Computing
Why is the subject important?
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 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.
Year 7
What will I be studying?
E-safety – This unit has been designed to ensure that learners are given sufficient time to familiarise themselves with the school network. It also allows the teacher to discuss appropriate use of the school network, and to update and remind learners of important online safety issues. With the right e-safety knowledge, children can better understand the dangers of releasing personal information, as well as how to recognise unethical behaviours or prevent cyberbullying.
Using Media – During this unit, students develop their understanding of information technology and digital literacy skills. They will use the skills learnt across the unit to create a blog post about a real-world cause that they would like to gain support for. Students will develop software formatting skills and explore concerns surrounding the use of other people’s work, including licensing and legal issues.
Scratch – This unit is the first programming unit of KS3. The aim of this unit is to build students’ confidence and knowledge of the key programming constructs. Importantly, this unit does not assume any previous programming experience, but it does offer students the opportunity to expand on their knowledge throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count-controlled iteration.
Flowol – Programming visually with a flowchart allows the student to focus on the logic of their solution rather than the syntax of a written program. Flowol supports many programming elements:
- Sequences of instructions
- Branching using decisions
- Loops (infinite, or based on a condition or count)
- Variables and simple variable manipulation
- Sub-procedures (parameters optional)
- Multiple parallel threads.
Modelling Data – Spreadsheets – The spreadsheet unit takes students from having very little knowledge of spreadsheets to being able to confidently model data with a spreadsheet. The unit uses engaging activities to progress learners from using basic formulas to writing their own COUNTIF statements. This unit will give learners a good set of skills that they can use in computing lessons and in other subject areas.
Adobe Fireworks – The unit begins with learning the basic layout of the program and using various tools to gain an understanding of what they do. Students will develop an understanding of image types and exporting images for various platforms.
Career Links
Careers: Career pathways in Application Development, Applications Engineering, Computer Programming, Programming Analysis, Software Quality Assurance, Software Architecture & Engineering, Web Administration & Development, Data Centre Support & Administration, IT Support Manager, IT Systems Administration, IT Analysis.
How will I be assessed?
Summative assessment.
Which websites should I use to support my learning?
https://www.bbc.co.uk/bitesize/subjects/z8mtsbk
https://www.bbc.co.uk/bitesize/subjects/zvc9q6f
https://scratch.mit.edu/projects/editor/?tutorial=getStarted
Year 8
What will I be studying?
E-safety – This unit has been designed to ensure that learners are given time to familiarise themselves with the school network. It also allows the teacher to discuss appropriate use of the school network and to update students and showcase the range of online platforms accessible to them.
EduBlocks – This unit will introduce students to EduBlocks Python code by means of a comparison to an already familiar language, Scratch. Students will gain an understanding of creating code in a block-based environment, and understanding how key coding concepts are across all languages and can be illustrated using different languages. Students will use EduBlocks Python code by creating a sequence of code that will draw shapes and patterns on the screen, and capturing user input, and using that input to control a simple application made in Turtle. Students will also learn about data types and what each type can be used for. Students will be introduced to variables using EduBlocks by creating an application that will draw different shapes on the screen. The class will also be introduced to functions using EduBlocks by creating an application that will draw different shapes on the screen, while using only one module of code.
Developing for the web – In this unit, students will explore the technologies that make up the Internet and World Wide Web. Starting with an exploration of the building blocks of the World Wide Web, HTML and CSS, students will investigate how websites are catalogued and organised for effective retrieval using search engines. By the end of the unit, students will have a functioning website.
Media Vector Graphics – This unit offers students the opportunity to design graphics using vector graphic editing software. Vector graphics can be used to design anything from logos and icons to posters, board games and complex illustrations. Through this unit, students will be able to better understand the processes involved in creating such graphics and will be provided with the knowledge and tools to create their own.
Networks – This unit begins by defining a network and addressing the benefits of networking, before covering how data is transmitted across networks using protocols. The types of hardware required are explained, as is wired and wireless data transmission. Students will develop an understanding of the terms ‘internet’ and ‘World Wide Web’, and of the key services and protocols used. Practical exercises are included throughout to help strengthen understanding organised for effective retrieval using search engines. By the end of the unit, students will have a functioning website.
Adobe Fireworks – The unit begins with learning the basic layout of the program and using various tools to gain an understanding of what they do. Students will develop an understanding of image types and exporting images for various platforms.
Career Links
Careers: Career pathways in Application Development, Applications Engineering, Computer Programming, Programming Analysis, Software Quality Assurance, Software Architecture & Engineering, Web Administration & Development, Data Centre Support & Administration, IT Support Manager, IT Systems Administration, IT Analysis.
Employability skills: Equips students with IT application skills. It also enables students with effective communication skills, promotes computing creativity and develops problem solving skills.
How will I be assessed?
Summative assessment.
Which websites should I use to support my learning?
https://www.bbc.co.uk/bitesize/subjects/z8mtsbk
https://www.bbc.co.uk/bitesize/subjects/zvc9q6f
https://scratch.mit.edu/projects/editor/?tutorial=getStarted
Year 9
What will I be studying?
E-safety – This unit has been designed to ensure that learners are given time to familiarise themselves with the school network. It also allows the teacher to discuss appropriate use of the school network and to update students and showcase the range of online platforms accessible to them.
EduBlocks – This unit will introduce students to EduBlocks Python code by means of a comparison to an already familiar language, Scratch. Students will gain an understanding of creating code in a block-based environment, and understanding how key coding concepts are across all languages and can be illustrated using different languages. Students will use EduBlocks Python code by creating a sequence of code that will draw shapes and patterns on the screen, and capturing user input, and using that input to control a simple application made in Turtle. Students will also learn about data types and what each type can be used for. Students will be introduced to variables using EduBlocks by creating an application that will draw different shapes on the screen. The class will also be introduced to functions using EduBlocks by creating an application that will draw different shapes on the screen, while using only one module of code.
Spreadsheets and Modelling – The spreadsheet unit takes students from having very little knowledge of spreadsheets to being able to confidently model data with a spreadsheet. The unit uses engaging activities to progress learners from using basic formulas to writing their own COUNTIF statements. Students will also learn a range of advanced functions to model data. This unit will give learners a good set of advanced skills that they can use in computing lessons and in other subject areas.
Python Programming – This unit introduces learners to text-based programming with Python. The lessons form a journey that starts with simple programs involving input and output, and gradually moves on through arithmetic operations, randomness, selection, and iteration. Emphasis is placed on tackling common misconceptions and elucidating the mechanics of program execution. A range of pedagogical tools is employed throughout the unit with the most prominent being pair programming, live coding and worked examples.
Cyber Security – This unit takes the students on an eye-opening journey of discovery about techniques used by cybercriminals to steal data, disrupt systems, and infiltrate networks. The students will start by considering the value of their data to organisations and what they might use it for. They will then look at social engineering techniques used by cybercriminals to try to trick users into giving away their personal data. The unit will look at the more common cybercrimes such as hacking, DDoS attacks and malware, as well as looking at methods to protect ourselves and our networks against these attacks.
Adobe Photoshop – The unit begins with learning the basic layout of the program and using various tools to gain an understanding of what they do. Students will develop an understanding of image types and exporting images for various platforms.
Career Links
Careers: Career pathways in Application Development, Applications Engineering, Computer Programming, Programming Analysis, Software Quality Assurance, Software Architecture & Engineering, Web Administration & Development, Data Centre Support & Administration, IT Support Manager, IT Systems Administration, IT Analysis.
Employability skills: Equips students with IT application skills. It also enables students with effective communication skills and collaboration, promotes computing creativity and develops problem solving skills.
How will I be assessed?
Summative assessment.
Which websites should I use to support my learning?
https://www.bbc.co.uk/bitesize/subjects/zvc9q6f
https://scratch.mit.edu/projects/editor/?tutorial=getStarted
Years 10 and 11
What will I be studying?
Component 1: Exploring Media Products
Learners will develop their understanding of how media products create meaning for their audiences. Learners will examine existing products and explore media production techniques.
Component 2: Developing Digital Media Production Skills
Learners will develop skills and techniques in media production processes by reworking media products from one, or all, of the following sectors: audio/moving image, publishing, interactive design.
Component 3: Create a Media Product in Response to a Brief
Learners will apply and develop their planning and production skills and techniques to create a media product in response to a client brief.
Career Links
Careers: Career pathways as a Journalist, Print Journalist, Digital Journalist, Editor, Sub-editor, Designer and Researcher.
Employability skills: Equips students with being effective communicators, teamworking, being able to identify and handle ethical, social and legal issues.
How will I be assessed?
| Component number | Component title | GLH | Level | How assessed |
| 1 | Exploring Media Products | 36 | 1/2 | Internal |
| 2 | Developing Digital Media Production Skills | 36 | 1/2 | Internal |
| 3 | Create a Media Product in Response to a Brief | 48 | 1/2 | External |
Which websites should I use to support my learning?
