ICT Curriculum Intent

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 

Thelearning 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 environmentPupils will be encouraged use a variety of software to complete multi-disciplinary projects. 

https://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/information-technology/2017/specification-and-sample-assessments/Spec-BTEC-L1-2TECHAWD-DIT.pdf  

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 
  • Know the processes for logging into the school’s network 
  • Know the processes for sending and receiving emails 
  • Understand how to save, rename and organise files 
  • Understand how to access files stored in the cloud 
  • Understand key principles of Internet safety 
  • Understand the qualities of vector and bitmap graphics 
  • Log into the school’s network proficiently 
  • Send and receive emails successfully, using appropriate language 

and content 

  • Organise files and folders to facilitate ease of access and use 
  • Demonstrate safe practices when using the Internet 
  • Be able to create and manipulate images 
  • Identify the most appropriate tools to use when editing an image 
 
  • Demonstrate proficiency in using the school’s network and computing facilities 
  • Use image editing software with confidence 
2. Introducing spreadsheets 
  • Understand how to write basic formulae in a spreadsheet 
  • Understand the concept of replication and the uses of relative and absolute cell referencing 
  • Understand how to name cells and ranges within a spreadsheet 
  • Understand how to write a range of basic functions including SUM, AVERAGE, MAX, MIN, COUNT and IF 
  • Understand how to use conditional formatting 
  • Understand how to use data in a spreadsheet to create graphs and charts 
  • Use a range of basic formulae to manipulate data 
  • Use conditional formatting 
  • Create graphs and charts to represent different types of information 
  • Identify the most appropriate functions to use when developing a spreadsheet for a particular purpose 
  • Identify the most appropriate chart or graph to display different types of information 
 
  • Become proficient in the use of spreadsheets to handle data in a variety of situations 
  • Interpret data from spreadsheets 
3. Computing: past, present and future 
  • Know about important figures in the development of computing 
  • Understand Moore’s Law and how computer technology has developed and changed over time 
  • Know how to format documents 
  • Understand the importance of aesthetics when presenting information and have an awareness of factors that can inhibit this. 
  • Present knowledge about computing using word processing and presentation software 
  • Use formatting appropriately 
  • Ensure that work has been proofread and that spelling and grammar has been checked 
  • Select appropriate text and images for use in presentations 
  • Design presentations to convey information effectively 
  • Use word processing and presentation software to present information effectively 
4. Programming in Scratch 
  • Understand the concepts of sequencing, selection and iteration 
  • Develop working programs in Scratch 
  • Analyse the requirements of a program 
  • Identify the processes needed to solve a problem 
  • Design programs in Scratch to solve specific problems 
  • Use Scratch confidently to solve a range of problems 
5. Computing components 
  • Know about and understand the function of a range of input 

and output devices 

  • Know about and understand different types of memory and storage and their use 
 
  • Identify the correct input and output devices to use in a range of different situations 
   
6. Programming in Python: sequence 
  • Understand a range of basic programming constructs in Python 
  • Know how to print to the screen, perform calculations, take inputs and store them in suitably named variables 
  • Develop working programs in Python to solve specific problems 
  • Analyse the requirements of a program 
  • Identify the processes needed to solve a problem 
  • Design programs in Python to solve specific problems 
  • Use Python confidently to write simple programs 
    Year 8       
7. Advanced spreadsheets 
  • Understand the structure and use of a range of more advanced functions 
  • Understand how to use validation to create dropdown lists 
  • Know how to sort data and run simple queries 
  • Understand the use of macros to automate processes and know how to record, edit and assign macros 
  • Use a range of more advanced functions within spreadsheets 
  • Use validation within spreadsheets to minimise user error 
  • Develop and use macros to automate 

aspects of spreadsheets 

  • Identify the most appropriate functions to use when developing a spreadsheet for a particular purpose 
  • Design spreadsheets for a range of purposes making use of a range of more advanced functions 
  • Use spreadsheets to handle data in a variety of situations proficiently 
  • Interpret data from spreadsheets 
8. Algorithms 
  • Understand the concepts of abstraction, decomposition, pattern recognition and algorithms 
  • Know how to read and develop flow diagrams 
  • Use the principles of abstraction and decomposition to produce algorithms to solve a range of problems 
  • Write flow diagrams to sequence the steps involved in completing a task 
  • Analyse different approaches to solving problems 
  • Design algorithms to solve a range of computational problems 
 
9. Programming in Python: selection 
  • Understand how to use selection in Python 
  • Understand how to program condition-controlled loops in Python 
  • Develop working programs in Python to solve a range of problems 
  • Analyse the requirements of a program 
  • Identify the processes needed to solve a problem 
  • Design programs in Python to solve a range of problems 
  • Use Python confidently to write a wider range of programs 
10. Internet safety, cyber security and encryption 
  • Understand a range of malware and the effects they have 
  • Know what precautions to take to maintain safety online 
  • Understand the role of encryption in maintaining safety online 
  • Know about a range of ciphers 
  • Demonstrate safe practices when using the Internet 
  • Use a range of ciphers to encrypt and decrypt text 
   
  • Use computer systems safely and confidently 
11. Binary and computer logic 
  • Understand binary and why it is used in computing 
  • Know how to convert between denary and binary 
  • Understand how binary is used to encode text and images 
  • Understand the concept of AND, OR and NOT gates and their use in computer programs 
  • Carry out binary/denary conversions 
  • Encode and decode text and images in binary 
  • Identify the output from simple logic circuits 
  • Design an app to meet a brief 
 
12. Sound and video editing 
  • Understand how to use audio editing software 
  • Know about a range of effects that can be applied to sound files 
  • Understand how to use video editing software 
  • Know how to combine images and sound 
  • Record and edit audio files 
  • Develop and edit videos 
  • Combine video and audio 
 
  • Create a plan to develop a video 
  • Use audio and video editing software with confidence 
  • Review and evaluate work involving audio and video files 
    Year 9       
13 Designing websites 
  • Know a range of basic HTML tags to control the presentation, styling and layout of information on a webpage 
  • Know how to include images and links on a webpage 
  • Understand the role of CSS 
  • Appreciate the factors that contribute to a well-presented web page 
  • Hand-code basic web pages including text, images and hyperlinks 
  • Use CSS to control the styling of a 

basic web page 

  • Identify the basic elements that are combined to produce a web page 
  • Design simple web pages 
  • Be able to hand-code basic web pages, with an appreciation of layout and styling 
  • Review and evaluate work involving websites 
14. Networking and the Internet 
  • Understand how data is sent across a network 
  • Know the role of a range of basic hardware involved in networking, such as switches 
  • Understand the role of IP addresses 
  • Understand domain names and DNS 
  • Know about a range of Internet services 
       
15. Programming in Python: iteration 
  • Understand how to program count-controlled loops in Python 
  • Understand the concept of nested loops 
  • Develop working programs in Python to solve a wide range of problems 
  • Analyse the requirements of a program 
  • Identify the processes needed to solve a problem 
  • Design programs in Python to solve a wide range of problems 
  • Use Python confidently to write a wide range of programs 
16. The ethics of computing 
  • Understand the role of algorithms in decision making 
  • Understand the importance of intellectual property and copyright 
  • Make informed judgements about whether activities are morally acceptable or not 
  • Ensure that copyright has not been infringed when using resources found online 
  • Store data safely with regard to current legislation 
  • Consider the ethical implications of using modern information technologies 
  • Research resources online, being mindful of copyright considerations and acknowledging sources 
  • Use modern information technologies responsibly 
17. Projects (end-of-KS3 assessment)Two projects chosen from a choice of three   
  • Develop a substantive product using a range of software and techniques studied at KS3 
  • Analyse the requirements of a substantive product 
  • Plan a solution to develop a substantive product, including sub-tasks and timelines 
  • Use a range of software to produce a substantive product, with regard to copyright issues 
  • Review and evaluate project work 
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 endoftopic 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 skillsWhen 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: mediabroadcast 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).