Computing Curriculum
“The rise of Google, the rise of Facebook, the rise of Apple, I think are proof that there is a place for computer science as something that solves problems that people face every day.” ERIC SCHMIDT
Rationale:
Our curriculum inspires pupils to understand how computers and computer systems work, how they are designed and programmed, how to apply computational thinking, and how to make best use of information technology. We aim to give pupils a broad education that encourages creativity and equips them with the knowledge and skills to understand and change the world.
At Sacred Heart, we want pupils to learn to be masters of technology and not slaves to it. Technology is everywhere and will play a pivotal part in our pupils’ lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this.
Intent:
At Sacred Heart, pupils learn that Computer science is the scientific and practical study of computation: what can be computed, how to compute it, and how computation may be applied to the solution of problems. Information technology is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data. Digital literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.
Implementation:
Each year of study within our five year journey explores the core principles of computer science, information technology and digital literacy. Each component is essential in preparing pupils to thrive in an increasingly digital world. It encourages students to use technological vocabulary confidently and fluently.
The curriculum at Key Stage 3 is designed to cover the skills required for pupils to be successful in their future careers and the increasing incorporation of technology, it explores how computing is linked to a range of careers and embed an aspirational culture within the classroom. The curriculum is designed to be engaging and inspiring and allow students to want to continue studying in the field of computing. Topics are taught in termly blocks and clear links are shown between each topic and future and past learning, including building on what they studied at KS2.
Impact:
Our computing curriculum 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 can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
- pupils can analyse problems in computational terms, and have practical experience of writing computer programs in order to solve such problems.
- pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
- pupils are responsible, competent, confident and creative users of information and communication technology.
In addition we measure the impact of our curriculum through the following methods:
- Attainment and Achievement outcomes
- Observing lessons and scrutinising planning
- Standards of learning in books
- Student voice
- Destination data
- Attendance data
- Behaviour data
Overview of content:
Year 7:
In year 7 students study Using Computers Safely. This covers a wide range of safety features from using the school network, passwords, log ins and looking at network policies as well as using the internet and social media effectively, respectfully and safely. Students have practical experience using the network and need to demonstrate they can use it responsibly and safely. Students are then introduced to spreadsheet modelling and complete a series of spreadsheets that increase in complexity. Students then look at control and algorithms where they learn the main algorithm symbols before being asked to solve a series of problems developing algorithms that get progressively more challenging. This leads into Scratch Programming. They learn how code runs sequentially and develop code to produce a game. Students are then introduced to graphics where they develop a range of graphics using specialist software and techniques which can be used in web design, animation and games design. Students learn about file types and compression. This leads onto our final unit where they develop their skills further to develop a comic strip sequence following a pre-planned narrative.
Year 8:
Students begin year 8 Understanding Computers. This introduces students to the workings of a modern PC. Students cover hardware, software, the relationships between the CPU, RAM and secondary storage before developing their knowledge further by looking at how data is stored as binary. This leads onto Networks where students learn how data is transferred across networks as data packages and develop knowledge around network topologies. Students are then introduced to HTML and Web Development. They use HTML to amend and develop webpages before going onto design and develop their own website. Students then go onto study database develop from using and interrogating a database to design and developing their own database running simple and complex queries. Students are then introduced to the world of computer programming using a scripting language called Python. They will write their own programs and solve a series of problems. The year ends studying Sound which teaches students how sound is stored on a computer and recaps prior learning as it requires students to understand binary. They learn how sample rate and bit rate affect file size before practically designing and creating their own radio advert.
Year 9:
We start year 9 by Looking at Computer Logic which builds on the student’s knowledge of binary and the fact that computers use switches on & off to store data. Students look at Boolean operators, logic gates and then look at hexadecimal as alternative number system to binary. They complete a series of tasks developing knowledge and building on their previous knowledge. Students then revisit Python programming. This unit recovers and develops some of the basic concepts of programming before building on this to introduce more advanced concepts. Students then embark on a project which sees them build on their knowledge of creating graphics. Students are given a scenario where they need to make graphics for a website. They learn advanced techniques of graphics design and planning before implementing these to create a finished website using advanced programming techniques. Our final unit in year 9 focuses on crime and security. This unit develops the student’s knowledge of computer security. All students will be aware of the risks of using technology including email scams, hacking, protecting personal data, copyright and health and safety.
KS4 – Students are offered two options in Computer Science at KS4, GCSE Computer Science and Creative iMedia.
Computer Science:
Throughout year 10 and 11 students will study two externally examined components before completing a project.
The first component will introduce learners to the Central Processing Unit (CPU), computer memory and storage, wired and wireless networks, network topologies, system security and system software. It is expected that learners will become familiar with the impact of Computer Science in a global context through the study of the ethical, legal, cultural and environmental concerns associated with Computer Science.
The second component incorporates and builds on the knowledge and understanding gained in Component 01, encouraging learners to apply this knowledge and understanding using computational thinking. Learners will be introduced to algorithms and programming, learning about programming techniques, how to produce robust programs, computational logic, translators and facilities of computing languages and data representation. Learners will become familiar with computing related mathematics.
The Programming Project provides an opportunity for learners to demonstrate their practical ability in the skills outlined in the specification, supporting the learning of Components 01 and 02. It is a chance to demonstrate creativity and experience an authentic programming experience. The Programming Project requires learners to create suitable algorithms which will provide a solution to the problems identified in the task. They will then code their solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem.
Creative iMedia:
Throughout year 10 and 11 students who opt for Creative iMedia will study The Cambridge Nationals in Creative iMedia. This will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively.
The first unit of study will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. Unit of study is assessed by a formal externally marked examination.
The second unit of study builds on the first unit and learners will be able to apply the skills, knowledge and understanding gained in that unit and vice versa. Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. This unit of work consists of coursework which is internally marked and externally moderated.
For students certificating in 2022 and 2023 they will study 3 units of work (instead of 4) due to covid-19 considerations.
The final unit builds on units 1 and 2 and learners will be able to apply the skills, knowledge, and understanding gained in those units. Comic strips are as popular today as they have ever been in their history. They have evolved from their origins in the early part of the 20th century from simple story strips to become whole genres of interest which span the world. This unit will enable learners to understand the basics of comic strip creation. It will enable them to interpret a client brief, use planning and preparation techniques and to create their own comic strip using digital techniques. This unit of work consists of coursework which is internally marked and externally moderated.
GCSE Links:
At GCSE level we follow the OCR Exam Board Specification for Computer Science and the NCFE qualification in Interactive iMedia.
GCSE – Computer Science (9-1) – J277 (from 2020) For final Exam Summer 2022
Course specification – NCFE Interactive Media – 603/0852/7 For teaching from 2022
