unit 12 - Algorithms

 

 

NEA