We teach students to be safe in both the real world and the digital world, teaching all three strands of computing; IT, Computer Science and Digital Literacy.
As modern technologies continue to change, students need to be equipped with updated knowledge that will help them adapt to the real world. Students will acquire analytical and creative skills and knowledge in both digital literacy, information technology and computer science, to support them in future study, training or work.
The powerful knowledge they learn will equip students with the skills and knowledge employers look for, giving them the ability to become confident and independent young people when they leave school.
Enrichment
In previous years we had worked alongside Art, STEM and Leeds Beckett University to provide KS3 students with both gaming and magazine design opportunities.
The skills and knowledge we teach in Computing help those in the community to allow students to access a wide range of information, opinions and perspectives from around the world on different aspects of the curriculum.
Assessment
Formative assessment is embedded within every computing lesson to allow continued feedback so students can improve and master their knowledge and skills. At KS3, students will also take a summative assessment at the end of the year.
KS4 Specification
Careers
Our computing curriculum teaches students about varied careers in the digital and programming industry. Students understand how the skills and knowledge they’re learning will be valuable to them in the future, while linking their new skills to their other subjects.
In KS4, students respond to live industry briefs, exposing them to higher education and a variety of careers in the digital media and programming industry.
Curriculum Overview
| Year | Cycle 1 | Cycle 2 | Cycle 3 |
|---|---|---|---|
| Year 7 | Computer room rules Base line assessments Responsbility and safe use of IT Password security Online safety, profile, appropriate relationships | Vector graphics Creating a logo for WildCare charity Create a static banner for WildCare Create an animated web banner for WildCare | Introduction to key computational concepts – flow charts, algorithms, sequencing and subroutines Introduction to key programming constructs – variables, sequencing, selection and loops Students will learn to use a graphical block based programming software |
| Year 8 | Internal and external hardware, operating systems, application software and input and output devices Internal components like CPU, RAM and ROM function Properties of storage devises Wired and wireless technology Microsoft Excel | Create and detail the steps taken to create a static and interactive banner for the Smarts Leisure Park Serif Web Plus Creation of navigation bars Add content to webpages Evaluate theirs and their peers websites | Importance of sequencing Input and print functions, syntax errors and declaring variable Comparison operators Data types Casting and concatenating |
| Year 9 | Know the types of hardware for making a network Understand how networks are important in the digital age Identify three network topologies Explain the hardware needed to set up LANs and WANs Explain what a client server model is | Web development software – Serif Web Plus Creation of navigation bars Add content to webpages Evaluate theirs and their peers websites | Iteration Store data and update values in lists Understand what a procedure is Sequencing and selection Recall data types and comparison operators Binary, denary and hexadecimal number systems |
| Year 10 | GCSE Computer Science: Simple logic diagrams and truth tables, memory and storage, binary conversion, character sets and character representation, compression, file handling BTEC Information Technology: Task 1 – Introduction to the PSA – structure, tasks and deadlines, introduction to pre-production documentation, logo creation, banners creation
| GCSE Computer Science: Defining and using functions, writing structured programs, using selection, using integer and string data types, fetch decode – execute cycle, CPU components and their functions BTEC Information Technology: Introduction to creative media component 1, research, investigating media products (three products), PSA Task 2 – focus on the the interactive sector, website 1 | GCSE Computer Science: Threats posed to networks, identifying and preventing vulnerabilities, the purpose and functionality of an operating system, types of user interfaces, utility software BTEC Information Technology: Website 2, final improvements and submission, preparation for component 3, logo creation, banners creation |
| Year 11 | GCSE Computer Science: Search and sort algorithms, algorithms using pseudocode, trace tables, data types, operators and string manipulation, file handling BTEC Information Technology: Introduction/requirements of the brief, target audience, initial ideas, research, development, pre-production documentation, create logo, banners and website | GCSE Computer Science: Characteristics and purpose of different levels of programming language, the purpose of translators, characteristics of compilers and interpreters, IDEs BTEC Information Technology: Introduction/requirements of the brief, target audience, initial ideas, research, development, pre-production documentation, create logo, banners and website | PREPARATION FOR EXAMS |