Computers and the Internet are integral aspects of modern life. We are surrounded by, and often reliant on, devices that have computing power at their core. From governments and multi-national businesses to local enterprises and individuals, we rely on computer networks and software to keep the global economy running. Studying computing will enable students to develop a range of knowledge and skills necessary for success in the modern world.
This course combines key concepts related to computational thinking, information technology and digital literacy to provide students with skills and knowledge across the main elements of computer science. At its core, is computational thinking, the problem solving, and logical thinking skills used by computer scientists and programmers to solve complex problems, which can also be applied to real world issues in many other subjects and disciplines. Writing programs allows students to put these skills to the test, and to develop their ability to work through problems and find solutions.
Whilst not everyone will pursue a career as a programmer, most people will use a variety of software applications in their everyday lives. Learning how to use software correctly and adeptly to produce effective presentations, documents or spreadsheets to convey information is an important skill for many careers. Alongside this comes the ability to develop and edit audio and visual media.
Understanding the development of computing, how computers and the Internet work, how to evaluate digital content and the ethical issues surrounding the use of computers help us to put the technology into context. Whatever technology we use, it is important they we know how to use it safely and respectfully so that we can make the most of opportunities in our future lives.
Implementation: Logistics
- Pupils will have access to MS Teams and OneNote software package to record progress, feedback and support blended learning.
- Literacy and Numeracy will be supported through cross circular links in the scheme of learning.
- Work is stored electronically in the teams platform.
- KS4 Pupils will be given set assignment briefs with specific guided learning hours in which to complete. These will be conducted after the pupils have studied that topic and act as summative assessment. This will form part of the overall assessment structure for final certification at the end of year 11.
- KS4 pupils will receive feedback at specific points in the controlled assessment.
- Teachers feedback will be scrutinised and internal standardisation will take place across the year to ensure that pupil progress and teacher feedback is effective and robust and standard across the cohorts.
- Internal standardisation will take place at key intervals and in line with KS4 quality assurance protocol’s
- Pupils will receive 2 hours per fortnight in KS3 and 5 Hours per fortnight at KS4
Implementation: Learning objectives
Progress in Computing is designed around five core learning objectives.
By the end of the course, students should be able to:
- Know and understand the key concepts and principles of computing
- Apply knowledge and understanding of the key concepts and principles of computing
- Analyse problems in computational terms
- Plan creative solutions to problems
- Develop confident and responsible use of modern information technologies.
These have been developed to ensure progress from the end of Key Stage 2 through the entirety of the Key Stage 3 National Curriculum, in addition to developing students’ digital literacy skills and preparing them for the range of computing options on offer at Key Stage 4.
Implementation: Progression pathway
The learning objectives provide the framework for the Progress in Computing progression pathway. The pathway assumes students have a grounding in computing from Key Stage 2 and prepares them for one of the many Key Stage 4 options on offer, including GCSEs, Cambridge Nationals and BTECs. Three-year and two-year progression pathways are available as separate documents, both of which map the course to the Key Stage 3 National Curriculum.
The structure of each module is also based on the core learning objectives, with all content and activities supporting the development of the relevant knowledge and skills, and all assessment opportunities enabling you to track and measure progress throughout the course. Module-level detail is provided on the relevant ‘About the module’ documents.
Implementation: Assessment opportunities
The course includes a baseline assessment comprised of questions that cover basic concepts from all of the modules included in Progress in Computing. It is intended to give an indication of students’ prior knowledge and act as a benchmark against which progress can be measured.
Each module includes short quizzes to check knowledge at the end of most lessons. There is also a summative assessment at the end of each module which consists of practical and theory based tasks to support pupils mastery of the topics.
The assessments, which draws together the knowledge and skills developed in the previous lessons. Finally, the Projects module consists of two six-week projects
The projects you choose may depend on the KS3 learning you want to assess and/or the options students have at KS4.
in HCS we focus on spreadsheets and video and sound editing and designing websites points the way to Cambridge Nationals Information Technologies and the BTEC Tech Award in Digital Information Technology.
Key Stage 4
Pupils opting for Computing and ICT will study the Edecxel Btec Tech Award in Digital Information Technology. Pupils will develop their knowledge and understanding across the key skills areas of: analysing, designing, reviewing and researching, in order to become increasingly familiar with a variety of software and methodologies. Topics include: designing and analysing user interfaces, creating and manipulating data structures, as well as investigating the use of modern technology in both the home the working environment. Pupils will be encouraged use a variety of software to complete multi-disciplinary projects.
Impact – Structure
| By the age of 11, students should be able to:(from Computing program of study for Key Stage 2) | Use sequence, selection and repetition in programs. Select, use and combine a variety of software on a range of digital devices. Understand computer networks and how they provide multiple services. Use search technologies. | Detect and correct errors in algorithms and programs. Design, write and debug programs that accomplish specific goals. | Use technology safely, respectfully and responsibly. | ||
| By the end of Progress in Computing, students should be able to: | Know and understand the key concepts and principles of Computing. | Apply knowledge and understanding of the key concepts and principles of Computing. | Analyse problems in computational terms. | Plan creative solutions to problems. | Develop confident and responsible use of modern information technologies. |
| 1. Getting started |
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| 2. Introducing spreadsheets |
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| 3. Computing: past, present and future |
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| 4. Programming in Scratch |
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| 5. Computing components |
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| 6. Programming in Python: sequence |
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| 7. Advanced spreadsheets |
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aspects of spreadsheets |
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| 8. Algorithms |
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| 9. Programming in Python: selection |
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| 10. Internet safety, cyber security and encryption |
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| 11. Binary and computer logic |
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| 12. Sound and video editing |
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| 13 Designing websites |
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basic web page |
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| 14. Networking and the Internet |
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| 15. Programming in Python: iteration |
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| 16. The ethics of computing |
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| 17. Projects (end-of-KS3 assessment)Two projects chosen from a choice of three |
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| By the end of Progress in Computing, students should be able to: | Know and understand the key concepts and principles of Computing. | Apply knowledge and understanding of the key concepts and principles of Computing. | Analyse problems in computational terms. | Plan creative solutions to problems. | Develop confident and responsible use of modern information technologies. |
| By the end of the Progress in Computing, students should be able to:(from Computing program of study for Key Stage 3) | Understand several key algorithms that reflect computational thinking. Understand simple Boolean logic and its use in programming and circuits. Understand how numbers can be represented in binary and be able to carry out simple operations on binary numbers. Understand the hardware and software components that make up computer systems. Understand how data of various types can be represented and manipulated digitally. | Use a variety of programming languages, including a textual language, to solve a variety of computational problems. Undertake creative projects that involve selecting, using and combining multiple applications. | Design, use and evaluate abstractions that model the state and behaviour of real-world problems and physical systems. Use logical reasoning to compare the utility of algorithms for the same problem. Collect and analyse data to meet the needs of known users. | 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 conc | |
Year 10 and 11.
At Key stage 4 Students will study the BTEC Tech Award in Digital Information Technology. Students will be required to study three major components over the two year course The first two components are assessed by the class teacher and moderated externally by the exam board.
Pupils produce three pieces of work (submitted electronically), for each component, from a self-contained project outlined in a brief provided by the exam board.
Unit 1: Exploring User Interfaces
LA1.1:
UI report Pupils will research two different types of user interface and create a report identifying the different elements and how they contribute to the user experience. #
LA1.2:
Design Specification and Project Plan Pupils develop a project specification and project plan to create a prototype user interface for a given client.
LA1.3:
User Interface Prototype Pupils implement their plan and create a user interface
Unit 2: Collecting and Analysing Data
LA2.1
Data Presentation Pupils will research and present how data is collected, verified and interpreted through a variety of different methodologies.
LA 2.2:
Spreadsheet Dashboard and Guide Pupils create a guide on how to use typical spreadsheet software and create a dashboard for a health tracker style app to visualise health data.
LA2.3:
Spreadsheet Review Pupils review how effectively they have worked to create their fitness dashboard,
Unit 3: Modern Technologies
LA3.1 Exam Preparation: Modern Technologies Pupils will undertake a 1.5 hour written exam relating to how modern technology in used in different areas of society such s work, leisure and education
Key Stage 3
For each end–of–topic assessment, pupils will be given an assessment sheet that clearly shows the progress they have made, along with teacher feedback. Teacher feedback will be clearly linked to the tasks, skills, and knowledge in the units studied and will allow pupils to make progress in their learning and demonstrate their knowledge and understanding.
Year 7
Year 8
Year 9
Key Stage 4
For the two internally assessed components, pupils have 3 assignments to complete that focus on the learning objectives outlined in the programme of study. Students complete ‘mock assignments’ to help them prepare for the controlled assessments, as this must be completed on their own. The tasks are submitted electronically and can range from essays to large scale graphic projects. The final, externally-assessed unit is an exam.
Year 10
Component 1 Design Principles
LA1: Investigating User Interfaces report
LA2: Project Management and Specification
LS3: Designing User Interface.
Year 11
Component 2 Collecting and Interpreting Data
LA1: Presenting Information
LA2: Using Spreadsheets
LA3: Reviewing Spreadsheet Effectiveness
Component 3 Modern Technologies
External Exam
Component 2 Collecting and Interpreting Data
LA1: Presenting Information
LA2: Using Spreadsheets
LA3: Reviewing Spreadsheet Effectiveness
Component 3 Modern Technologies
External Exam
IT qualifications provide pupils with excellent analytical and problem-solving skills. When it comes to potential careers, there are a plethora of opportunities because these skills are transferrable.
Career options could include:
- Web designer
- Systems analyst
- Computer games developer
- User experience developer
- Working in digital technology (a rapidly expanding industry)
People who study ICT and computing could also look for employment in the following: media: broadcast engineer, multimedia broadcaster, sound technician); the military (armed forces technical officer, intelligence officer, satellite technician) the financial sector (credit analyst, commodity broker, financial risk analyst).
