Computing | Werneth School

Curriculum Intent

In IT lessons students acquire the skills and abilities needed to engage positively with the digital and global world alongside ICT skills that make creative use of a variety of resources including traditional and digital technologies, and how these all help improve the world around them. Our aim for students, upon completion of the curriculum, is for them to be digitally literate so that they are able to express themselves and develop their ideas through information technology, at a level that is suitable for the future workplace and as active participants in the digital world

In CS lessons students are taught the principles of problem solving and computation, which prepares them to solve the problems of tomorrow, by developing learner’s knowledge, skills and understanding through key computational concepts and experience. They develop understanding for all the technology that surrounds them by not just understanding how computer systems work, but how to put this knowledge to use through programming and problem solving.

Curriculum Features

In Key stage 3 students experience a wide range of topics, based on improving knowledge, skills and understanding in both Computer Science and Interactive Media. They will specifically look at how a computer works, how computers function within a network, computational thinking and making webpages using HTML alongside programming using Python to provide solutions for particular situations.

In key stage 4 students will choose to follow either a creative or a computing pathway.

Computer Science offers students the opportunity to learn about how computers are physically built, ways in which they can be physically optimised, how they are configured to solve problems and ways communication takes place between networked devices as well as how to code in multiple programming languages and environments.

Information Technology offers a broad understanding and offers the opportunity to build practical software solutions to work related tasks. Students build a holistic set of skills which can be used to build and configure software applications for a variety of purposes. They learn how to plan tasks around logistical factors and make solutions to meet a defined client’s needs.

Overview

Year 7

	Autumn		Spring		Summer
Area of study:	Digital Passport/Computer Hardware	Computer Hardware/Software	Networks	Computational Thinking	Graphics	Programming HTML
What should they know?	Students will study: How to use the school internet and computer system safely The role and functions of different components included within a computer	Students will study: Different input and output devices Different types of software and their functions (linked to hardware) The purpose and functionality of both an operating system and utility software	Students will study: Hardware and software components that make up a computer system How computers communicate with one another and computer systems	Students will study: How instructions are stored and executed within a computer system Computational abstractions that model real world problems How to use a programming language to solve computational problems	Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability Undertake creative projects that involve selecting, using, and combining multiple applications	Students will study: What HTML is and what it is used for. Simple tags and how these are structured within a HTML page. How to look for errors within code and what to do to correct them so that they achieve the desired outcome
What should they be able to do?	Students will be able to: Explain how to keep themselves safe when using the internet and social media and how they can keep their own work safe on the school network Explain what is inside the case of a standard computer - what does each item do and how it relates to other items including peripherals	Students will be able: Explain the difference between operating systems and utility software Categorise peripherals into either input or output devices Identify how the fetch decode execute cycle works and which items of hardware and software are involved in the process.	Students will be able to: Identify what a network is identify what is needed to link computers together to share resources. Draw different layouts of how networks can be put together. Explain the differences between wired and wireless networks	Students will be able to: Define abstraction, decomposition and algorithm and apply them to given situations Identify how a flow chart works and be able to draw one using information. Identify and explain different types of errors that occur in programming.	Understand and use simple graphic tools such as the brush tool, spot healing, clone tool, text tool, clipping mask and warp Be able to use techniques such as white space and layout conventions to produce a product that meets the client needs	Students will be able to: Use simple HTML tags to produce a basic webpage Add images, formatting, tables and bullet lists into their coding to enhance the outcome
Key vocabulary	Peripherals, hardware, CPU, motherboard, VDU, hard drive, graphics card, RAM, Secondary storage	RAM, Secondary storage, Input device, output devices, fetch-decode-execute cycle, IPOS, software, applications, operating systems, defragmentation	Topology, network, Bus, Star, Mesh, LAN, WAN, Wireless, Fibre optic, copper cables, WIFI, NIC, WAP	Decomposition, abstraction, pattern recognition, algorithm, input/output, decision, terminator, processing, flow chart, syntax, logic	Layers, Clipping Mask, Properties, Drop Shadow, Spot Healing, Clone tool, Brush tool	World wide web, tags, formatting, HTML, internet, home page, site map, menu, URL, body, head, IP address
Assessment	Formal assessment of hardware	End of unit written assessment including hardware and software	Series of google quizzes to check understanding as the unit progresses. Formal assessment of networks	Series of tasks put together to form the assessment for this unit of study	Examined Summative Assessment End of unit assessment to be completed on the topic including the production of a web page	Quizzes to check understanding of each new idea presented Formal assessment of HTML

Year 8

	Autumn		Spring		Summer
Area of study:	E-Safety/ Computational Thinking	Programming - Python Turtles		Animation	Graphics	Digital Calculations
What should they know?	Students will study: How and when to use technology safely, respectfully, responsibly and securely How to protect their online identity and privacy Algorithms and how they translate into pseudocode The key concepts of abstraction and decomposition and understand how they work in real life	Student will study: How to write Python programs using variables and different conventions that make programs easier to read How to write programs that use arithmetic operators and relational operators Students will study how different errors can occur within Python		Students will study: Different animation type and the basic tools need to produce an animation The ethical and legal implications of using existing and new components Basic planning tools for a product and how these relate to a given client brief	Students will study: How to manipulate graphics using a range of different tools How to choose a graphic for a particular purpose. The key concepts of visual identify, colour theory and branding Different types of compression and when to use them	Students will study: How and why computers use Binary numbers. How numbers are represented in binary and how to carry out simple operations on binary numbers. How images are represented on a computer. How sound is represented on a computer
What should they be able to do?	Students will be able to: Explain how to keep themselves safe online Identify and explain cybersecurity and the threats of things like phishing and pharming Use an algorithm and turn it into pseudocode. Follow and write algorithms Apply both concepts of abstraction and decomposition to a range of different scenarios	Students will be able to: Use techniques to make programs easier to read, understand and maintain Understand and identify simple errors within coding and how to fix them Read, write analyse and refine programs written in a high-level programming language		Students will be able to: Use a range of planning tools such as a mood board, mind map and storyboard Identify different ethical and legal aspect with using existing components Produce both 2D and 3D animations using Animaker and FlipAnimate Identify different types of animation and what they would be used to produce	Students will be able to: Use a range of planning tools such as a mood board, mind map and visualisation diagrams Understand the graphics may be copyright and subject to intellectual property Identify the differences between vector and bitmap graphics Produce a graphic following a client brief using a variety of different editing tools	Students will be able to: Identify different number bases Explain why computers use binary and link to switches Convert denary to binary, binary to denary, binary to hexadecimal and hexadecimal to binary Add 2 simple binary numbers together Explain how bitmap images are represented Explain how analogue sound is represented
Key vocabulary	Sexting, phishing, pharming, malware, algorithm, flowchart, decomposition, abstraction, variable, constant, pseudocode, selection, sequence, iteration	Python, IDLE, arithmetic operators, relational operators, logic, syntax and runtime errors, indentation, white space, selection, sequence, iteration, data types, for loops		Cell animation, stop motion, CGI, 2D/3D, storyboard, tweening, frame rate, time frame, copyright, intellectual property, mind map, mood board, client brief	Client brief, visualisation diagram, resize, resolution, compression, Lossy, lossless, vector, bitmap, graphic	Binary, denary, hexadecimal, addition rules, switches, amplitude, resolution, file size, analogue, digital, sample rate, sample frequency, pixel, colour depth, bit depth.
Assessment	Formal assessment of computational thinking	Formal assessment of Python including a practical aspect.		Production of a simple animation in response to a client brief	Production of a simple graphic in response to a client brief	Formal assessment of digital calculations

Year 9 Computer Science

	Autumn		Spring		Summer
Area of study:	Planning tools	Programming - Python	Cybersecurity and Issues	Digital Graphics	Data Representation	Interactive Media
What should they know?	Students will study: The different documents used to support the generation of ideas for a product How the documents are used to plan and design media products	Students will study: The structural components of programs How to validate data entry The different error types that can occur in programming The different data types used in programming How to use relational and arithmetic operators within programming How to use inbuilt functions with Python	Understand the threat to digital systems posed by malware (viruses, worms, Trojans, ransomware, key loggers) and how hackers exploit technical vulnerabilities (unpatched software, out-of-date anti-malware) and use social engineering to carry out cyberattacks Understand methods of protecting digital systems and data (anti-malware, encryption, acceptable use policies, backup and recovery procedures) Understand environmental issues associated with the use of digital devices (energy consumption, manufacture, replacement cycle, disposal Ethical and legal issues	Students will study: What is meant by a visual identify and its component features The properties of digital graphics A range of different tools and techniques of image editing software used to create digital graphics	Students will study: Three number bases, 2 10 and 16 How to convert different number bases How to add 3 numbers in binary and identify and overflow How to divide and multiply binary numbers How to calculate file sizes for images and sounds How files are compressed and why this might be useful	Features and conventions of interactive Media Conventions used in media to meet a purpose Techniques used to create interactive products Tools and techniques of presentation software used to create an interactive digital media platform
What should they be able to do?	Students will be able to: Identify the purpose and components of a mind map, mood board, script, storyboard, visualisation diagram and wireframe Identify when each of the documents is appropriate Produce a range of different document responding to a client brief	Students will be able to: Write programs that use techniques to make programs easier to understand Use different data types such as Boolean and char within programs Identify different error types that occur during programming and correct those errors so that code works as intended Students will be able to: Write programs that use relational operators Write programs that use AND, OR and NOT To use the in-built libraries such as random in programs Make use of sequencing, selection and repetition within programs Read, refine and write programs written in Python	Be able to explain what malware is. Be able to identify and explain a range of different malware. Be able to identify social engineering techniques used. Be able to identify physical ways to protect a computer system. Be able to identify and explain how to reduce the possibility of a computer attack. Be able to identify and explain a range of different hackers and when they would be used Be able to identify ethical and legal issues associated with the collection and use of personal data (privacy, ownership, consent, misuse, data protection) Be able to explain the ethical and legal issues associated with the use of artificial intelligence, machine learning and robotics (accountability, safety, algorithmic bias, legal liability) Understand methods of intellectual property protection for computer systems and software (copyright, patents, trademarks, licencing	Students will be able to: Identify the different components of a visual identify Explain the benefits and drawbacks of different types of graphic - bitmap and vector Use a range of tools and techniques used to create a digital graphic following a client brief	Students will be able to: Convert binary, denary and hexadecimal numbers Add, subtract and divide binary numbers Calculate files sizes for images and sound using standard formulas Explain how compression works, the different types and compression and when theses should be used	Differences between types of interface and the methods used to interact with them When and where different types of interface are used The Multimedia assets used to create interactive media products and their effectiveness. The definitions of, and differences between, file types (Image: Bitmap/vector, Audio-MP3 and video-MP4) How Multimedia assets are used to appeal to different target audiences and purposes Using tools and techniques of presentation software to produce effective interfaces for interactive media Setting up kiosk mode, Master slide, Hyperlinks, Use of layout (Whitespace) Intuitive design Navigation methods Hardware/software consideration Assets log Testing tables
Key vocabulary	Pre-production, contingency, workflow, mind map, mood board, script, storyboard, visualisation diagram, wireframe	Sequence, selection, iteration, validation, authentication, logic error, syntax error, run-time error, white space, indentation, comments AND, OR, NOT, count controlled loop, condition-controlled loop, sub programme, function, procedure, arrays, local variable, global variable	Malware, Trojan Horse, Worm, Virus, Keylogger, Hacker, Phishing, Pharming, Shouldering, Blagging, Ethical, Artificial Intelligence, Trademarks, Patents, Copyright	Visual identity, graphic, strapline, typography, colour palette, layout, brand values, bitmap graphic, vector graphic, scalability, brightness, contrast	Binary, denary, hexadecimal, overflow, amplitude, resolution, file size, analogue, digital, sample rate, sample frequency, pixel, colour depth, bit depth, compression, lossy, lossless	Stop Motion, Claymation Time lapse, Motion capture, CGI, Cell Animation, Flipbook, cut out, Dialogue, Narration, Voice Over, Tweening, Timeline, Onion skinning, Layering, Libraries, Keyframes
Assessment	Formal assessment of planning documents	Formal assessment of programming using a selection of Python scripts with errors to fix. Formal assessment of programming skills using a set of scenarios	Formal assessment of Cybersecurity issues representation.	Formal assessment by producing a digital graphic for a client	Formal assessment of data representation	Quizzes to assess theory aspects Production of an interactive product using client brief and planning tools Marked using assessment grid from OCR

KS4

Year 10 Computer Science

Autumn

Spring

Summer

Autumn 1

Autumn 2a

Autumn 2b

Spring 1

Spring 2

Summer 1

Focus

Computational Thinking/Python – Review

Data – Binary and Data Representation - Review

Mock Exam Preparation – Tricky Topics

Computers/Networks - Review

Issues and Impact Review

Exam Revision Papers 1 and 2

Outline

Review Computational thinking

Decomposition/abstraction
Algorithms/Pseudocode
Flow charts
Selection/sequence/iteration
Trace tables
Variables/constants
Arrays
Arithmetic/relation/logical operators
Error types
Searching algorithms
Sorting algorithms
Truth tables

Review Data

Signed integers
Two’s complement
Binary addition
Logical/arithmetic shifts
Overflow
Hexadecimal
Characters
Images
Sound
Units of measurement
Compression

Go through tricky topics identified by students in first 11 weeks

Use tricky topics booklet and Revision materials

Practice Paper 2 timed

Review Computers/Networks

Stored program concept
CPU
FDE
Storage
Embedded systems
Operating systems
Utility software
Robust software
Programming languages
Networks
Internet
Packet switching
Wired/wireless
Network speed
Protocols
Topologies
Security

Review Issues and Impacts

Environmental issues
Personal data
Legislation
AI
Intellectual Property
Threats to systems
Protecting systems

Revision as per the needs of individual classes.

Examined Summative Assessment

In Class:

Paper 1 exam questions – computational thinking

Paper 2 exam questions – not timed

Examined Summative Assessment

Paper 1 exam questions – data

Examined Summative Assessment

Mock exams:

Paper 1

Paper 2

Examined Summative Assessment

Mock exams: Paper 1

Mock Exam: paper 2

Examined Summative Assessment

Past exam papers

Exam link

Paper 1

Paper 2

Paper 1

Paper 2

Paper 1

Paper 2

Paper 1

Paper 2

Key Vocabulary

Essential:

Decomposition

Abstraction

Algorithms

Pseudocode

Flow charts

Selection

Sequence

Iteration

Trace tables

Variables

Constants

Arrays

Arithmetic/relation/logical operators

Error types

Bubble sort

Merge sort

Linear Search

Binary search

Truth tables

Essential:

Conversions

Signed integers

Two’s complement

Binary addition

Logical/arithmetic shifts

Overflow

Hexadecimal

ASCII

Pixel

Resolution

Colour depth

Analogue

Amplitude

Sample Rate

Units of measurement

Lossy compression

Lossless compression

Essential:

Stored program concept

CPU

FDE

Secondary storage

Primary storage

Optical storage

Magnetic storage

Cloud storage

Embedded systems

Operating systems

Utility software

Audit trail

Code review

High level language

Low level language

Interpreter

Compiler

Network

LAN

WAN

Internet

Packet switching

Wired/wireless

Network speed

Protocols

Star/Bus/Mesh

Physical security

Firewall

Essential:

Energy consumption

Disposal

Recycling

Digital footprint

DPA

Computer Misuse Act

Artificial Intelligence

Algorithmic Bias

Machine learning

Patent

Licensing

Open source

Proprietary

Malware

Hacker

Technical vulnerability

Phishing

Blagging

Baiting

Quid pro Quo

Shouldering

Encryption

Acceptable Use Policy

RAID

Year 11 Computer Science

Autumn

Spring

Summer

Autumn 1

Autumn 2a

Autumn 2b

Spring 1

Spring 2

Summer 1

Focus

Computational Thinking/Python – Review

Data – Binary and Data Representation - Review

Mock Exam Preparation – Tricky Topics

Computers/Networks - Review

Issues and Impact Review

Exam Revision Papers 1 and 2

Outline

Review Computational thinking

Decomposition/abstraction
Algorithms/Pseudocode
Flow charts
Selection/sequence/iteration
Trace tables
Variables/constants
Arrays
Arithmetic/relation/logical operators
Error types
Searching algorithms
Sorting algorithms
Truth tables

Review Data

Signed integers
Two’s complement
Binary addition
Logical/arithmetic shifts
Overflow
Hexadecimal
Characters
Images
Sound
Units of measurement
Compression

Go through tricky topics identified by students in first 11 weeks

Use tricky topics booklet and Revision materials

Practice Paper 2 timed

Review Computers/Networks

Stored program concept
CPU
FDE
Storage
Embedded systems
Operating systems
Utility software
Robust software
Programming languages
Networks
Internet
Packet switching
Wired/wireless
Network speed
Protocols
Topologies
Security

Review Issues and Impacts

Environmental issues
Personal data
Legislation
AI
Intellectual Property
Threats to systems
Protecting systems

Revision as per the needs of individual classes.

Examined Summative Assessment

In Class:

Paper 1 exam questions – computational thinking

Paper 2 exam questions – not timed

Examined Summative Assessment

Paper 1 exam questions – data

Examined Summative Assessment

Mock exams:

Paper 1

Paper 2

Examined Summative Assessment

Mock exams: Paper 1

Mock Exam: paper 2

Examined Summative Assessment

Past exam papers

Exam link

Paper 1

Paper 2

Paper 1

Paper 2

Paper 1

Paper 2

Paper 1

Paper 2

Key Vocabulary

Essential:

Decomposition

Abstraction

Algorithms

Pseudocode

Flow charts

Selection

Sequence

Iteration

Trace tables

Variables

Constants

Arrays

Arithmetic/relation/logical operators

Error types

Bubble sort

Merge sort

Linear Search

Binary search

Truth tables

Essential:

Conversions

Signed integers

Two’s complement

Binary addition

Logical/arithmetic shifts

Overflow

Hexadecimal

ASCII

Pixel

Resolution

Colour depth

Analogue

Amplitude

Sample Rate

Units of measurement

Lossy compression

Lossless compression

Essential:

Stored program concept

CPU

FDE

Secondary storage

Primary storage

Optical storage

Magnetic storage

Cloud storage

Embedded systems

Operating systems

Utility software

Audit trail

Code review

High level language

Low level language

Interpreter

Compiler

Network

LAN

WAN

Internet

Packet switching

Wired/wireless

Network speed

Protocols

Star/Bus/Mesh

Physical security

Firewall

Essential:

Energy consumption

Disposal

Recycling

Digital footprint

DPA

Computer Misuse Act

Artificial Intelligence

Algorithmic Bias

Machine learning

Patent

Licensing

Open source

Proprietary

Malware

Hacker

Technical vulnerability

Phishing

Blagging

Baiting

Quid pro Quo

Shouldering

Encryption

Acceptable Use Policy

RAID

Year 10 Creative I Media - this is the first year of this course

Autumn

Spring

Summer

Area of study:

R093 Media Industry Sectors and Products

R093 Work Planning

R094 Visual Identify and Graphics

R094 NEA

RO94 NEA

NEA Submission/moderation

R093 Distribution platforms and media to reach audiences

What should they know?

Students will study:

Key aspects of the Traditional/New Media sector and how it is changing/adapting

How meaning is created for different purposes.

How to identify the keywords in a clients’ requirements that will form their designs

Audiences are segmented and why they are used

Technical and symbolic codes and how they are used to create meaning

How the codes and conventions are used to create an effective product

Students will study:

How work planning documents used to support ideas generation

The different documents used to design and plan media products

Students will study:

The purpose, features, elements and design of visual identity

Different graphic design concepts and conventions

The properties of digital graphics and use of assets

A range of tools and techniques to create visual identity and digital graphics

The use of technical skills to source, create and prepare assets for use within digital graphics

Students will study:

How to modify, store, save and export images and graphics for use

The production a graphical product following a client brief

How to complete a set of planning documents to support their graphical element

Students will study: The threats to digital systems posed by malware.

Environmental issue associated with using technology

Ethical issues associated with using technology

Legal issues involved with using technology

Students will study:

Distribution platforms and media to reach audiences

Properties and formats of media files

What should they be able to do?

Students will be able to:

Identify the media industry, sectors and products

Explain how style, content and layout are linked to the purpose.

Understand audience demographics and segmentation

Identify how media codes are used to convey meaning, create impact and/or engage audiences

Students will be able to:

Explain the phases of a media production and identify the documents used in each one

Explain the purpose, advantages and disadvantages of a work plan

Explain the role of the different components of a work plan

Explain the purpose of a mind map, mood board, asset log, flow chart, script, storyboard, visualisation diagram and wireframe

Explain how a mind map, mood board, asset log, flow chart, script, storyboard, visualisation diagram and wireframe are created

Identify the users of a mind map, mood board, asset log, flow chart, script, storyboard, visualisation diagram and wireframe

Students will be able to:

Identify the purpose and different elements of a visual identity and the component features

Recognise the design style of a visual identity and why it is used

Identify the concepts and conventions of graphic design

Explain the properties of bitmap/vector files

Explain the need for licences and permissions when using assets

Create a mood board, mind map, concept sketches, visualisation diagram in response to a brief

Use image editing software to create new documents

Use image editing software to modify the brightness, contrast and colour of an image, work with layers, text/type, filters, effects, retouching and cloning tools

Source a range of images and graphics for use

Create a range of images and assets using image editing software

Students will be able to:

Modify, store, save and export images and graphics for use

Produce a graphical product following a client brief

Complete a set of planning documents to support their graphical element

Use image editing software to modify the properties of images and assets to ensure their technical compatibility with a print product

Organise files and folders on a computer system to manage assets

Use image editing software to save and export images, visual identity and graphics

Assignment #1

Develop visual identity

Assignment #2

Develop visual identity

Assignment #3

Planning

Assignment #4

Planning

Assignment #5

Planning

Assignment #5

Planning

Students will be able to:

Use image editing software to modify the properties of images and assets to ensure their technical compatibility with a print product

Organise files and folders on a computer system to manage assets

Use image editing software to save and export images, visual identity and graphics

Assignment #7