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 |
Autumn
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Spring
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Summer
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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
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Intent |
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 |
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Year Group |
Autumn
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Spring
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Summer
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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.
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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. |
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Intent |
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 |
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Year Group |
Autumn |
Spring |
Curriculum Window 3 |
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Year 9 Topics
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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.
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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 |
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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 |
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11 |
Unit 6 Algorithms Unit 8 Logic & Languages |
Unit 7 Programming NEA |
REVISION |
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Python Practical |
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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 |
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Python Practical |
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BTEC Digital Information Technology (DIT)
Year group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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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 |
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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 |
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13 |
Unit 10 - Computational Thinking |
Unit 6 - Datatypes |
Unit 11 - Programming Techniques |
Unit 12 - Algorithms |
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NEA |
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12 |
Unit 1 - Components of a computer Unit 2 - Systems Software
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Unit 4 - Exchanging Data Unit 3 - Software Development
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Unit 5 - Networks & Web Technologies
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Unit 7 - Data Structures Unit 8 - Boolean Algebra |
Unit 9 - Legal and cultural issues |
Unit 12 - Algorithms |
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NEA |
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