Computing
“The computer was born to solve problems that did not exist before.” – Bill Gates
Vision Statement
Our aim in Computing is two-fold: to inspire students – as pioneers of the future; and to nurture a love of this subject. As computer programs pervade every aspect of our lives, our society needs computer scientists – passionate individuals to develop computing in every type of industry.
In practice, this means that students need to see the wider picture and to relate their learning to the real world and possible career paths. They need to become digitally literate, and digitally resilient. We will achieve this by teaching them to understand and apply the fundamental principles and concepts of Computing. They will acquire this knowledge by learning key facts and words, by analysing problems in computational terms, and through repeated practical experience of writing computer programs in order to solve problems. Students will learn to think creatively, innovatively, analytically, logically, critically to evaluate and apply information technology (including unfamiliar technologies). Students will become competent and creative users of computing– in both home and work contexts.
The Big Ideas
Computing promotes the use of fundamental ICT skills across all subjects and gives students essential knowledge for college and employment in an ever growing technological world
Computer science is the scientific and practical study of computation: what can be computed, how to compute it, and how computation may be applied to the solution of problems.
Information technology is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.
Digital literacy is the ability to effectively,responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.
The creation of digital artefacts will be integral to much of the learning of computing. Digital artefacts can take many forms, including digital images, computer programs, spreadsheets, 3D animations and this website.
Cultural Capital
Computing is essential knowledge that boys need to be educated digital citizens, introducing them to the best that has been thought and said and helping to engender confidence, an appreciation of human creativity and achievement throughout the years.
Boys will learn about the conception of the computer through history and the men and women who influenced the development of the modern computer. How to stay safe and be aware of the ethical, legal, cultural and environmental concerns that modern technology brings to their lives.
Computing lessons focus on tier 2 words which are found across a variety of subjects and tier 3 words which are subject specific, which are unlikely to come up in everyday contexts, twitch are taught explicitly.
iMedia supports the creative design aspect of the boys education and gives them an insight into practical skills that can be applied to real- life contexts and work situations
Additional opportunities are given to the boys to create, share, inspire and support each other with Computing clubs eg. robot wars, minecraft, programming and, iMedia assignment classes.
An Equitable Curriculum - Removing Barriers
The boys receive equal opportunity to develop their computational capability, with the use of computing being planned for in line with its status as a National Curriculum subject which covers three strands information technology, digital literacy (incl. eSafety) and computer science (see above).
We try to remove learning barriers by using
- rigorous monitoring and use of data to inform our planning and intervention strategies
- coaching teachers in new teaching strategies and technology advances
- offer academic and vocational pathways at KS4 (SEND & DP)
- raising pupil aspirations using engaging SOW & explaining possible career pathways
- using media /app providers that support TOST (EAL, SEND & DP)
- use of assistive technologies, including hardware and software (SEND)
- engaging parents in progress/ behaviour and revision strategies
- developing social and emotional competencies (DP)
Curriculum Structure
| Foundation Stage - Years 7, 8 & 9 | Examination Stage - Years 10 & 11 |
|---|---|
| Years 7 & 8 3 hours per fortnight mixed ability | GCSE Computer Science (OCR) 5 hours per fortnight mixed ability option groups |
| Year 9 - GCSE Computer Science and Creative iMedia 5 hours per fortnight mixed ability option groups | Creative iMedia (OCR) 5 hours per fortnight mixed ability option groups |
Staffing Structure
| Position | Name |
|---|---|
| Head of Department | Mr Moss |
| Teacher of Computing | Ms Humphreys |
| Teacher of Computing | Miss Watson |
Year 7 Curriculum Map
| Year 7 Curriculum Map | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| Curriculum | Unit 1 Computing e-Safety Unit 2 Computing Understanding Computers | Unit 2 Computing Understanding Computers Unit 3 Computing Artificial Intelligence & Machine Learning | Unit 4 Computing Introduction to Python Unit 5 Computing Turtle Logo |
| Assessment | Baseline Assessment Knowledge Tests: Formative assessments Summative end of unit assessment Spelling Test | Knowledge Tests: Formative assessments Summative end of unit assessments Spelling Test | Knowledge Tests: Formative assessments Summative end of unit assessments Spelling Test End of Year examination |
Year 8 Curriculum Map
| Year 8 Curriculum Map | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| Curriculum | Unit 6 Computing Next steps in Python Unit 7 Computing Digital Graphics | Unit 7 Computing Creative iMedia Unit 8 Computing Systems Architecture & Networks | Unit 9 Computing Computer crime & security Unit 10 Computing Flowol |
| Assessment | Knowledge Tests: Formative assessments Summative end of unit assessments | Knowledge Tests: Formative assessments Summative end of unit assessments | Knowledge Tests: Formative assessments Summative end of unit assessments End of Year examination (Baseline assessment KS3) Spelling Test |
Year 9 iMedia Map
| Year 9 iMedia Map | Autumn | Spring | Summer |
|---|---|---|---|
| Curriculum | R093: Creative iMedia in the media Industry Topic 1 - Sectors and products of the media industry Topic 2 - Job roles in the media industry Topic 3 - Purpose style content and layout Topic 4 - Client requirements and audience Topic 5 - Research Topic 6 - Media codes Topic 7 - Cameras and lighting Topic 9 - Mind maps Topic 10 - Mood boards | R097: Interactive digital media T1 - Formats and hardware T2 - Interactive digital media content T3 - Features of interactivity digital media design T4 - Conventions and creativity T5 - Hardware and software T6 - Wireframes Master Pages and Templates T7 - Storyboards T8 - Further pre-production planning T9 - Sourcing assets, vectors and bitmaps T10 - Image assets T11 - Audio assets T12 - Video assets | R097: Interactive digital media T13 - Interactive assets T14 - Folder structure and file naming T15 - Master pages and templates T16 - Content and controls T17 - Triggers and behaviours T18 - Testing and performance T19 - Review R097: Interactive digital media Controlled Assessment |
| Assessment | Worksheets Homework Past examination papers on each topic | Worksheets Homework Past examination papers on each topic Mock examination paper | Worksheets Homework Past examination papers on each topic Mock examination paper Controlled Assessment Tracking on Task 1 |
Year 9 Computing Map
| Year 9 Computing Map | Autumn | Spring | Summer |
|---|---|---|---|
| Curriculum | 2.2 Programming Fundamentals 2.2.1 Programming fundamentals 2.2.2 Data types 2.2.3 Additional programming techniques 2.3 Producing Robust Programs 2.3.1 Defensive design 2.3.2 Testing 2.4 Boolean Logic 2.4.1 Boolean logic 1.2 Memory and storage 1.2.1 Primary Storage 1.2.3 Units 1.2.4 Data Storage 1.2.5 Compression | Python Programming task (Time to Code) 1.1 System Architecture 1.1.1 Architecture of the CPU 1.1.2 CPU Performance 1.1.3 embedded Systems 1.2 Memory and storage (1.2.1) Primary Storage | 1.2 Memory and storage 1.2.2 Secondary Storage 1.3 Computer networks, connections and protocols 1.3.1 Networks and topologies 1.3.2 Wired and wireless networks, protocols and layers Python Programming task (Dice) |
| Assessment | Topic based past examination questions Worksheets Homework | Topic based past examination questions Worksheets Homework | Topic based past examination questions Worksheets Homework End of year assessment |
Year 10 iMedia Map
| Year 10 iMedia Map | Autumn | Spring | Summer |
|---|---|---|---|
| Curriculum | R097: Interactive digital media Controlled Assessment | R094: Visual identity and digital graphics T1 - Purpose of visual identity T2 - Visual identity components and elements T3 - Design and layout T4 - File types and formats T5 - Licences and permissions T6 - Planning visual identity T7 - Asset sourcing and creating T8 - Creating a visual identity T9 - Compiling an image | R094: Visual identity and digital graphics T10 - Basic tools T11 - Isolating text and advanced tools T12 - Retouching and other tools T13 - Saving and exporting R094: Visual identity and digital graphics Controlled Assessment |
| Assessment | Controlled Assessment Tracking on Task 2 Controlled Assessment Tracking on Task 3 | Worksheets Homework Past examination papers on each topic | Worksheets Homework Past examination papers Controlled Assessment Tracking on Task 1 |
Year 10 Computing Map
| Year 10 Computing Map | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| Curriculum | 2.1 Algorithms 2.1.1 Computational thinking 2.1.2 Designing, creating and refining algorithms 2.1.3 Searching and sorting algorithms 2.5 Programme Languages & IDE 2.5.1 Languages 2.5.2 The Integrated Development Environment (IDE) | Python Programming 1.4 Network Security 1.4.1 Threats to computer systems and networks 1.4.2 Identifying and preventing vulnerabilities 1.5 System software 1.5.1 Operating systems 1.5.2 Utility software | 1.6 Ethical, legal, cultural and environmental impacts of digital technology 1.6.1 Ethical, legal, cultural and environmental impact Python Programming |
| Assessment | Topic based past examination questions Worksheets Homework Mock examination Paper 1 | Topic based past examination questions Worksheets Homework | Topic based past examination questions Worksheets Homework Python Programming Tasks Mock examination Paper 1 & 2 |
Year 11 iMedia Map
| Year 11 iMedia Map | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| Curriculum | R094: Visual identity and digital graphics Controlled Assessment | R093: Creative iMedia in the media Industry Topic 8 - Work Plans Topic 11 - Scripts Topic 12 - Storyboards Topic 13 - Visualisation diagrams and asset logs Topic 14 - Wireframes and flow charts Topic 15 - Hardware and software Topic 16 - Legal issues and regulation Topic 17 - Intellectual property Topic 18 - Health and safety Topic 19 - Distribution platforms and media Topic 20 - File formats | R093: Creative iMedia in the media Industry Past Papers Revision booklet |
| Assessment | Controlled Assessment Tracking on Task 1 Controlled Assessment Tracking on Task 2 | Worksheets Homework Past examination papers on each topic | OCR Examination |
Year 11 Computing Map
| Year 11 Computing Map | Autumn | Spring | Summer |
|---|---|---|---|
| Curriculum | Revision of Topics (Paper 1) 1.1 Systems architecture 1.2 Memory and storage 1.3 Computer networks, connections and protocols 1.4 Network security 1.5 Systems software 1.6 Ethical, legal, cultural and environmental impacts of digital technology | Revision of Topics (Paper 2) 2.1 Algorithms 2.2 Programming fundamentals 2.3 Producing robust programs 2.4 Boolean logic 2.5 Programming languages and Integrated Development Environments Programming | Targeted Exam Revision Past papers |
| Assessment | OCR Practice Questions Mock Examination | OCR Practice Questions Mock Examination | OCR Practice Questions Mock Examination Papers Examination |
