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Computer Science
Computing is integral in all people’s lives, more so now than ever before. Our vision and aim are to provide a high-quality computing education to enable pupils to use computational thinking and creativity to understand and shape the world. Computing has profound links with mathematics, science, design and technology. It provides insights into both natural and artificial systems.
Year 7 - Term 1
Term 1
What?We are learning how to use technology safely, effectively and responsibly. This will include use of social media and the pros and cons of using it. Students will learn about the possible dangers that could arise when online/or on social media. We will interleave an introduction to career paths in computing to provide relevance to the subject outside of school. Students can find the introduction to technical language challenging, logging into the school network and remembering passwords. However, this is will enable them to take responsibility for their personal information and data.
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Why?Data security is a very important aspect of computing, even more so than ever before as it has become a huge commodity. Every student will be allocated a username and password that has to be reset that meets the requirement. Students also will need to know how to access their files and school email. Social media is also something that is important to young people and therefore they need to be aware of how to use if safely and effectively. Also, many young people with the start of secondary school, will have access to a mobile device and social media account so it would be an ideal time to teach e-safety. |
How?Core knowledge: Students will have access to all lesson material used in advance, keywords and meaning. Activities will be differentiated. Students can independently
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term. Q&A sessions during lessons. Students should be able to answer questions on who they can share personal data with, what criteria is used to create a secure password, who should they report any safety issues to. |
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Year 7 - Term 2
Term 2
What?Understanding computers: It is a theoretical unit covering the basic principles of computer architecture and use of binary. Students will revise some of the theory on input and output covered in previous learning and continue to look at the Input-Process-Output sequence and the Fetch-Decode-Execute cycle through practical activities. We will interleave career paths in computing. Students find technical language/keywords and meaning difficult due to infrequent use outside of the class. Visualising how the individual components work together and processes taking place internally.
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Why?To understand how the equipment we use work and connect together. To understand various gadgets and tools that serves a function in our daily lives. More vulnerable students do require extra support in showing tools and technology that could be to benefit to society and to them. |
How?Core knowledge: Students can identify different parts of hardware and also categorise them into input and output devices. The purpose and functions of a piece of hardware and memory. Students will have access to all lesson material used in advance, keywords and meaning. Activities will be differentiated.
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term on different parts of computer hardware, input and output devices. |
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Year 7 - Term 3
Term 3
What?Using the computer safely and purposefully: It is a practical unit covering the basic principles of searching for information safely, using the online tool to familiarise keys on keyboard and composing a letter. We will interleave career paths in computing. Students find technical language/keywords and meaning difficult due to infrequent use outside of the class. Logging in and remember username passwords is also challenging. Visualising how the individual components work together and processes taking place internally.
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Why?To understand how to search for reliable information online and to distinguish what is reliable. To familiarise with the position of the keys on the keyboard to improve speed and accuracy. To demonstrate use of software to compose a letter using MS Word. More vulnerable students do require extra support in showing tools and technology that could be to benefit to society and to them. |
How?Core knowledge: Students can identify different ways to behave online and to identify what information is reliable and what isn’t. Students can access online typing resources to practice using keys on the keyboard. Students can layout a formal letter. Students will have access to all lesson material used in advance, keywords and meaning. Activities will be differentiated.
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term on the lessons covered. |
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Year 7 - Term 4
Term 4
What?Understanding what are computers, distinguish between hardware, software, input and output devices. Understand that the CPU is responsible for all processing of data, memory and storage allocation. Understanding units of data. Students find technical language/keywords and meaning difficult due to infrequent use outside of the class. Logging in and remember username passwords is also challenging. Visualising how the individual components work together and processes taking place internally. |
Why?To differentiate between different parts of the computer and the role it plays in the cost of a computer. More vulnerable students do require extra support in showing tools and technology that could be to benefit to society and to them. |
How?Core knowledge: Understanding what are computers, distinguish between hardware, software, input and output devices. Draw a block diagram of the main components of a computer: input, processor, output and storage. Distinguish between main memory and permanent storage devices. Students will have access to all lesson material used in advance, keywords and meaning. Activities will be differentiated. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term on the lessons covered. |
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Year 8 - Term 1
Term 1
What?My Digital World - Knowing What to Trust Online. We will be learning what to look for in websites when deciding if they are trustworthy and reliable. We will practice evaluating a range of websites for trustworthiness and reliability based on a set criteria. We will learn how to perform searches on search engines to ensure efficiency. We will look at Copywrite Laws and infringement of Copyright Laws. Password reset/ Password issues are the challenges for most in the first few lessons back after the summer. |
Why?To understand that not all information online is reliable and how to used online material effectively without breaking laws. As information is abundant online, being able to use search criteria to speed up what you are looking for, can be very helpful, especially when students are doing research for homework/school work. More vulnerable students do require extra support in understanding the content of website and how it can be unreliable or when breaking copyright laws. |
How?Core knowledge:
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. Students need to identify websites that are safe to provide personal information and how to identify which website is reliable/trustworthy. To demonstrate understanding of Copyright Laws and impact it can have on an individual if they do break the law. Identify search criteria terms. |
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Year 8 - Term 2
Term 2
What?We are learning how to create our own website using HTML & CSS which will interleave with the careers in computing. Students find accuracy in programming difficult and following the syntax of a programming language. |
Why?To enable students to independently create their own webpage or to adapt a webpage. To understand how effective websites can be if created well and how to adapt it if required. More vulnerable students do require extra support in showing tools and technology that could be to benefit to society and to them that could lead to a potential career in web development. |
How?Core knowledge:
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. |
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Year 8 - Term 3
Term 3
What?We are learning how data is represented and stored in a computer. Performing binary addition, binary to denary conversion and vice versa. We are learning how characters are represented in a computer using ASCII characters. Students find accuracy to detail challenging and maths concepts of addition and place holder values for binary numbers. |
Why?To enable students to understand that data gets converted to 1s and 0s regardless of type of data. To understand how we can convert between binary numbers to denary and use ASCII character sets for characters. More vulnerable students do require extra support in understanding the maths concepts involved but having knowledge and interleaving with another core subject could lead to better attainment overall. |
How?Core knowledge:
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. |
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Year 8 - Term 4
Term 4
What?We are learning how to manipulate and edit images. How the colours used may evoke different emotions. How cloning can be used in photo editing to change the composition. Identifying if images have been edited or had filters added. Students find accuracy to detail challenging following steps in sequence. |
Why?Images play a crucial part in social media and body image of young people as well as web technologies, and using a free tool like paint.net will enable students to see how images can play a important role in people’s perception and can lead to different career paths like social media marketing, social media influencer, Web developer. |
How?Core knowledge:
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. |
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Year 9 - Term 1
Term 1
What?We are revisiting programming using Python, interleaved with the careers in computing. Students find accuracy in programming difficult and following the syntax of a programming language. Students also find it challenging to sequence a program to reach a particular outcome. |
Why?To enable students to independently plan and develop their own program to produce a desired outcome as this is a requirement in GCSE. To ensure students practice their programming skills that they have acquired in Year 7 and Year 8. More vulnerable students do require extra support in showing tools and technology that could be to benefit to society and to them that could lead to a potential career in web development. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance.
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How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. Students should know the difference between logic error and syntax errors. Students should be able to write a basic program that takes input, stores value and outputs Students should be able to perform calculations using python programming |
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Year 9 - Term 2
Term 2
What?We are learning Cyber security. We are learning about data and information and what happens to that data/information once it is available online. We are learning how data available about us online provides social profiling which leads to what information we see online. We are learning about the need for the Computer Misuse Act. Students find it difficult to understand that their data/information that they provide on an online platform has any impact. |
Why?To provide knowledge to students on the impact their presence online has and also develop knowledge for GCSE. To ensure students can make an informed decision when choosing their options. More vulnerable students do require extra support in understanding concepts and scenarios where data breach may arise. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. Students should know the difference between data and information. Students should be able to identify concept of social engineering and impact on society/world/politics etc. Students should be able to identify Computer Misuse Act. Students should be able to perform calculations using python programming |
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Year 9 - Term 3
Term 3
What?The aim of this unit is to introduce the learners to data science, and in particular the usefulness of visualising data and how this can provide insights that may not be obvious when you are looking at raw data. Students find it difficult to understand that data can have meaning before it is processed. |
Why?To provide knowledge to students on the impact their data has and how it can be used. To ensure students can make an informed decision when choosing their options and career path as a Data analyst. More vulnerable students do require extra support in understanding concepts and scenarios where data breach may arise. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. Students should know the difference between data and information. Students should be able to investigate data sets and make predictions. Students should be able to Identify data needed to answer a question defined by the learner. |
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Year 9 - Term 4
Term 4
What?We are learning about System Software, which manages the hardware and software resources of a computer system and provides an interface for the user. Students find it difficult to conceptualise what is happening internally inside a computer and with technical terminology. |
Why?To provide knowledge to students on system software that they use and also pre learning for GCSE topic. More vulnerable students do require extra support in understanding concepts and scenarios where data breach may arise. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of the term based on what has been taught. Students should know the difference between data and information. Students should be able to investigate data sets and make predictions. Students should be able to Identify data needed to answer a question defined by the learner. |
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Year 10 - Term 1
Term 1
What?We are learning about data storage of numbers & characters, logic gates and creating and refining algorithms for programming. We are also learning Python programming Students find it challenging to conceptualise sequencing of an algorithm in the order of an outcome. Accuracy can also be challenging for logic gates. |
Why?To provide knowledge to students for their GCSE. To ensure students can understand the basis of program design from the onset. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge:
Programming practice using Python Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of topic assessments based on what has been taught. Students should know the units data in measured in and storage capacity. Students should be able to identify logic gates, create Truth Tables and create a logic gate circuit based on an equation. Students should be able break down a problem to create algorithms using flowcharts and Pseudocode. |
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Year 10 - Term 2
Term 2
What?We are learning about data; creating and refining algorithms for programming. We are also learning Python programming. Students find it challenging to conceptualise sequencing of an algorithm in the order of an outcome. Accuracy can also be challenging for logic gates. |
Why?To provide knowledge to students for their GCSE. To ensure students can understand the basis of program design from the onset. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of topic assessments based on what has been taught. Students should know the data types for programming Students should be able to programming concepts Sequence, Selection and Iteration. Students should be able break down a problem to create algorithms using flowcharts and Pseudocode. |
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Year 10 - Term 3
Term 3
What?We are learning about programming techniques and algorithms by using practical programming skills. We are learning about architecture of the CPU and how common characteristics of CPU can affect performance. We are learning about embedded systems. Students find it challenging to conceptualise sequencing of an algorithm for a specific outcome, visualising what is happening internally inside a CPU. |
Why?To provide knowledge to students for their GCSE specification of component 1&2. To ensure students can understand how the CPU works and the importance it has on whole computer system. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of topic assessments based on what has been taught. Students should know the basic fundamentals of programming. Students should be able to programming concepts Sequence, Selection and Iteration. Students should be able identify the purpose of a CPU, the fetch execute life cycle, factors that affect performance of a CPU, and know the purpose of an embedded system. |
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Year 10 - Term 4
Term 4
What?We are learning about programming techniques and algorithms by using practical programming skills . We are learning about primary and secondary storage. Students find it challenging to conceptualise sequencing of an algorithm for a specific outcome, visualising how different storage work and how data is stored. Applying knowledge to a given scenario. |
Why?To provide knowledge to students for their GCSE specification of component 1&2. To ensure students can understand the difference between primary and secondary storage, RAM and ROM, and what type of storage is suitable for a given scenario. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance - PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and multiple choice assessment at the end of topic assessments based on what has been taught. Students should know the basic fundamentals of programming. Students should be able to programming concepts; Sequence, Selection and Iteration. Students should be able identify the purpose of a CPU, the fetch execute life cycle, factors that affect performance of a CPU, and know the purpose of an embedded system. |
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Year 12 - Term 1
Term 1
What?We are learning how different input output and storage devices can be applied to the solution of different problems and applications of the storage devices. Simple problem solving tasks in Python using programming construct of sequence selection and iteration using Intergrated Development Environment. We will also be learning about the system architecture. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand the basis of program design from the onset. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 1.1.3 a) How different input output and storage devices can be applied to the solution of different problems b) The uses of magnetic, flash and optical storage devices, RAM and ROM, Virtual storage 2.1.2 Thinking ahead (introduced) Simple problem solving tasks 2.2.1 Introduction to the Use of an IDE to develop/debug a program Procedural/Imperative language IDE of Centre’s choice 1.2.3 b) Writing and following algorithms 2.2.1 Programming constructs: sequence, iteration, branching. Programming exercises involving sequence 5 1.1.1 a) The Arithmetic and Logic Unit; ALU, Control Unit and Registers (Program Counter; PC, Accumulator; ACC, Memory Address Register; MAR, Memory Data Register; MDR, Current Instruction Register; CIR): How this relates to assembly language programs b) The Fetch-Decode-Execute Cycle 2.1.4 Thinking logically (introduced) 2.2.1 a) Programming constructs: sequence, iteration, branching. Programming exercises involving branching (IF, nested IF, SELECT/CASE) Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. Access to online subscription such as Isaac Computing, CraignDave, TeachICT |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know different types of input and output devices and apply to real life scenarios. Students should know different types of storage devices available and suitability to real life scenarios. Students should be able to demonstrate understanding of system architecture and registers. Students should be able break down a problem to create algorithms using flowcharts/Pseudocode and apply programming constructs. |
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Year 12 - Term 2
Term 2
What?We are learning how operating systems function and purpose of operating systems. We are learning about number representation and different types of programming language. We are also looking at programming project proposal for component 3 of the course. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge:
Students will have access to all resources used during lessons in advance - PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know different types number representation. Students should know different types of operating systems and functions. Students should be have knowledge of different programming languages. Students should be able to make informed choices on future programming project. |
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Year 12 - Term 3
Term 3
What?We are learning about binary and hexadecimal number representation. We are also looking at programming project proposal for component 3 of the course and well as practical programming. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 1.4.1
2.1.3 - Thinking Procedurally (introduced) 2.2.1
2.2.2
Programming exercises involving functions, procedures and parameters. Students will have access to all resources used during lessons in advance - PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know how to apply functions, procedures parameters and arrays in a program. Students should know to identify and a problem, decompose and find solution. Students should be be able to apply knowledge of binary and hexadecimal numbers to find a solution to a problem Students should be able to make informed choices on future programming project. |
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Year 12 - Term 4
Term 4
What?Programming and algorithms. Data structures for storing data and different methodologies. Using Boolean logic |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 1.4.2 - Structures to store data: linked-list, graph (directed and undirected), stack, queue, tree, binary search tree, hash table. How to create, traverse, add data to and remove data from the data structures mentioned above 1.2.3
1.4.3
2.3.1
2.2.2
Programming exercises involving functions, procedures and parameters. Students will have access to all resources used during lessons in advance - PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know how to apply their knowledge of data structures to workout the outcome of a given scenario. Students should know to identify and a problem, decompose and find solution to the best methodology for the scenario. Students should be be able to apply their knowledge of Boolean logic to provide a solution to a given problem. Students should be able to make informed choices on creating / modifying algorithms for a specific task. |
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Year 13 - Term 1
Term 1
What?We are learning how about Object-oriented languages (using Java/C++ style pseudocode) with an understanding of classes, objects, methods, attributes, inheritance, encapsulation and polymorphism. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 1.2.4 d) Object-oriented languages (using Java/C++ style pseudocode) with an understanding of classes, objects, methods, attributes, inheritance, encapsulation and polymorphism 2.1.1
Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know different types programming. Students should know different types of OO programming aspects such as classes, objects, methods, attributes,inheritance, encapsulation and polymorphism. Students should be able to make informed choices on future programming project. |
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Year 13 - Term 2
Term 2
What?We are learning how different processors compare in a given situation, memory allocation and management. We will also learn about computational thinking and features that make a problem solvable by computational methods. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 1.1.2
1.1.1
2.2.2
2.1.5 - Thinking concurrently (introduction). Programming exercises complex enough to demonstrateand utilise computational methods. 1.2.1 - Memory Management (paging, segmentation and virtual memory). Features that make a problem solvable by computational methods. Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. Access to online subscription such as Isaac Computing, CraignDave, TeachICT. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know different types of processors. Students should know different programming constructs and be able to create code/pseudocode for a given computational scenario. Students should be able to make informed choices on NEA. |
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Year 13 - Term 3
Term 3
What?We are learning about the component 3 of course (programming project) and looking at the design, problem, solution and testing involved. We will also review topics from the diagnostics i.e. Methodologies, Legal and Ethical issues, Programming and algorithms. Students find applying knowledge learned to a given scenario challenging. Answers are not specific enough to the topic given. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 3.2 - Design 3.2.1 - Decompose the problem 3.2.2 - Describe the solution 3.3.2 - Describe the approach to testing Students need to have a solid understanding of Methodologies, Legal and Ethical issues, Programming paradigms and algorithms and be able to apply it to any given scenario. Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. Access to online subscription such as Isaac Computing, CraignDave, TeachICT. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know different Methodologies, Legal and Ethical issues, Programming paradigms and algorithms. Students should know different programming constructs and be able to create code/pseudocode for a given computational scenario. Students should be able to make informed choices on NEA. |
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Year 13 - Term 4
Term 4
What?We are completing our NEA for submission and revising topics from course based on diagnostics. Students find applying knowledge to any given scenario challenging. Answers are not specific enough to the topic given. Students find completing the NEA documentation challenging due to lack of confidence in coding. |
Why?To provide knowledge to students for their A-Level and programming project. To ensure students can understand and apply course content. More vulnerable students do require extra support in understanding concepts and scenarios. |
How?Core knowledge: 3.3 - Developing (and testing) the solution 3.3.1 - Iterative development process 3.3.2 - Development Testing 3.3.3 - Post development testing 3.4 - Evaluation 3.4.1 - Success of solution 3.4.2 - Describe the final product 3.4.3 - Maintenance and development. Students need to have a clear understanding of the outcome and expectations of the NEA project and remember to complete the cyclic analysis, design, testing of each testing section completed. This ensures outcome met or rectified. Also, it is a good indication of authencity of the project. Students also need to ensure regular revision of various topics is carried out based on their individual strengths and weaknesses using diagnostic spreadsheets that is shared with them. Students will have access to all resources used during lessons in advance-PowerPoints, keywords, worksheets. Regular one-to-one feedback. Access to online subscription such as Isaac Computing, CraignDave, TeachICT. |
How well?Learning checkpoints: Key word quiz and exam questions will be used throughout and end of term. Students should know expectations of NEA submission Students should know different programming constructs and be able to create code/pseudocode for a given computational scenario. Students should be able to make informed choices on NEA. |
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