Curriculum

COMPUTER SCIENCE & Creative iMedia

Our schemes of work and learning at both Key Stage 3 and Key Stage 4 teach pupils to be:
  • digitally literate in their basic ICT skills such as word processing, presentation, spreadsheet and image editing skills
  • able to design, problem solve, develop and refine algorithms and programs in an efficient and creative way
  • able to be a positive digital citizen online and be aware of the risks, actions and consequences when using technology

 

Our vision for Computing

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Pupils will:

  • understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
  • evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • be responsible, competent, confident and creative users of information and communication technology.

The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life in the Computing curriculum:

  • Educational excellence: pupils understand and apply the fundamental principles and concepts of computer science. They become digitally literate.
  • Character development: pupils learn to be responsible, competent, confident and creative users of information and communication technology. They become expert problem solvers.
  • Service to communities: the study of computing supports social mobility in an area of high deprivation through computational thinking, creativity and entrepreneurial skills.

Key Stage 3 Intent

In Year 7, pupils will be introduced to basic computer components and their uses (hardware and software). They will also be introduced to basic number systems used by computer systems (binary) and computer scientists (hexadecimal), how to convert between these to and from denary and how to add two binary values together. Pupils will then link this to computational and algorithmic thinking which will allow pupils to develop writing, drawing, and representing algorithms using flowcharts. Further into computer science, pupils will develop these algorithms into basic textual computer programs through the learning of basic programming techniques. In terms of IT, pupils will have an experience of word processing, presentation, spreadsheet modelling and digital design over the course of the year. They will also experience the importance of pre-production planning and user interface design and design choices. Further supporting their knowledge and skill within digital literacy, pupils will also be exploring e-safety of their personal online identity, online risk awareness and digital resilience. In Year 8, Pupils will: build on their knowledge of number systems in data representation and learn how this relates to how images are stored in the computer using binary. Pupils will also develop their ability and knowledge to understand and create flowcharts for more complex algorithms that will include selection and will also be able to understand the purpose of pseudocode and represent these algorithms in pseudocode. This would naturally follow an opportunity for pupils to practice their programming techniques learnt in Year 7 and learn new programming techniques to produce a more efficient piece of code. Further to this, pupils will experience another programming language to build a basic, working game of their own. Pupils will develop their knowledge of the physicality of how the computer works by looking at the architecture of a computer. Pupils will be able to improve their digital literacy by being given further opportunities to word process, create presentations, use spreadsheet modelling and new opportunities to graphic design. The importance of online safety is re-enforced and developed to addressing risks such as online grooming and cyber-crimes as well as encouraging pupils to consider their digital footprint and online reputation. In Year 9, pupils will: build on their knowledge of number systems in data representation and learn how this relates to how sound is stored in the computer using binary. Pupils will also develop their ability and knowledge to understand and create flowcharts for more complex algorithms that will include selection and iteration. Pupils will also be able to translate written algorithms into complex pseudocode. This would naturally follow an opportunity for pupils to practice their programming techniques learnt in Year 7 and Year 8 and learn new programming techniques to produce an efficient, debugged piece of code. Other algorithms that pupils will come across is how a computer sorts a list of data using sorting algorithms. Pupils will develop their knowledge of the physicality of how the computer works by understanding how the CPU works and how to improve it’s performance. Pupils will be able to improve their digital literacy by being given further opportunities to word process, create presentations, use word processing and new opportunities to graphic design. The importance of online safety is re-enforced and developed to addressing how to differentiate from trustworthy and untrustworthy content online. This links well to other types of textual programming that Y9 pupils will be introduced to through website design and development and exploring how target audience effects design to produce their own website.

 

Key Stage 3 Implementation

LEARNING JOURNEYS 

Key Stage 3 Impact

Pupils are assessed on composites, such as, completed programs or digital artefacts. They identify progress in the components which underly computing progress.  Composites identify knowledge components that are not secure. These are re-taught or revisited to avoid future gaps from emerging and to secure automaticity in knowledge.

Key Stage 4 Intent (Computer Science)

Pupils will be able to understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation. Pupils will also be able to analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs. They will need to think creatively, innovatively, analytically, logically and critically and apply mathematical skills relevant to solving computing problems. Pupils will understand the components that make up digital systems, and how they communicate with one another and with other systems and will understand the impacts of digital technology to the individual and to wider society. Pupils will also undertake programming tasks. This will allow them to develop skills within the following areas of programming: Design, Write, Test, Refine. Pupils will complete these programming tasks using a high-level language that they have learnt to solve a problem.

Key Stage 4 Implementation

LEARNING JOURNEYS

Key Stage 4 Impact

Paper 1: Computer Systems

–                      Systems Architecture

–                      Memory and Storage

–                      Computer Networks, Connections and Protocols

–                      Network Security

–                      Systems Software

–                      Ethical, Legal, Cultural and Environmental Impacts of Digital Technology

1hr 30 minutes – 80 marks – 50% of final grade

 

Paper 2: Computational Thinking, Algorithms and Programming

–                      Algorithms

–                      Programming Fundamentals

–                      Producing Robust Programs

–                      Boolean Logic

–                      Programming Languages and Integrated Development Environments

1hr 30 minutes – 80 marks – 50% of final grade

 

 

Key Stage 4 Intent (Cambridge Nationals in Creative iMedia)

Pupils will be able to develop independence and confidence in using skills that would be relevant to the media industry. Pupils will be developing visual identities for clients, planning, and creating original digital graphics and planning, creating, and reviewing original digital media products. Pupils will be able to think about situations and decide what is required to be successful, they will be exploring different options and choosing the best way forward to a solve problem. Pupils will be exploring and generating original ideas to find imaginative solutions to problems by selecting the best tools and techniques to use to solve a problem. Pupils will also be selecting appropriate use of media to convey meaning and practice planning techniques to complete tasks in an organised way which meet deadlines.

Key Stage 4 Implementation

Learning Journey

Enrichment and Careers

  • Coding Club – Opportunity for pupils to explore their coding interests further
  • EBM Productions – Student Media Team/Digital Media Enrichment
  • BAFTA Young Game Designers Competition – https://ygd.bafta.org/

 

In a world where technology is becoming a bigger part of our daily lives, being able to write in a programming language and being able to code is slowly become as important as being able to create a basic presentation, word document or spreadsheet.

 

 Some examples of post-16 qualifications that you may go into when pursuing Computer Science:

  • A-level Computer Science
  • Level 3 Cambridge Technical in IT
  • BTEC Extended Certificate in IT
  • BTEC Extended Diploma in Computing
  • Level 3 Apprenticeships in Computing or IT
  • T-Level in Digital Production, Design and Development

 

Most, if not all, industries need programmers as there is a big demand in the job sphere. Some examples of career paths that you may go into when pursuing Computer Science:

  • Data Scientist
  • Software Engineer
  • Cyber Security Manager
  • Penetration Tester
  • Security Architect
  • Web Developer
  • Games Developer
  • IT Consultant
  • System Analyst

 

 

Some examples of post-16 qualifications that you may go into when pursuing Creative iMedia:

 

  • A-Level Media Studies
  • Level 3 Apprenticeship in Media and Broadcast Assistant
  • Level 3 Cambridge Technicals in IT and Digital Media
  • T-Level in Digital Production, Design and Development
  • T-Level in Broadcast and Production

 

Some examples of career paths that you may go into when pursuing Creative Imedia are:

  • Graphic Designer
  • Media Content Creator
  • Video Editor
  • Sound Engineer
  • Visual Effects Artist
  • Website Designer
  • Social Media Manager
  • Producer
  • Animator
Useful Resources and Revision Support

Key Stage 3: Useful Resources and Revision Support

           https://www.youtube.com/playlist?list=PL-osiE80TeTt2d9bfVyTiXJA-UTHn6WwU

Key Stage 4 GCSE Computer Science: Useful Resources and Revision Support

Your son will be given:

  • Collins OCR GCSE 9-1 Computer Science – All-in-one Revision and Practice Revision guide
  • CGP GCSE OCR Computer Science Revision Question Cards

Online links:

           https://www.youtube.com/playlist?list=PL-osiE80TeTt2d9bfVyTiXJA-UTHn6WwU

Key Stage 4 Cambridge Nationals in Creative iMedia Assessments: Useful Resources and Revision Support

Your son will be given:

Hodder Education OCR Cambridge Nationals Creative iMedia L1 / 2 Revision Guide

Online links: