Computing

Curriculum Intent

In computing Learners are encouraged to be their BEST.

Brilliance

Our curriculum drives students to aspire to brilliance in all areas by promoting opportunities for academic excellence through a broad and balanced learning experience that stimulates students to be imaginative, creative and reflective in their learning. In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education which equips all students to use computational thinking and creativity to understand and progress as learners. Our curriculum will teach students key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.

Enrichment

Enrichment opportunities are not limited to lesson times. Our extracurricular coding club is a way for those learners who want to further their coding skills to meet and develop programs in an environment with likeminded individuals. Opportunities to visit and see the use of computing in real world environments is something which we as a subject will be developing.

Society

Encouraging students to use the internet for research and acquiring further learning, gives students the ability to navigate our digital environments in a way that's safe and responsible and to actively and respectfully engage in these spaces. Fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance is learnt by students covering topics that include an understanding of how:

• Legal, ethical, safety and security issues affect how computers should be used: how legislation affects business computer users.
• Digital safety – covered in Key Stage 3 and 4.
• Data protection, copyright, computer misuse, how moral and ethical issues affect business computer users.
• The use and abuse of personal and private data – covered in Key Stage 3 and 4.
• The implications and consequences for organisations of data loss, corruption and theft.
• Legal implications – covered in Key Stage 4.
• Cyberbullying – covered in Key Stage 3.

Thinking:

Our curriculum sequencing ensures students develop long term knowledge, skills and understanding which can be effectively transferred to new opportunities. In computing our curriculum is designed so that key concepts are presented repeatedly throughout KS3, but with deepening layers of complexity, or in different applications. We develop lifelong learning habits to be successful within the Academy and beyond. The use of Thinking Tools is embedded into our curriculum to support students to develop metacognitive approaches, creating awareness of both their own strengths and of areas they would like to develop to be ready for the next step in their life journey.

KS3, Year 7, 8 & 9 Computing

Over a 3 Year course of study Learners will cover the following topics:

Year 7:

Year 8:

Year 9:

Skills Learned:

By the time student go into KS4, students will have gained key knowledge and skills in the three main areas of the computing curriculum:

• Computer science (programming and understanding how digital systems work). Students will be able to accurately describe the processes behind the operation of a computer system, including the roles of key hardware components. Employing computational thinking skills, students will be able to decompose a problem to abstract the key details, then produce algorithms to plan and code programs/systems. Students will be able to apply these key skills to other contexts (such as other subjects) to create appropriate products.
• Information technology (using computer systems to store, retrieve and send information). Students will be able to demonstrate a range of practical ‘digital life’ skills. This includes the efficient use of office software and browsing the internet safely.
• Digital literacy (evaluating digital content and using technology safely and respectfully). Students will be aware of dangers which exist on the internet and in terms of the technological world.

Objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

Key Vocabulary: 

Algorithms; Abstraction, Decomposition; E-safety; Data; Information; Inputs; Processes; Outputs; Hardware; Software; Operating System; Binary; Number System; Central Processing Unit (CPU); Random Access Memory (RAM); Hard Drive Disk (HDD); Variables; Selection; Iteration; Hyper Text Mark-Up Language (HTML); Cascading Style Sheets (CSS); Website; Internet; World Wide Web (WWW); Cryptography; Encryption; Decryption; Interface.

Assessment:

We assess students’ progress throughout the year. Using both formative and summative assessment routines, and in line with the schools marking policy, regular marking and feedback is carried out. This enables identification of understanding and any concepts that need further clarification.

In addition to the formative assessment taking place within each lesson, at the end of each topic an end of topic assessment will be completed. All homework tasks add to a student’s ongoing assessment record.

Assessment routines used:

• Theory-based units are assessed through the medium of questions and answers. Questions are structured using: multiple-choice, link boxes, sentence completion, labelling/drawing diagrams, short answers, calculations and extended response.

• Practical-based units are assessed through the students’ ability to meet a given specification, and demonstrate certain skills, these are assessed using a Rubric based on the criteria that needs to be produced.

Self and Peer marking is also regularly carried out within lessons:

• Self-assessment allows students to recognise their own accomplishments and areas for development.
• Peer assessment allows students to see how tasks can be completed in different ways, students can also learn from the successes and in some cases the mistakes of others.

Links to KS4

All units studied, enable students to build the skills needed for them to become confident users of IT technologies. Many of these skills are also transferable into other aspects of learning and day to day practices.

The units below specifically build the skills and academic understanding needed to complete the units delivered in our courses at KS4:

Preparation for Future:

Living in a world that increasingly relies on digital skills, the KS3 curriculum will enable our students to become confident, responsible users of technology.

Many core skills are developed within computing such as:

• Analysis, evaluation and terminology across each topic,
• Logic and reasoning skills are developed when programming,
• Planning, Drafting and Editing are skills used throughout computing,
• Students develop their resilience through using new software, and producing programs that sometimes require more than one attempt to run correctly.
• Working together to discuss and plan some projects, develops communication and team building skills.

Key Stage 4

All students will complete the BTEC Level 1/Level 2 Tech Award in Digital Information.

Technology

This qualification will teach the learner about data management and information systems. What different technologies could be used, why they should use them and how to make best use of them, to gather, store, manipulate and present data and information.

They will learn about tools and techniques for use in different digital hardware and software technologies, and how these can be integrated to create digital solutions to manage and communicate data and information. They will also be taught what data and information are and the legal, ethical and moral considerations when using technology to gather, store and present data and information, and how to mitigate the risks of cyber-attacks. Through this qualification they will be able to select and use the most appropriate technology safely and effectively, to complete a data management task.

They will also learn to follow a project life cycle of initiation, planning, execution and evaluation to complete a data management task and use their skills, knowledge and understanding of technology to complete each of the phases of the project life cycle. 

There are three units of assessment. Learners must complete all units of assessment to achieve the qualification.  

Implementation

Component 1: Internally assessed.

Exploring User Interface Design Principles and Project Planning Techniques

Learners will develop their understanding of what makes an effective user interface and how to effectively manage a project. They will use this understanding to plan, design and create a user interface.

Learning outcomes:

• A - Understand interface design for individuals and organisations
• B - Be able to use project planning techniques to plan, design and develop a user interface
• C - Be able to review a user interface.

Component 2: Internally assessed.

Collecting, Presenting and Interpreting Data

Learners will understand the characteristics of data and information and how they help organisations in decision making. They will use data manipulation methods to create a dashboard to present and draw conclusions from information.

Learning outcomes:

• A - Understand how data is collected and used by organisations and its impact on individuals
• B - Be able to create a dashboard using data manipulation tools
• C - Be able draw conclusions and review data presentation methods.
   

Component 3: External Synoptic.

Effective Digital Working Practices

Learners will explore how organisations use digital systems and the wider implications associated with their use.

Assessment objectives:

• AO1 - Demonstrate knowledge of facts, terms, processes and issues in relation to digital information technology
• AO2 - Demonstrate an understanding of facts, terms, processes and issues in relation to digital information technology
• AO3 - Apply an understanding of facts, terms, processes and issues in relation to digital information technology
• AO4 - Make connections with the concepts, issues, terms and processes in digital information technology

This external component builds on knowledge, understanding and skills acquired and developed across the qualification. It requires learners to select and integrate knowledge and understanding synoptically from all components. It is assessed through an external assessment that is set and marked by Pearson. Questions will require learners to apply knowledge and understanding to the given scenarios or context. 

Links to other components  

The table below illustrates how knowledge, understanding and skills from components across this qualification could be integrated to the delivery of this component. The skills support learners in making a synoptic response.

Key vocabulary:

Initiation, Planning, Data, Information, Manipulation, Modelling, Processing, Malware, Threats, Security, Output, Merge, Integrated system, Policies, Iteratively, Systemic, Review, Data capture.

Assessment:

Equally weighted, the three components focus on the assessment of knowledge, skills and practices.
These are all essential to developing a basis for progression and therefore learners need to achieve all components in order to achieve the qualification.

All results are awarded on the following scale: 

• Level 2 – Distinction* (*2), Distinction (D2), Merit (M2), Pass (P2) 
• Level 1 – Distinction (D1), Merit (M1), Pass (P1) and Unclassified.

Components 1 and 2 are centre-assessed controlled assessment tasks which is then moderated by Pearson’s, students will have approximately 6 hours to complete each of these project-based assessments.  Prior to and in preparation for this assessment they will be taught the skills needed to complete all objectives; however, once they have started the controlled assessment unit and under the requirement set out by Pearson’s, they will receive no marking, or feedback, however students own notes are allowed. These units must be completed and assessed before undertaking the final component.

Component 3 is a written paper, set and marked by Pearson’s, this paper will take 1 hour and 30 minutes to complete. In preparation for this paper, students will undertake a range of practical tasks to teach the theoretical knowledge required. To ensure that students are familiar with the content and form of exam style questions, student will also complete practice papers.  
 

Impact:

The skills, knowledge and understanding they will develop through this qualification are very relevant to both work and further study. They will support them in a range of subject areas such as A Levels in Business, or further IT based qualifications. They can also support their progression into employment through Apprenticeships that require data management skills.

 

Preparation for the Future:

Completing this qualification, prepares students for future study in most subjects involving digital, or information/data management skills.

The project planning abilities developed throughout KS4 are transferrable to most future contexts. Being able to decompose a problem, to then plan and execute its solution, is an applicable skill in most workplace and personal life situations.

Practical skills developed makes them confident users of technologies and their systems, a sought-after ability in a world where most workplace practices require the use of technology in one form or another.

Learning about the impact of technologies and their relevant legal implications, teaches students about the moral and ethical issues surrounding its use; this not only creates a responsible digital citizen, it informs their own practices surrounding data security.