Computing

Curriculum INTENT

The broad and ambitious Computing curriculum aims to develop students’ technical knowledge of computing technologies & entrepreneurial skills within ever changing digital world. Students will go on to innovate new ideas using such technologies to change the world for the better. We aim to provide a curriculum that encourages students to gain practical real world experience in application of their theory knowledge learnt. The Computing department aims to raise all students’ aspirations by removing barriers to learning and delivering relevant and transferable qualifications. We help our students to achieve this aim through the highest standards of teaching informed by research and using cutting edge technology. Our vision is to prepare our students to access and transition further through higher education and ultimately prepare them for the ever developing range of job opportunities in our region and beyond.

The Computing & Business department are committed to achieving our curriculum intent through its continued commitment to CPD development, curriculum development and inclusive opportunities for all. This commitment has been recognised completion of the National Centre for Computing Education Framework in developing an exemplary computing curriculum. The department has also shown its commitment to inclusion for all through successful completion of the I Belong: encouraging girls into Computer Science. Further to this our extra curriculum opportunities seek to provide a wide range of experiences within the world of Computing & Business through robotics tournaments, computing clubs & Business entrepreneurial opportunities.

Curriculum End Points

KS3 End Points

Developed knowledge of computational abstractions that model the state and behaviour of real-world problems and physical systems.
Developed knowledge of key algorithms that reflect computational thinking using logical reasoning to compare the utility of alternative algorithms for the same problem.
Developed knowledge of two or more programming languages to make appropriate use of data structures, design and develop modular programs that use procedures or functions.
Developed knowledge of simple Boolean logic and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers.
Developed knowledge of hardware and software components that make up computer systems, and how they communicate with one another and with other systems.
Developed knowledge of how instructions are stored and executed within a computer system; understand how data of various types can be represented and manipulated digitally, in the form of binary digits.
Developed knowledge of creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
Developed knowledge of digital artefacts for a given audience, with attention to trustworthiness, design and usability.
Developed knowledge of 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 concerns.

KS4 End Points

Recall and apply relevant knowledge and understanding in a highly comprehensive manner regarding interactive media processes, procedures, techniques and factors that influence the development of interactive media products.
Analyse and evaluate to make reasoned judgements and reach well-supported conclusions regarding the application of processes, procedures and techniques used in developing interactive media products
Effectively demonstrate relevant vocational skills, processes, working practices and documentation relevant to the Interactive Media sector when using the planning cycle and when planning highly relevant and effective processes, procedures and techniques and creating and completing processes and procedures
Analyse and evaluate their relevant vocational skills, processes, working practices and documentation relevant to the Interactive media sector when reflecting on the effectiveness of processes, procedures and techniques that have been used.

Curriculum Journey

curriculum journey.pdf

Curriculum in Year 7

Rationale

The broad and ambitious Computing curriculum at KS3 is mapped to the National Curriculum to ensure students develop students' technical knowledge of computing technologies & entrepreneurial skills within ever changing digital world.

Curriculum Overview

7.1	Digital Safety [NC.9]
7.2	System Architecture [NC.4, NC.5 & NC.6]
7.3	Networks [NC.5]
7.4	Business Creative Project [NC.7]
7.5	Scratch Programming [NC.3]
7.6	Digital Artefacts & Web Design [NC.8]

How we assess:

Students are assessed at the following points in the year KS3:

Overview	7.1 & 7.2	7.3	7.4 & 7.5	7.6
Content	Summative Assessment – Larger assessment used to check a student’s current level within their current learning journey.	Formative Assessment – Smaller assessments used to check student’s understanding of topic.	Summative Assessment - – Larger assessment used to check a student’s current level within their current learning journey.	Formative Assessment - Smaller assessments used to check student’s understanding of topic.

How can parents help?

Where possible if students could have access to software packages such as MS Office Adobe Photoshop, Adobe Dreamweaver and Adobe Fireworks at home this would enable students build up their skills and their confidence in the use of these applications

Curriculum in Year 8

Rationale

Curriculum Overview

8.1	Digital Safety [NC.9]
8.2	Spreadsheets [NC.7]
8.3	Computational Thinking [NC.1 & NC.2]
8.4	Business Creative Project [NC.7]
8.5	Python Programming [NC.3]
8.6	Digital Artefacts & Video Editing [NC.8]

How we assess:

Students are assessed at the following points in the year KS3:

Overview	8.1 & 8.2	8.3	8.4 & 8.5	8.6
Content	Summative Assessment – Larger assessment used to check a student’s current level within their current learning journey.	Formative Assessment – Smaller assessments used to check student’s understanding of topic.	Summative Assessment - – Larger assessment used to check a student’s current level within their current learning journey.	Formative Assessment - Smaller assessments used to check student’s understanding of topic.

How can parents help?

Where possible if students could have access to software packages such as MS Office, Adobe Photoshop, Adobe Dreamweaver and Adobe Fireworks at home this would enable students build up their skills and their confidence in the use of these applications

Curriculum in Year 9

Rationale

Curriculum Overview

9.1	Digital Safety [NC.9]
9.2	Binary [NC.4 & NC.6]
9.3	Digital Artefacts & Photo Editing [NC.8]
9.4	Business Creative Project [NC.7]
9.5	Computational Thinking [NC.1 & NC.2]
9.6	Business Creative Project [NC.7]

How we assess:

Students are assessed at the following points in the year KS3:

Overview	9.1 & 9.2	9.3	9.4 & 9.5	9.6
Content	Summative Assessment – Larger assessment used to check a student’s current level within their current learning journey.	Formative Assessment – Smaller assessments used to check student’s understanding of topic.	Summative Assessment - – Larger assessment used to check a student’s current level within their current learning journey.	Formative Assessment - Smaller assessments used to check student’s understanding of topic.

How can parents help?

Where possible if students could have access to software packages such as MS Office Adobe Photoshop, Adobe Dreamweaver and Adobe Fireworks at home this would enable students build up their skills and their confidence in the use of these applications

Curriculum in Year 10 & Year 11

NCFE Level 2 Technical Award in Interactive Media (603/0852/7)

Interactive media is the integration of digital media including combinations of electronic text, graphics, moving images, and sound, into a structured digital computerised environment that allows people to interact with the data for appropriate purposes.

The qualification focuses on an applied study of the Interactive Media sector and learners will gain a broad understanding and knowledge of working in the sector. This qualification has been designed to sit alongside the requirements of core GCSE subjects and is appropriate for learners who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences

Rationale

Learners will develop skills and knowledge: in using digital technology safely and competently when responding to a design brief; when experimenting with materials and techniques; in adapting their own ideas and responding to feedback; in evaluating their own work; in literacy, numeracy and ICT.

The course aims to develop skills that are essential for the modern workplace, such as team working; presentation skills; independent working; working to deadlines; efficient use of resources.

Curriculum Overview

10.1	Unit 1: Types of interactive media products and their features	11.1	Coursework Controlled Assessment Official (60%)
10.2	Unit 2: Target Audience & Unit 3: Software/Hardware options	11.2	Coursework Controlled Assessment Official (60%)
10.3	Unit 4: Product proposals and planning for interactive media products	11.3	Coursework Controlled Assessment Official (60%)
10.4	Coursework Practice Skills Task 1 & Task 2	11.4	Unit 5: Developing an interactive media product, Unit 6: Promotion and presentation of interactive media products
10.5	Coursework Practice Skills Task 3 & Task 4	11.5	Exam Revision / Recap of Unit 1 – 7 using PLC’s.
10.6	Coursework Practice Skills Task 5 & Task 6	11.6	Study Leave

How we assess:

Students are assessed at the following points in the year KS4:

Overview

10.1 & 10.2

10.3 & 10.4

10.5 & 10.6

Content

Summative Assessment:

· Types of interactive media products and their features

· Interactive media and the audience

· Software and hardware options for interactive media products

Summative Assessment:

· Types of interactive media products and their features

· Interactive media and the audience

· Software and hardware options for interactive media products

· Product proposals and planning for interactive media products

Practical Assessment Task 1-6):

· Types of interactive media products and their features

· Interactive media and the audience

· Software and hardware options for interactive media products

· Product proposals and planning for interactive media products

· Developing an interactive media product

· Promotion and presentation of interactive media products

Overview

11.1 & 11.2

11.3 & 11.4

11.5 & 11.6

Content

Summative Assessment:

· Types of interactive media products and their features

· Interactive media and the audience

· Software and hardware options for interactive media products

Product proposals and planning for interactive media products

Official Coursework (60%)

Mock Examination covering:

· Types of interactive media products and their features

· Interactive media and the audience

· Software and hardware options for interactive media products

· Product proposals and planning for interactive media products

· Developing an interactive media product

· Promotion and presentation of interactive media products

· Review of production processes and final product

Official Exam (40%)

How can parents help?

Where possible if students could have access to software packages such as MS Office Adobe Photoshop, Adobe Dreamweaver and Adobe Fireworks at home this would enable students build up their skills and their confidence in the use of these applications.