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Computer Science

Intent:

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programmes, systems and a range of content. Computing also 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.

Knowledge

A high-quality computing education equips students to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also 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.

Strength

Students learn to code to a standard where they are confident to build algorithms, read from and write to files and to understand the use of subroutines, functions and parameters. We teach students to code in Python. Students also learn how to manipulate data using spreadsheets and databases. Independent work is supported by class notebook in Teams where students complete a range of independent study tasks for both of these courses.

Ambition

The ambition is to ensure that:

  • There is a clear pathway to university for computer science and IT
  • Students are able to take on digital apprenticeships
  • Students leave with a deep understanding of how changes in technology will impact the workplace

Aims:

The national curriculum for computing aims to ensure that all pupils:

  •  Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  •  Can analyse problems in computational terms, and have repeated practical experience of writing computer programmes in order to solve such problems
  •  Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Are responsible, competent, confident and creative users of information and communication technology

Implementation:

In key stage 4 students can opt to study GCSE Computer Science.  This course is assessed 100% by examination but students need to learn to code in a high level language to a standard where they are confident to build algorithms, read from and write to files and to understand the use of subroutines, functions and parameters.

Practical work is supported by Office 365 where students complete a range of independent study tasks.

Units 1 and 2 are taught in parallel throughout the course.  Students learn about how a computer uses binary representation for numbers, text, images and sound.  They need to learn to convert between binary, denary and hexadecimal; the use of ASCII and UNICODE; and the storage implications associated with these.

Students will learn about the origins of computer science from the Von-Neumann model to current computing architectures.  They will learn the core principles of networks, network protocols, as well as appreciating the threats to networks.  Ethical, legal and environmental issues are also covered in year 1.

By term 4 of year 1 students are ready to take on the exam board assignment.  This is a compulsory part of the course but it is not used for assessment for their final GCSE grade.

In year 2 we take a closer look at algorithms. Specifically, these are the linear search, binary search, bubble sort, insertion sort and the merge sort.  Students look at data structures such as arrays and 2 dimensional arrays.

Each student is supported with a revision guide, an online guide and independent tasks on Office365 assigned to them by their class teacher.

ICT at KS4

The ICT Cambridge National qualification is offered at KS4.  It is a qualification designed to develop the application of ICT skills through their practical use.  Our course provides students with essential knowledge and transferrable skills to enhance their employability when they leave education, as well as contributing to their personal development and future economic well-being.

For more detailed information of the core content covered in this subject for each year group, please access the Knowledge Organisers here:

Key Stage 3 (Years 7, 8 and 9) 
Key Stage 4 (Years 10 and 11)

Topics covered in computer science will include:

Year 7

Term Unit Exemplification
1 Esafety •Importance of staying safe online

1

Presenting Information using PowerPoint •Building a consistent digital layout
•Modifying facts/images about animals to the needs of an audience
•Ensuring correct use of grammar
2 Scratch Coding •Building a simple sequence/looping/using conditions with if statements
3 Python Coding •Introduction to the Shell, 
•saving files, 
•writing messages to the  screen, 
•capturing data using input
•Building a quiz - using IF statements(selection)
4 Theory – Hardware/Software/
How a Computer Works
•Define a computer
•Define hardware and software
•Look at input and output devices
•Look at storage media
4 Spreadsheets1 •Know the terms
•Inputting data into cells
•sizing cells for data
•using simple formula
5 IT and the Law •Data Protection Act
•Computer Misuse Act
5 History of Computing •From 1800 -Future
6 Python and Turtle •Using Python to build shapes
•Using a for loop to build shapes
•Using subroutines for each shapes

 Year 8

Term Unit Exemplification
1 ESafety •Importance of staying safe online
1 Python1 •Introduction to the Shell, 
•saving files, 
•writing messages to the  screen, 
•capturing data using input
•Building a quiz - using IF statements(selection)
2 Web Coding Introduction to html
Build a one page fact sheet about their hobbies
3 Endangered Animals Website Build an html site linked with hyperlinks about endangered animals
4 Spreadsheets1 •Know the terms
•Inputting data into cells
•sizing cells for data
•using simple formula
5 Representation of data Introduce the terms binary and denary
Look at how computers count
Look at how computers store sound
Look at how computers store images
5 History of Computing •From 1800 -Future
6 Python and Turtle Graphics •Using Python to build shapes
•Using a for loop to build shapes
•Using subroutines for each shapes

Year 9 

Term Unit Exemplification
1 ESafety •Importance of staying safe online
1 Python 1 •Introduction to the Shell, 
•saving files, 
•writing messages to the  screen, 
•capturing data using input
•Building a quiz - using IF statements(selection)
2 Web Coding •Introduction to html
•Build a one page fact sheet about their hobbies
3 Endangered Animals Website •Build an html site linked with hyperlinks about endangered animals
4 Spreadsheets – Data collection properties project •Brief introduction to using spreadsheets
•Collect data/ analyses data on properties
5 Representation of data •Introduce the terms binary and denary
•Look at how computers count
•Look at how computers store sound
•Look at how computers store images
5 Algorithms •What is an algorithm?
•Where are algorithms used in modern life?(Google/Netflix/Social Media)?
6 Python and Turtle Graphics •Using Python to build shapes
•Using a for loop to build shapes
•Using subroutines for each shapes