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King Edward VI Handsworth School,
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In this section
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Computing
We aim to provide our students with a rounded education so they are fully equipped to excel in a world in which computational thinking and creativity coupled with ICT skills are increasingly impacting on all aspects of our lives. We aim to ensure that every student has the understanding, awareness and skills to safely, enjoyably and effectively utilise digital tools and devices today and into the future
We aim to:
- Provide enjoyable and challenging lessons that promote a love of Computer Science and foster a desire to learn more
- Enrich and extend students as both independent and collaborative learners
- Encourage the flexibility and openness of mind necessary to adjust to, and take advantage of, advances in technology, whilst understanding the moral, social and ethical implications and consequences for both individuals and society
- Ensure all students are aware of the dangers as well as the opportunities ICT & Computer Science affords and consequently adopt sensible e-safety practices
Curriculum and Assessment Maps
Year 7
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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– Use technology safely, respectfully, responsibly & securely – Design, use & evaluate computational abstractions that model real world problems & systems – Use logical reasoning to compare the utility of alternative algorithms for the same problem – Solve problems using a block programming language – Design & develop programs that use subroutines – Solve problems through data handling, analysis & logic – Select, analyse & use data to solve problems – Understand some of the hardware components that make up computer systems – Create, reuse, revise & repurpose digital artefacts for a given purpose & audience |
Unit 1 Intro to Computer Science at KEHS including e-safety, use of email, Google docs & Google Classroom Unit 2 Algorithms – problem solving using flowcharts to control mimics (Flowol software) using sequence, selection, iteration & subroutines Unit 3 Word processing basics |
Unit 4 Programming – Block programming with Scratch software using sequence, selection, iteration & variables Unit 5 Data handling – Using a Microsoft Access database including searching, sorting & using Boolean operations to solve problems |
Unit 6 Computer hardware – input, output & secondary storage devices Unit 7 Creating a website about e-safety using Google sites |
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Assessment Pieces Flowol flowchart test |
Assessment Pieces Scratch programming test |
Assessment Pieces End of year assessment |
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Key vocabulary |
Algorithm, selection, decision, sequence, iteration, subroutine, e-safety |
Algorithm, selection, decision, sequence, iteration, subroutine, variable, search, sort, AND, OR, NOT, database, query, data type |
Hardware, software, input device, storage device, output device, audience, hyperlink, e-safety, respect, privacy, responsibility, online identity |
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Outside the taught curriculum |
KS3 Computer Club Doing puzzles & logic problems e.g. download the app “Bebras: A Perfect Day” to an Android or Apple phone or tablet Use Scratch at home (free to use) at https://scratch.mit.edu/ |
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Suggested reading |
Doing puzzles & logic problems e.g. download the app “Bebras: A Perfect Day” to an Android or Apple phone or tablet Use Scratch at home (free to use) at https://scratch.mit.edu/ |
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Year 8
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
|
– Solve problems through data handling, analysis & logic – Understand some of the hardware components that make up computer systems – Undertake a project involving reusing, revising & repurposing digital artefacts for a given audience & purpose – Use technology safely, respectfully, responsibly & securely – Understand how data of various types can be represented & manipulated digitally as binary digits – Understand the impact of digital technology & a range of ways to use it safely – Solve problems using a block programming & a textual programming language – Design, use & evaluate computational abstractions of real-world problems – Understand simple Boolean logic in programming & be able to carry out simple operations on binary numbers – Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming |
Unit 1 Data handling – Creating & using Microsoft Access databases. Searching, sorting & using Boolean operations to solve problems. Database design including data types & primary keys Unit 2 Creating a website about computer hardware by writing basic HTML in Notepad
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Unit 3 Data representation – binary & denary number bases, units of information, binary arithmetic, ASCII character encoding, bitmap images Unit 4 Impacts of digital technology – researching & creating a presentation exploring the impact of computers & how to stay safe using them |
Unit 5 Boolean logic, AI & machine learning – Construct truth tables for NOT, AND & OR logic gates, create & interpret simple logic diagrams using NOT, AND & OR logic gates, create & interpret simple Boolean expressions using NOT, AND & OR logic gates. What is AI, what is machine learning, ethical issues linked to AI & development of AI programs using Scratch Unit 6 Programming – Programming with Python 3 using variables, sequence, selection & iteration |
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Assessment Pieces Data handling test HTML test |
Assessment Pieces Data representation test |
Assessment Pieces End of year assessment |
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Key vocabulary |
Database, primary key, data type, query, hardware, software, input device, storage device, output device, HTML, tag, web browser, hyperlink, copyright |
Binary, denary, bit, byte, KB, MB, GB, TB, character set, bitmap, pixel, colour depth |
Boolean, operator, logic gate, logic diagram, truth table, AI, machine learning, program, variable, sequence, selection, iteration, string, integer, float, algorithm |
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Outside the taught curriculum |
KS3 Computer Club Doing puzzles & logic problems e.g. download the app “Bebras: A Perfect Day” to an Android or Apple phone or tablet (free to download) Use Scratch at home (free to use) at https://scratch.mit.edu/ Use Python 3 at home (free to download) at https://www.python.org/downloads/ |
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Suggested reading |
Doing puzzles & logic problems e.g. download the app “Bebras: A Perfect Day” to an Android or Apple phone or tablet (free to download) Use Scratch at home (free to use) at https://scratch.mit.edu/ |
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Year 9
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
|
– Solve problems using a block programming & a textual programming language – Design, use & evaluate computational abstractions of real-world problems – Use logical reasoning to compare the utility of alternative algorithms for the same problem – Understand some of the hardware & software components that make up computer systems & how they communicate with one another |
Unit 1 Programming – Programming with Python 3 using variables, sequence, selection, iteration & Boolean operators Unit 2 Creating apps using AppLab |
Unit 3 Computer hardware & software – CPU, RAM, computer networks including the internet, computer security & malware Unit 4 Flow charts & programming – create flow chart algorithms to solve problems, look at their efficiency compared to alternatives, realise them in Python 3 |
Unit 5 Boolean logic, AI & machine learning – Construct truth tables for NOT, AND & OR logic gates, create & interpret simple logic diagrams using NOT, AND & OR logic gates, create & interpret simple Boolean expressions using NOT, AND & OR logic gates. What is AI, what is machine learning, ethical issues linked to AI & development of AI programs using Scratch Unit 6 Programming – Programming with Python 3 using Python Turtle, variables, sequence, selection, iteration & subroutines |
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Assessment Pieces Python programming test |
Assessment Pieces Hardware, networks & security test |
Assessment Pieces End of year assessment |
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Key vocabulary |
Variable, sequence, selection, iteration, string, integer, float, Boolean, app |
Hardware, software, CPU, processor, RAM, network, internet, worldwide web, malware, algorithm, flow chart, efficiency, variable, sequence, selection, iteration, string, integer, float |
Boolean, operator, logic gate, logic diagram, truth table, AI, machine learning, variable, sequence, selection, iteration, string, integer, float, Boolean, subroutine |
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Outside the taught curriculum |
KS3 Computer Club Doing puzzles & logic problems e.g. download the app “Bebras: A Perfect Day” to an Android or Apple phone or tablet (free to download) Use Scratch at home (free to use) at https://scratch.mit.edu/ Use Python 3 at home (free to download) at https://www.python.org/downloads/ |
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Suggested reading |
Doing puzzles & logic problems e.g. download the app “Bebras: A Perfect Day” to an Android or Apple phone or tablet (free to download) Use Scratch at home (free to use) at https://scratch.mit.edu/ Use Python 3 at home (free to download) at https://www.python.org/downloads/ |
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Year 10
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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AQA GCSE Computer Science 8525 https://www.aqa.org.uk/subjects/computer-science-and-it/gcse/computer-science-8525 AO1: Demonstrate knowledge & understanding of the key concepts & principles of Computer Science. AO2: Apply knowledge & understanding of key concepts & principles of Computer Science. AO3: Analyse problems in computational terms to make reasoned judgements & to design, program, evaluate & refine solutions. |
Unit 1 Fundamentals of Data Representation: – Number bases – Converting between number bases – Units of information – Binary arithmetic – Character encoding – Representing images – Representing sound – Data compression Unit 2 Python Programming: – Data types – Programming concepts – Arithmetic operations – Relational operations – Boolean operations – Data structures – Input & output – String handling operations |
Unit 2 contd Python Programming continued: – Data types – Programming concepts – Arithmetic operations – Relational operations – Boolean operations – Data structures – Input & output – String handling operations – 1D Lists – Trace tables Unit 3 Computer Systems: – Boolean Logic – Software classification – Systems architecture |
Unit 4 Python Programming Part 2: – Data types – Programming concepts – Arithmetic operations – Relational operations – Boolean operations – Data structures – Input & output – String handling operations – 1D & 2D Lists – Robust & secure programming – Random number generation – Subroutines Unit 5 Fundamentals of Algorithms: – Representing algorithms – Efficiency of algorithms – Searching algorithms – Sorting algorithms – Pseudocode – Flow charts – Trace tables |
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Assessment Pieces Test 1 – Data representation |
Assessment Pieces Test 2 – Programming |
Assessment Pieces Year 10 summer examination |
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Key vocabulary |
Number base, binary, decimal, hexadecimal, bit, byte, kilobyte, megabyte, gigabyte, terabyte, character encoding, ASCII, Unicode, pixel, bitmap, colour depth, analogue, digital, ADC, sampling rate, sampling resolution, data compression, RLE, Huffman coding, data type, integer, real, Boolean, character, string, variable, constant, declaration, assignment, selection, iteration, operator |
Data type, integer, real, Boolean, character, string, variable, constant, declaration, assignment, selection, iteration, subroutine, operator, array, list, pseudocode, trace table, hardware, software, Boolean expression, logic gate, truth table, system software, application software, operating system, utility program, low-level language, high-level language, machine code, assembly language, translator, interpreter, compiler, assembler, CPU, ALU, control unit, clock, bus, core, fetch execute cycle, RAM, ROM, cache, register, volatile, non-volatile, main memory, secondary storage, HDD, SSD, solid state, optical, magnetic, cloud storage, embedded system |
Data type, integer, real, Boolean, character, string, variable, constant, declaration, assignment, selection, iteration, operator, array, list, 2D list, subroutine, algorithm, decomposition, abstraction, pseudocode, flowchart, program code, trace table, time efficiency, linear search, binary search, merge sort, bubble sort, |
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Outside the taught curriculum |
Python Programming Bebras competition Keep up with the latest technology news Do puzzles & logic problems |
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Suggested reading |
Use Python 3 at home (free to download) at https://www.python.org/downloads/ Technology stories in the news including watching BBC Click (www.bbc.co.uk/programmes/b006m9ry), tech pages on free news websites e.g. BBC tech news (www.bbc.co.uk/news/technology), The Guardian tech news (www.theguardian.com/uk/technology) Craig n Dave AQA GCSE YouTube channel (https://tinyurl.com/y3q2tolo) |
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Year 11
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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AQA GCSE Computer Science 8525 https://www.aqa.org.uk/subjects/computer-science-and-it/gcse/computer-science-8525 AO1: Demonstrate knowledge & understanding of the key concepts & principles of Computer Science. AO2: Apply knowledge & understanding of key concepts & principles of Computer Science. AO3: Analyse problems in computational terms to make reasoned judgements & to design, program, evaluate & refine solutions. |
Unit 1 Fundamentals of Computer Networks: – Types of computer networks – Network protocols – Network security – Layers Unit 2 Python Programming Part 3: – Constants – Local & global variables – Structured approach to programming – 1D & 2D Lists – Robust & secure programming – Subroutines Unit 3 Fundamentals of Algorithms: – Flowcharts – Pseudocode – Representing algorithms – Efficiency of algorithms – Searching algorithms – Sorting algorithms |
Unit 4 Cyber Security: – Fundamentals of cyber security threats – Cyber security threats – Methods to detect & prevent cyber security threats Unit 5 Relational Databases & SQL – Relational databases – Structured Query Language Unit 6 Python Programming Part 4: – Python programming challenges Unit 7 Impacts of Digital Technology: – Ethical issues – Legal issues – Environmental issues – Privacy issues |
Unit 8 Revision for final exams |
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Assessment Pieces Mock examination |
Assessment Pieces Cyber security and database test |
Assessment Pieces End of course examinations – Paper 1 & Paper 2 |
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Key vocabulary |
Network, PAN, LAN, WAN, Bluetooth, wired, wireless, star topology, bus topology, protocol, Ethernet, WiFi, TCP, UDP, IP, HTTP, HTTPS, FTP, SMTP, IMAP, authentication, encryption, firewall, MAC address filtering, local variable, global variable, constant, subroutine, operator, array, list, 2D list, normal data, boundary data, erroneous data, algorithm, decomposition, abstraction, pseudocode, flowchart, program code, trace table, time efficiency, linear search, binary search, merge sort, bubble sort |
Cyber security, social engineering, blagging, phishing, shouldering, pharming, malware, virus, trojan, spyware, password strength, access rights, removable media, patch, update, penetration test, biometric, CAPTCHA, relational database, table, record, field, primary key, foreign key, data inconsistency, data redundancy, SQL ethical, legal, environmental, privacy, , mobile technologies, wireless network, cloud storage, hacking, wearable technologies, computer based implant, autonomous vehicle |
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Outside the taught curriculum |
Python programming Keep up with the technology news Do puzzles & logic problems |
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Suggested reading |
Use Python 3 at home (free to download) at https://www.python.org/downloads/ Technology stories in the news including watching BBC Click (www.bbc.co.uk/programmes/b006m9ry), tech pages on free news websites e.g. BBC tech news (www.bbc.co.uk/news/technology), The Guardian tech news (www.theguardian.com/uk/technology) Craig n Dave AQA GCSE YouTube channel (https://tinyurl.com/y3q2tolo) |
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Year 12
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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AQA A Level Computer Science 7517 www.aqa.org.uk/subjects/computer-science-and-it/as-and-a-level/computer-science-7516-7517 AO1: Demonstrate knowledge & understanding of the principles & concepts of Computer Science, including abstraction, logic, algorithms & data representation. AO2: Apply knowledge & understanding of the principles & concepts of Computer Science, including to analyse problems in computational terms. AO3: Design, program & evaluate computer systems that solve problems, making reasoned judgements about these & presenting conclusions. |
Fundamentals of Programming: – Programming concepts – Arithmetic, relational & Boolean operations – Constants & variables – String handling operations – Random number generation – Exception handling – Subroutines, parameters & return values – Local & global variables – Recursive techniques Fundamentals of Data Representation: – Number systems – Number bases – Units of information – Binary number system – Information coding systems – Representing images, sound & other data Fundamentals of Data Structures: – Data structures & abstract data types – Queues – Stacks – Graphs – Trees – Hash tables – Dictionaries – Vectors Fundamentals of Databases: – Conceptual data models & ER modelling – Relational databases – Database design & normalisation techniques – SQL – Client server database Theory of Computation: – Classification of algorithms Fundamentals of Algorithms: – Searching algorithms – Sorting algorithms |
Fundamentals of Programming continued: – Programming concepts – Arithmetic, relational & Boolean operations – Constants & variables – String handling operations – Random number generation – Exception handling – Subroutines, parameters & return values – Local & global variables – Role of stack frames in subroutine calls – Recursive techniques – Programming paradigms – Procedural oriented programming – Object oriented programming Fundamentals of Databases continued: – Conceptual data models & ER modelling – Relational databases – Database design & normalisation techniques – SQL – Client server database Fundamentals of Algorithms continued: – Graph traversal algorithms – Tree traversal algorithms – Reverse Polish, infix transformations – Optimisation algorithms Fundamentals of Computer Systems: – Hardware & software – Classification of programming languages – Types of program translator – Logic gates – Boolean algebra |
Fundamentals of Programming continued: – Programming concepts – Arithmetic, relational & Boolean operations – Constants & variables – String handling operations – Random number generation – Exception handling – Subroutines, parameters & return values – Local & global variables – Role of stack frames in subroutine calls – Recursive techniques – Programming paradigms – Procedural oriented programming – Object oriented programming Fundamentals of Computer Systems continued: – Hardware & software – Classification of programming languages – Types of program translator – Logic gates – Boolean algebra Theory of Computation: – Abstraction & automation – Regular languages – Context-free languages – Classification of algorithms – A model of computation Consequences of uses of computing: – Individual & moral issues & opportunities – Social & ethical issues & opportunities – Legal issues & opportunities – Cultural issues & opportunities Programming Project NEA: – Project identification |
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Assessment Pieces Test – Data structures Test – Data representation |
Assessment Pieces Test – Programming Test – Databases |
Assessment Pieces End of year examinations – Paper 1 (onscreen) & Paper 2 (written) |
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Key vocabulary |
Absolute error, ACSII, adjacency list, adjacency matrix, ADT, analogue, arc, attribute, Big O, binary search, bitmap image, bubble sort, cipher text, circular queue, client server database, composite key, conceptual model, concurrent access, cryptanalysis, cryptography, cycle, database, DBMS, decryption, dictionary, digital, directed graph, dynamic data structure, edge, encryption, entity, floating point, foreign key, function, graph, hash table, integer, irrational number, linear search, list, lossless compression, lossy compression, merge sort, MIDI, natural number, node, normalisation, number base, ordinal number, overflow, plain text, precision, primary key, priority queue, queue, rational number, real number, recursion, relation, relational database, relative error, RLE, rooted tree, significant digit, SQL, stack, static data structure, traversal, tree, tuple, two’s complement, underflow, Unicode, vector, vector graphic, vertex, weighted graph |
Aggregation, algorithm, application software, assembler, association, attribute, base case, Big O, breadth-first search, bubble sort, class, client server database, compiler, composite key, computational complexity, composition, conceptual model, concurrent access, database, DBMS, degree of vertex, degree of relationship, depth-first search, directed graph, embedded system, encapsulation, entity, exponential, foreign key, graph, hardware, high-level language, imperative high-level language, infix, inheritance, instantiation, interpreter, linear search, low-level language, normalisation, object code, object oriented programming, optimisation, order of complexity, OS, paradigm, polymorphism, primary key, priority queue, procedural oriented programming, queue, recursion, relation, relational database, RPN, rooted tree, shortest path, software, source code, SQL, stack frame, system software, traversal, tree, tuple, underflow, weighted graph, |
Abstraction, aggregation, application software, assembler, association, attribute, automation, Big O, BNF, Boolean expression, cardinality, cartesian product, class, class diagram, compiler, computational complexity, composition, countably infinite set, data abstraction, decomposition, encapsulation, entity, ethical issue, exponential, finite set, FSM, function, functional abstraction, general case, Halting problem, halting state, heuristic, high-level language, imperative high-level language, infinite set, inheritance, instantiation, interpreter, intractable, logic gate, low-level language, Mealy machine, moral issue, non-computable, object code, OS, polymorphism, problem abstraction, procedural abstraction, recursion, regular expression, regular language, set comprehension, source code, state transition diagram, system software, tractable, transition function, truth table, Turing machine, universal Turing machine |
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Outside the taught curriculum |
Python programming Bebras Competition Keep up with the technology news Do puzzles & logic problems Undertake related MOOCs as suggested on Unifrog |
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Suggested reading |
Craig n Dave AQA A Level YouTube channel (https://tinyurl.com/y3dx9w9j) Isaac Computer Science (https://isaaccomputerscience.org/) Technology stories in the news including watching BBC Click (www.bbc.co.uk/programmes/b006m9ry), tech pages on free news websites e.g. BBC tech news (www.bbc.co.uk/news/technology), The Guardian tech news (www.theguardian.com/uk/technology) Use Python 3 at home (free to download) at https://www.python.org/downloads/ |
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Year 13
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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AQA A Level Computer Science www.aqa.org.uk/subjects/computer-science-and-it/as-and-a-level/computer-science-7516-7517 AO1: Demonstrate knowledge & understanding of the principles & concepts of Computer Science, including abstraction, logic, algorithms & data representation. AO2: Apply knowledge & understanding of the principles & concepts of Computer Science, including to analyse problems in computational terms. AO3: Design, program & evaluate computer systems that solve problems, making reasoned judgements about these & presenting conclusions. |
Programming – Introduction to skeleton program: – Initial analysis – Programming possible changes & improvements – Understand object oriented design principles – Drawing & interpreting class diagrams Programming Project NEA – Analysis – Design – Creating technical solution – Testing Fundamentals of Data Structures: – Read & write data from & to binary (non-text) files Theory of Computation: – Classification of algorithms – Context-free languages – A model of computation Fundamentals of Algorithms: – Searching algorithms – Sorting algorithms – Optimisation algorithms Fundamentals of Computer Organisation & Architecture: – Internal hardware components – Stored program concept – Structure & role of the processor – External hardware devices Consequences of uses of computing: – Individual & moral issues & opportunities – Social & ethical issues & opportunities – Legal issues & opportunities – Cultural issues & opportunities |
Programming Project NEA – Design – Creating technical solution – Testing – Evaluation Programming – Deepening understanding of skeleton program: – Deeper analysis – Programming possible changes & improvements – Practice of Paper 1 section B style questions Fundamentals of Communication & Networking: – Communication – Networking – The Internet – TCP/IP protocol Fundamentals of Functional Programming: – Functional programming paradigm – Writing functional programs – Lists in functional programming Big data: – Big data Consequences of uses of computing: – Individual & moral issues & opportunities – Social & ethical issues & opportunities – Legal issues & opportunities – Cultural issues & opportunities |
Revision for summer examinations |
|
Assessment Pieces – Theory of computation & fundamentals of algorithms test – Computer organisation & architecture test |
Assessment Pieces Mock exams – Paper 1 (onscreen) & Paper 2 (written) External assessment – Programming Project NEA |
Assessment Pieces External examinations – Paper 1 (onscreen) & Paper 2 (written) |
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Key vocabulary |
Addressing mode, aggregation, algorithm, ALU, association, attribute, BNF, Big O, binary search, bubble sort, bus, cache class diagram, complexity, composition, control unit, core, cultural issue, encapsulation, ethical issue, exponential, fetch decode execute cycle, Halting problem, halting state, Harvard architecture, heuristic, inheritance, instantiation, instruction set, interrupt, intractable, linear search, logarithmic, merge sort, moral issue, non-computable, opcode, object, operand, optimisation, polymorphism, polynomial, processor, production rule, prototype, recursion, register, shortest path, stored program concept, syntax diagram, tractable, Turing machine, universal Turing machine, Von Neumann architecture |
Abstraction, aggregation, algorithm, append, API, association, asynchronous serial data transmission, attribute, bandwidth, baud rate, Big Data, bit rate, Cartesian product, client, client-server network, co-domain, communication protocol, composition, CSMA/CA, CRUD, cultural issue, data transmission, digital certificate, DHCP, digital signature, DNS, domain, encapsulation, encryption, ethical issue, fact-based model, filter, firewall, first class object, fold, FQDN, FTP, function, function application, gateway, graph schema, higher order function, HTTP, HTTPS, JSON, immutable, inheritance, instantiation, internet, IP address, latency, list head, list tail, MAC address, map, moral issue, NAT, NIC, object, parallel transmission, partial function application, peer-to-peer network, packet, pharming, polymorphism, POP3, port, prepend, protocol, reduce, REST, robust code, router, RTS/CTS, serial transmission, server, SMTP, socket, SSH, SSID, statelessness, subnet mask, TCP/IP stack, thin-client network, topology, trojan, URL, virus, volumetrics, WAP, web socket, WiFi, wireless network, WPA, worm, XML |
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Outside the taught curriculum |
Python programming Bebras Competition Keep up with the technology news Do puzzles & logic problems Undertake related MOOCs as suggested on Unifrog |
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Suggested reading |
Craig n Dave AQA A Level YouTube channel (https://tinyurl.com/y3dx9w9j) Isaac Computer Science (https://isaaccomputerscience.org/) Technology stories in the news including watching BBC Click (www.bbc.co.uk/programmes/b006m9ry), tech pages on free news websites e.g. BBC tech news (www.bbc.co.uk/news/technology), The Guardian tech news (www.theguardian.com/uk/technology) Use Python 3 at home (free to download) at https://www.python.org/downloads/ |
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Further information
Staff
- Mr Mick McCarthy – Subject Leader
- Mrs J Jones
- Miss S Badchkam
- Mr C Jackson
Additional Information
KS3 (years 7, 8 & 9)
In year 7 students have 3 Computer Science lessons a fortnight, year 8 students have 4 lessons a fortnight and year 9 have 2 lessons a fortnight. All lessons are 50 minutes long and take place in a computer suite with a desktop computer for each student.
KS4 (GCSE in years 10 & 11)
GCSE Computer Science is taught in 5 lessons a fortnight with each lesson lasting 50 minutes.
GCSE Computer Science is an optional subject for students in KS4 and students study the AQA Computer Science GCSE 8520. This is assessed through two examinations (both are 90 minutes long at the end of year 11) worth 50% each. Students also have to compete a practical programming project undertaken over 20 hours during year 10 and year 11 using the programming language Python 3.
For those starting their GCSE course in Year 10 of September 2020 onwards the structure of assessment is being changed and we are currently awaiting details from the examination boards on what these changes will be.
All KS4 students use Python 3 which is available to download for free from www.python.org – where it is possible to do so, students find it very helpful to have Python 3 installed on a computer at home.
Post 16 (A Level)
AQA Computer Science A Level (7517D) is taught in the Sixth Form in 11 lessons a fortnight lasting 50 minutes each. Assessment is through 2 examinations at the end of Year 13 worth 40% each and one NEA (non-exam assessment) worth 20%. Paper 1 is an on-screen examination which includes programming tasks using the Python 3 programming language and Paper 2 is a traditional written examination. Both examinations last 2 hours 30 minutes. The NEA is a practical programming project in which students work independently both at school and at home on a topic that interests them and which they have chosen.
How can parents help?
Parents should not feel under pressure to provide any specific hardware/software as there is provision at lunchtime to meet pupils’ needs. However, some homework will require internet access and access to a PC, therefore, if this not available at home, students will have to complete such homework at lunchtime.
If students have access to a computer to complete homework then having access to office applications is very useful. In school we currently use Microsoft Office 2013 but this is compatible with a range of office software so the version available at home need not be the same. There are also some free to download open source office suites available on the internet. All students have their own school Google account which gives them access to Google docs which can be used for individual and collaborative work both at school and home as long as internet access is available. This allows students to work on tasks without parents needing to purchase or download any new software.
Students all learn computer programming and having software on a computer at home which they can practice on is particularly useful:
- Scratch is used in years 7 and is available to use online at http://scratch.mit.edu/
- Python 3 is used in years 8 to 13 and is available to download for free from python.org Make sure to download a version of Python 3 such as Python 3.7.5 (not Python 2) as we use Python 3 in school.
All students have access to Moodle, our VLE and if internet access is available at home they should be encouraged to use Moodle to access work and additional resources provided by the teacher.
Students undertaking examination courses in KS4 and KS5 have a course text book but a wide range of additional electronic resources are available to help them via their Computer Science Moodle course – students use these resources in lessons and should be encouraged to use them regularly at home as well. Some of the resources can be downloaded onto computers at home whereas others require access to the internet whilst they are being used.
All students have their own school Google account which gives them a school email account which should be used for all school related email communication – students should not be using personal email accounts in school
Where next
The purpose of the current Computer Science provision is to provide a sound basis in both computer literacy and application of ICT to practical situations. This should give students enough grounding to function effectively in the modern day workplace, and to be able to take their studies further should they wish to undertake a degree or follow a specific career in Computer Science.
The applications of Computer Science are enormous, and cover just about every aspect of modern day life both in and out of the workplace. Most of us now carry a small but powerful computer with us wherever we go (our mobile phone) and also rely on computer systems without thinking about it when going about our everyday lives whether it be…
- Using the checkout system at the supermarket (a computer system)
- Relaxing in front of our digital tv (a computer system)
- Using an ATM to withdraw money from the bank (a computer system)
- Having an MRI scan at hospital (a computer system)
- Following directions on our SatNav (a computer system)
- …the list goes on and on
Understanding more about how these computer systems work and learning to write programs to use and control them is thus clearly beneficial. However, studying Computer Science is more than this, in particular it develops a range of transferrable skills including problem-solving, critical thinking and analysis. These are skills needed in many careers including engineering, science, medicine, financial and resource management careers.
Opportunities out of lessons
There are currently 5 computer suites, which are variously available for students to use at lunchtime to complete work.
All students have access to Moodle, our VLE and if internet access is available at home they should be encouraged to use Moodle to access work and additional resources provided by the teacher.
All students have their own school Google account which gives them a school email account which should be used for all school related email communication – students should not be using personal email accounts in school. The Google account also gives access to Google docs which can be used for individual and collaborative work.
We run a Computer Science lunchtime club providing a range of opportunities beyond the curriculum including the chance to extend programming skills beyond the time available in timetabled lessons.
Curriculum
Our schemes of learning are designed to provide a broad and balanced curriculum that enables all students to develop into increasingly independent and discerning learners, creators and users of digital systems and content. We aim to offer a Computer Science education that equips all students to use computational thinking and creativity to understand and change the world thus our schemes of learning both challenge and support students to promote high achievement for all of them in relation to their ability. We want our students to gain not only a high level of skills but also the understanding to be able to transfer these skills effectively into all aspects of their lives.