To give students access to a well sequenced, broad, and balanced curriculum, that covers the best of what is/has been said, written, created and through in the field of Computing so students are knowledgeable, critical, and enriched. Through recognizing talent, securing both substantive and disciplinary knowledge and experiencing success
Our curriculum at KS3 is focused around 6 Core Proficiencies based off the National Curriculum and Computing at School Framework. They are
- Computational Thinking
- Security, Safety and Ethics
- Computer Infrastructure
- Data Representation and Modelling
Using this we look at enabling all students to be able to articulate with expert knowledge how a computer works. By looking at 3 key “Big Questions”
- Year 7 Big Question: How does a computer process data?
- Year 8 Big Question: How does a computer represent and understand data?
- Year 9 Big Question: How does a computer run a program?
Each Topic builds on each other in a progressive model through Challenge Questions (Composite Question that makes up each Theme). These challenge questions guide the lessons and the sequence of learning for a particular topic.
We build concrete (the physical) to abstract by organising these strands:
- Computer Infrastructure, Programming and Computational Thinking
- Data Representation & Modelling, Application, Security, Safety and Ethics,
Planning and Sequencing
|Components of Computing Proficiency|
|Security, Safety and Ethics|
Students need to understand how to secure data and explain methods of data protection. This leads to being able to discuss the disciplinary knowledge of Ethical Security and Laws around this.
Students need to be able to explain different functions of each piece of computer hardware both locally and across the network. This is purely substantive.
|Data Representation & Modelling|
Students need to articulate and explain how data is structured and represented for images, text, sound, and arrays. This leads to being able to discuss different data structures and their suitability (disciplinary)
Students can think logically and break down big problems into smaller manageable chunks. Having understand of existing processes aids in this
Students need to be exposed to and confident in programming in a text based and block-based programming language. This builds the understanding for abstract concepts such as Pseudocode and algorithms.
Students must show they can apply knowledge and use IT packages and software to create solutions to given problems.
|Curriculum Journey – Big Question Level|
Computer Science GCSE is engaging and practical, requiring creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.
Key topics studied
- Students learn about how computer systems are made and operate, from the inner workings of the CPU and how a computer actually moves the electronic signals around inside the hardware; through to he make up of Wide Area Networks and the Internet.
- This unit looks at how to be a computer scientist. How we solve problems with computers; logic; programming technique sand how computers work with data to turn electronic pulses into pictures, video and sound. There is a high level of mathematical thinking in this paper.
- Students will learn to analyse a problem; abstracting a solution into computing terms. They are taught programme design, development, user analysis and testing procedures to enable them to tackle the range of programming questions that may be set as part of the Paper 2 questions. At The Kibworth School we teach the Python 3 programming language – the language used by NASA, Google and YouTube among many others.
Pathway through the subject
The Computer Science GCSE consists of two assessments:
- Two written examinations, both 1 hour and 30 minutes in length.
- Each paper is worth 50% of the overall qualification.
Computer Science is not just programming, it is the understanding and appreciation of how a set of components work together to create a solution to a problem or further knowledge and understanding of fundamental issues the surround our daily lives
Qualification: GCSE Computer Science
Examination Board: OCR
Entry Code: J277
- Web Development
- Games designer
- Network manager
- Software developer
- App developer
IT – Creative iMedia
The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products. The Cambridge Nationals in Creative iMedia will also challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage with the most taxing aspects of the National Curriculum
Key topics studied
R081 – Pre production documentation – Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application
R082 – Digital graphics – Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively.
R085 – Websites – Multipage websites are the basis of internet content and are therefore used extensively in the creative digital media sector, whether for mobile phones or computers in all their forms.
R086– Animation- This unit builds on units R081 and R082 and learners will be able to apply the skills, knowledge and understanding gained in those units. Digital animation is used in a wide range of applications in the creative and digital media sector. It can enhance applications, and be used to entertain and inform the viewer
Pathway through the subject
Creative iMedia consists of 4 assessments:
- 1 examination based on R081 worth 25% of the overall qualification
- 3 coursework submissions for units R082,R085 and R086, each unit is 25% 75% of the overall qualification.
http://scratch.mit.edu (Massachusetts Institute of Technology)
http://appinventor.mit.edu (Massachusetts Institute of Technology)