Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 7

Topic Area/Key Question

Introduction and e-Safety

Binary/

Animation (Xmas lesson)

People and Ciphers

Spreadsheets

Flowcharts

Software, Hardware & Networking

We start with e-Safety, as this is paramount. Other topics are built from the National Curriculum Program of Study.

Computing is a very wide-ranging subject that travels from abstraction and modelling, through algorithmic thinking and programming, Boolean logic and representation of data, instructions, graphics, sound and text in binary, hardware, software and networking, to graphics, creating digital artefacts for end users and understanding the law and safety concerns.

Our Key Stage 3 curriculum covers all of these themes in detail and in a way that is fun and engaging. In addition, we cover some of the history of computing, celebrating the women and men who breathed life into this technology.

The Year 7 topics build basic skills that are revisited, such as layout, design, animation, data handling and algorithmic and logical thinking alongside the topic content.

You will note that there are units with themes that are repeated in each year during the Key Stage:

- Data Handling

- Programming/ algorithms

- e-Safety

- Creating digital artefacts

Each year builds towards our three-subject offer at KS4:

- Computer Science (CS)

- Creative i-Media

- Vocational ICT

Content covered

Lesson 1 Hierarchical Folder Structures

Lesson 2 Staying Safe Online

Lesson 3 Caught in the Web - Cyberbullying

Lesson 4-5 SMART with a Heart

Lesson 6 Digital Footprint

Final Outcomes

Identify dangers and risks online and know what to do.

Explain the effects of Cyberbullying and know where to get help if needed.

Understand our Digital Footprint and reflect critically on sharing data.

Week 1 – Binary Numbers, Binary to Denary

Week 2 – Denary to Binary, Binary Addition

Week 3 – Binary to ASCII

Week 4 – Representation of Images

Week 5 – Assessment and marking

Final Outcomes

Conversion of Binary to Denary

Conversion of Binary to ASCII

Conversion of Binary to Graphics

Assessment grade

A working Animation

Development of computers through code breaking.

Hypertext and the beginnings of the web.

How Babbage made a machine to calculate.

How Lovelace was the first computer programmer.

Algorithms in simple problems.

Formulae and Functions.

Sorting, Charts, Formatting.

Modelling, Conditions and Conditional Formatting

Drop downs and Lists.

Final Outcomes

A number of completed spreadsheets, A working model

Computer Control, Sensors, Algorithms and Flowcharts,

Subroutines

Branching

Conditional logic

Final Outcomes

A number of completed flowcharts, A complex, efficient flowchart for a greenhouse with subroutines

CPU structure,

Build a computer,

Hardware and peripherals, properties and capacity

Input/ Output

Systems Software, Utility software,

Applications

How networks work and are built, hardware involved

Assessment

Self-Assessment: File and Folder structure only.

Levelled Learning outcomes

Peer assessment of work with feedback Individual discussions with students

Self-Assessment (moderated) alongside a practical assessment (marked)

Self-Assessment (moderated) alongside a practical assessment (marked)

Written Assessment (marked)

Self-Assessment (moderated)

Literacy focus

Keywords & definitions given, referred to, tested.

Group/paired discussion/questions.

Plans using pencil and annotations is pen.

Learning Outcomes clearly displayed every lesson for each level.

Digital Literacy

Keywords & definitions given, displayed, referred to, tested.

Group/paired discussion/questions.

Learning Outcomes clearly displayed every lesson for each level.

Keywords:

Encryption, Decryption, Encode, Decode, Cipher

WWW, Internet, Hypertext, Browser, Prototype

Bubble sort, loops, theorise, Difference Engine

Keywords around spreadsheets and data handling

Flowchart symbol names

Control, Sensor names,

Algorithmic language (branching, logic, IF etc)

Keywords:

Case, keyboard, mouse, monitor, printer, CPU, Cache, RAM, ROM, HDD, SSD, USB stick, Storage, Motherboard, Network Cable, Switch, Hub, Router

Opportunities (links to careers/EDI/PSHCE)

Graphics/Art: layout design

PSHE: Bullying, e-Safety, Phishing, ID theft, Legality, Grooming

8Cs: Compassion

Maths: Binary, Denary, Conversion into and from denary, Addition in binary

Art: Pixels, old photos, graphical representation

Numeracy:

Logic with ciphers and codes

Moving three to the left/right

Codes used to encode letters and symbols

History: history of computing, women in computing, history of the invention of the hyperlink and the web

EDI: historical differences in gay rights and education for women and men

Careers: GCHQ

Maths/Numeracy:

Functions, graphical representation of data, logic, +-*/.

Careers:

Data handler,

Systems Analyst, Systems Architect

Numeracy:

Flowcharts, logic, +-*/. Mathematical comparison

Careers:

Programmer

Numeracy: Capacity and Memory, Speeds, Comparison, Prices

Careers:

Network engineer

National Curriculum links / GCSE connections

“Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns”

Direct Preparation for CS at KS4 “Understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]”

“create, re-use, revise and re-purpose digital artefacts for a given audience, with

attention to trustworthiness, design and usability”

Direct Preparation for CS at KS4 “Understand several key algorithms that reflect computational thinking [for example, algorithms for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem”

Direct Preparation for Vocational ICT at KS4

“design, use and evaluate computational abstractions that model the state and

behaviour of real-world problems and physical systems”

“including collecting and analysing data and meeting the needs of known users”

Direct Preparation for CS at KS4

“design, use and evaluate computational abstractions that model the state and

behaviour of real-world problems and physical systems”

Direct Preparation for CS and

Vocational ICT at KS4.

“understand the hardware and software components that make up computer systems,

and how they communicate with one another and with other systems”

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 8

Topic Area/Key Question

Multimedia

Cybersecurity

Micro:Bit Programming

Logic Gates

Murder Most Horrid - Databases

Connected World – e-Safety

We move into Year 8 with topics set at a more challenging level. Programming now comes with a language to learn (block code) and Cybersecurity is not just about keeping your own data secure as in Year 7 but moving on to the wider world of business security.

Multimedia is focussed not on the digital artifact that we want to develop but carefully tied to a client’s requirements. Databases are introduced to cover data handling in preparation for Vocational ICT at KS4. The PSHCE unit was introduced in response to a school-wide need to focus on Year 8 e-Safety education around phones and social media. It was developed hand-in-hand with the head of PSHCE to ensure coverage of the ”Connected World” UKCIS research across both departments.

Content covered

Wk1: Give client brief; discuss navigation; draw one page design;

Wk2: Start home page; Show master slide; navigation

Wk3: gain assets - images, sounds, music

Wk4&5: work on slides

Wk6: Verbally Peer assess and improve

Skills and Knowledge

Templating

Navigation and link building

Adding visual and audio effects to assets and links

Consistency and House style

Lesson 1: You and your data (data control, privacy)

Lesson 2: Social engineering: people as the weak point, scams, phishing

Lesson 3: Script kiddies: Hackers, ethics, brute force, DDoS, CMA.

Lesson 4: Rise of the bots: malware

Lesson 5: There’s no place like 127.0.0.1: cyberthreats & defense.

Lesson 6: Under Attack: Scenario-based assessment building strategy, budgeting and reflection

Wk1: Hello World

Wk2: Digital Dice

Wk3: Compass

Wk4: Pong

Wk5: Python

Wk6: 7 Seconds

Wk7: Assessment

Skills and Knowledge

Coding, Compiling, Flashing

Decomposition and Abstraction

Higher/Lower-Level languages/Machine code

Hex files

Variables

Plotting Coordinates

Condition/Selection

AND, OR, NOT

Syntax of programming

Debugging

Maths: comparison, greater than, equal to

Week 1: AND OR NOT gates

Week 2: Combining Logic Gates

Week3:

Truth tables

Unit still in development;

Tables, Queries, Forms, Reports

Import data sheets, data error checking

Wk1: Self-image and identity: formatting

Wk2: Online reputation and Digital Footprint - shapes

Wk3: Online Bullying & Pressure - infographic

Wk4: Managing online content: deep fake, echo chamber, reliability - bullets

Wk5: Privacy and Security, ©, CCL and plagiarism: tables

Wk6: Assessment: both WP and knowledge

Skills and Knowledge

Word Processing:

Text formatting/Styles

Image formatting

Hdr/Ftr & TOC – Doc management

Infographic/Smart Art/Layout/Text Boxes

Shapes/Layers/Text Direction

Bullets/Hierarchy

Handling Tables

e-Safety:

Online identity,

Online reputation and Digital Footprint

Online Bullying and Pressure

Assessment

Self-Assessment (moderated) of final piece with time for upgrades

Written summative assessment (peer marked and moderated)

Self-Assessment (moderated) of final piece with time for upgrades

Written summative assessment (peer marked and moderated)

Self-Assessment (moderated) of database with time for upgrades

Self-Assessment Sheet -

Teacher to moderate

Literacy focus

Digital Literacy of research and copyright, intellectual property rights

Keywords

Navigation; hyperlinks, consistency, house style, client brief

Spelling

Grammar

Advertising language

Search terms,

Writing styles: Risk Report

Explain to friends

Algorithmic thinking

Logical thinking

Keywords:

Accelerometer, bearing, compile, flash, variable, coordinates, selection, syntax, input, output, LED, decomposition, abstraction, comparison

Digital Literacy

Keywords: Logic, Logic Circuit,

Keyword Poster will be displayed in classroom.

Tables, Queries, Forms, Reports

Keyword poster will be displayed.

Digital Literacy

Self-image

Online Identity

Digital Footprint

Curate

Cyberbullying

Peer Pressure

Deepfake

Echo Chamber

Oversharing

Confirmation Bias

Copyright

Creative Commons

Plagiarism

Styles & Formatting

Table of Contents

Header

Footer

Infographic

SmartArt

Reliability

Opportunities (links to careers/EDI/PSHCE)

Art; Graphics; Media

Education for a Connected World (Y9 Project) links

Careers: Security Analyst, Penetration Tester, GCHQ, Cryptographers, Security Architect

Maths: comparison, greater than, equal to, Logic, counters, co-ordinates, X/Y axes, comparison

Numeracy:

Sorting Data Ascending/Descending

Boolean Searches/And Or Not

Greater/Less than/Dates/milliseconds

Careers: Software Engineer

Maths: Logic

Careers: Data analyst, Database designer, Enterprise Architect

PSHCE: the entire unit is directly linked with the PSHCE curriculum at Oakwood and has been developed with the PSHCE department.

National Curriculum links / GCSE connections

Direct preparation for Creative iMedia at KS4

“undertake creative projects that involve selecting, using, and combining multiple

applications, preferably across a range of devices, to achieve challenging goals,

~~ and meeting the needs of known users.”

“create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability”

Direct preparation for CS GCSE.

“Understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting their online identity and privacy; recognise inappropriate content, contact, and conduct, and know how to report concerns”

Direct preparation for CS GCSE.

“use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions”

“understand simple Boolean logic [for example, AND, OR and NOT] and some of its

uses in circuits and programming”

Direct preparation for CS GCSE. “understand simple Boolean logic [for example, AND, OR and NOT] and some of its

uses in circuits and programming”

Direct preparation for Vocational ICT.

“undertake creative projects that involve selecting, using, and combining multiple

applications, preferably across a range of devices, to achieve challenging goals,

including collecting and analysing data and meeting the needs of known users”

PSHCE has no specific POS.

“understand a range of ways to use technology safely, respectfully, responsibly and

securely, including protecting their online identity and privacy; recognise inappropriate

content, contact and conduct and know how to report concerns.”

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 9

Topic Area/Key Question

Python

Graphics

Hardware, Software, Networks

Life After Oakwood

Animation

Developing for the Web

Year 9 is a crucial year for making informed choices.

Each of the units is chosen to give students a challenging flavour of what the 3 different subjects are like at KS4.

We repeat H, S & N in Year 9 as the lesson content is in much greater depth here and more closely presages KS4 content. We have included web design as this is a regular request from both students and parents. This is the first year that we have been able to offer animation and web design as we now have increased curriculum time KS3.

Content covered

Wk1: Functions: Input/Print

Wk2: Data Types

Wk3: Conditions/Selection

Wk4: Loops

Wk5: Defining Function

Wk6: Extension Tasks

Final Outcomes

Multiple copied programs

Programs show own creativity

New programs created to give a solution to a given problem

New programs created to give a solution to own problem

Wk1: Photoshop Skills Session

Wk2: Client Brief, Bad & Good Advert, HS, write Success Criteria,

Wk3: Create advert; BG, Text

Wk4: Create advert; Use PS skills, extra: blend

Wk5: Create advert; peer assessment, finished or not

Wk6: Create advert; Finish, print and display.

Final Outcomes

A Specification document that guides the project

A logo that is appropriate for the purpose and target audience

An A4, 72dpi graphic advertisement that is appropriate for purpose and TA

This unit is still in development:

Hardware: CPU (von Neumann), cache, registers, data storage, I/O and peripherals, Design a PC.

Software: OS with options like mouse, speaker, drivers, utilities; updates; off the peg/bespoke, apps for your phone. Security Software; use case scenarios

Networking/Internet: Star/Mesh; WAN LAN, Router/WAP/Hub/Switch, cabling, WiFi, URLs, HTTP/S, Browser, HTML/CSS

L1&2: Tax and NI

Job role on Unifrog

Complete a template spreadsheet

Input Salary

Calculate Monthly take home pay

L3: Monthly expenditure

Lifestyle choices

Understanding

Rent/Mortgage

Entertainment

Utilities

Car expenses

Savings

Budgeting

Calculate disposable income

L4&5:

Infographic types

Data transfer to other programs

Layout, icons, colour schemes, using templates.

Final Outcomes

A working spreadsheet that can calculate monthly income, budget monthly outgoings and disposable income

An appropriate and engaging Infographic that describes their future career and finances

L1: Move, rotate, scale, colour

L2: Animation, names, parenting

L3: Complex models and colours

L4: Organic modelling

L5: Lights, camera, render

L6: Project: Create a 3–10 second animation and render it.

L1: Website building blocks: HTML, tags, web page structure (head, body)

L2: Words are not enough – image display

L3: Taking shortcuts: CSS, Stylesheets

L4: Searching the web: Search engines

L5: Tightening the web: Improving searches

L6: Navigating the web:

hyperlinks, multipage sites, hierarchy, implementing navigation to a functioning website and assessment.

Assessment

Programs will be summatively assessed.

Peer assessment of programs for feedback and improvement cycle

Peer assessment of adverts for formative feedback and improvement cycle

Adverts will be summatively assessed into 1-9 mark-bands

Self-Assessment (moderated) alongside a practical assessment (marked)

Products will be summatively assessed.

Peer assessment of infographics for feedback and improvement cycle

Sts will self-assess against a set of skills, and ask a peer to assess their work when it is completed.

Summative assessment of website build & Multiple Choice Test

Literacy focus

Logical reasoning discussed with partners.

Keywords displayed:

Function, Variable, Integer, String, Condition, Selection, While Loop, For Loop.

Digital Literacy of research and copyright, intellectual property rights,

Text vs. Image importance,

Text recognition psychology,

Keywords displayed in rooms

Spelling

Grammar in Advertising Language and Project planning:

Success Criteria

Keywords displayed:

Case, keyboard, mouse, monitor, printer, CPU, Cache, RAM, ROM, HDD, SSD, USB stick, Storage, Motherboard, Network Cable, Switch, Hub, Router

PC design advantages and disadvantages debated

Keywords:

Salary/wages

Tax/NI

Monthly income

Gross/Net Monthly Outgoings

Future finances

Take home pay

Disposable Income Infographic, Formulae

Functions

Keywords:

Scale, Rotate,

texturing, parenting, render, keyframes, tweening, stop motion, loop cut, face editing, proportional editing, modelling, subdivision, lighting, camera angle, ray tracing.

Keywords:

HTML, tags,

hyperlinks, hierarchy, online, offline, upload, download, ftp, navigation, CSS, Stylesheets search parameters, search ranking algorithms, crawl, index

Opportunities (links to careers/EDI/PSHCE)

Maths/Numeracy:

Addition, Subtraction, Division, Multiplication, Picking from a Numbered Text List, 0-4 computer numbering

Careers: Coder, Software Developer

Art,

Design Tech,

Graphics,

Media

Careers: Graphic Designer, Multimedia Product Designer

Numeracy: Capacity and Memory, Speeds, Comparison, Prices

Careers:

Network engineer

Careers:

Unifrog features heavily in this unit. It is a good opportunity for students to revisit the site and to use the information they find there.

Numeracy:

Frame numbering, Frames per second vs smoothness, timing of frames to meet FPS choices

Careers:

Animator

Careers:

Web designer, Web coder

National Curriculum links / GCSE connections

Direct preparation for CS GCSE.

“Use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.

Understand simple Boolean logic [for example, AND, OR and NOT].”

Direct Preparation for Creative iMedia at KS4

“Undertake creative projects that involve selecting, using, and combining multiple apps, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users”

Direct Preparation for CS and

Vocational ICT at KS4.

“understand the hardware and software components that make up computer systems,

and how they communicate with one another and with other systems”

Direct Preparation for CS and

Vocational ICT at KS4.

Citizenship:

“the functions and uses of money, the importance and practice of budgeting, and

managing risk.”

Computing:

“Undertake creative projects that involve selecting, using, and combining multiple

applications, preferably across a range of devices, to achieve challenging goals,

including collecting and analysing data and meeting the needs of known users.

Create, re-use, revise and re-purpose digital artefacts for a given audience, with

attention to trustworthiness, design and usability.

Direct Preparation for Creative iMedia at KS4 “Create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability”

“Create, reuse, revise, and repurpose digital artefacts for a given audience, with attention to trustworthiness, design, and usability.”

“use two or more programming languages, at least one of which is textual, to solve a

variety of computational problems;”

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 10 Computer Science GCSE

Topic Area/Key Question:

Unit 1 Computer Systems

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 & Environmental Impacts of Digital Technology

GCSE Computer Science leads on nicely from a number of the main strands of KS3 Computing including: hardware, software and networking, Boolean logic, abstractions and modelling, algorithmic thinking, developing programs with procedures and functions, Binary representation and using technology safely.

It prepares students whose interest lies in how computers work for the world behind games, social media platforms and websites.

Content covered

1.1.1 Architecture of the CPU

1.1.2 CPU Performance

1.1.3 Embedded Systems

1.2.1 Primary Storage (Memory)

1.2.2 Secondary Storage

1.2.3 Units

1.2.4 Data Storage

1.2.5 Compression

1.3.1 Networks and Topologies

1.3.2 Wires and Wireless Networks, Protocols and Layers

1.4.1 Threats to computer systems and networks

1.4.2 Identifying and preventing vulnerabilities

1.5.1 Operating systems

1.5.2 Utility software

1.6.1 Ethical, legal, cultural and environmental impacts

Assessment

Every unit has an end of Unit test which tests the current unit and brings in questions from all the previous units. These assessments are graded against exam boundaries and a grade is produced per test. Parents are informed where there is underperformance.

Students are also required, before each test, to complete Revision Cards to help them prepare for terminal examinations. These also help them look back over previous learning ready for each test. This means that they will have reviewed their learning a good number of times and over longer and longer gaps before the actual mocks and exams.

Year 10 includes a mock exam near the end of Summer Term. This is marked and returned to students with a full breakdown of area of strength and areas for development and linked to revision RAG sheets,

Literacy focus

Keywords:

Architecture, Fetch, Decode, Execute Cycle, CPU components, ALU (Arithmetic Logic Unit), CU (Control Unit), Cache, Registers, Von Neumann architecture, MAR (Memory Address Register), MDR (Memory Data Register), Program Counter, Accumulator, CPU Performance, Clock Speed, Cache Size, Cores, Embedded Systems

Literacy skills: Note-taking, hierarchical headings, colour highlighting for memory

Building revision cards

Keywords:

Primary Storage, Memory, Secondary Storage, Units, Data Storage, Compression, RAM and ROM, Virtual Memory, Optical, Magnetic, Solid state, Storage media, Capacity, Speed, Portability, Durability, Reliability, Cost, Bit, Nibble, Byte, Kilobyte, Megabyte, Gigabyte, Terabyte, Petabyte, Binary conversion, data capacity calculation, denary to binary, binary addition, overflow, hexadecimal conversion, binary shifts, binary to represent characters, character set, ASCII, Unicode, pixels, Metadata, colour depth, resolution, sound sampling and storage, sample rate, duration, bit depth, playback quality, compression, Lossy, Lossless

Networks, Topologies, LAN, WAN, Network performance, Client-server, Peer-to-peer, Stand-alone computer, Wireless access points, Routers, Switches, NIC, Transmission media, DNS (domain name server), Hosting, the cloud, Web servers and clients, Star and mesh network topologies, Wired- ethernet, Wireless- Wi-Fi, Wireless - Bluetooth, Encryption, IP addressing, MAC addressing, Network standards, Protocol, TCP/IP, HTTP, HTTPS, FTP, POP, IMAP, SMTP, Network layers

Keywords:

Threats

Malware

Social engineering

Brute-force attacks

Denial of service attacks

Data interception and theft

SQL injections

vulnerabilities

Penetration testing

Anti-malware software

Firewalls

User access levels

Passwords

Encryption

Physical security

Keywords:

Operating systems, User interface, Memory management and multitasking, Peripheral management and drivers, User management, File management, Utility software, Encryption software, Defragmentation, Data compression

Keywords:

Digital technologies, Ethical issues, Legal issues, Cultural issues, Environmental issues, Privacy issues, Legislation, The Data Protection Act 2018, Computer Misuse Act 1990, Copyright Designs and Patents Act 1988, Software licences (open source and proprietary)

Opportunities (links to careers/EDI/PSHCE)

CS prepares for careers in many areas of computing: Programmer, software engineer, security expert, penetration tester, white-hat hacker, network engineer and many other areas.

Links to GCSE syllabus /AO

“All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

All pupils should be taught to:

Develop their capability, creativity and knowledge in computer science, digital media and information technology

Develop and apply their analytic, problem-solving, design, and computational thinking skills

Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.”

Leads to KS5 A Level CS, Cambridge Technicals IT level 3;

University, Employment or Apprenticeships at L3 or Higher.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 11 Computer Science GCSE

Topic Area/Key Question

Unit 2: Computational thinking, algorithms and programming

2.1 Algorithms

2.2 Programming Fundamentals

2.3 Producing Robust Programs

2.4 Boolean logic

2.5 programming languages and IDEs

Unit 2 Mini-Mock

Revision

Unit 2 Mock

Revision

Final Exams for both Unit 1 and Unit 2

See above.

Content covered

2.1.1 Computational Thinking

2.1.2 Designing, creating and refining algorithms

2.1.3 Searching and sorting algorithms

2.2.1 Programming fundamentals

2.2.2 Data Types

2.2.3 Additional Programming Techniques

2.3.1 Defensive design

2.3.2 Testing

2.4.1 Boolean Logic

2.5.1 Languages

2.5.2 The Integrated Development Environment (IDE)

(Each unit takes a couple of lessons only)

Command Words, Revision techniques, Exam techniques

Assessment

Every unit has an end of Unit test which tests the current unit and brings in questions from all the previous units. These assessments are graded against exam boundaries and a grade is produced per test. Parents are informed where there is underperformance.

Students are also required, before each test, to complete Revision Cards to help them prepare for terminal examinations. These also help them look back over previous learning ready for each test. This means that they will have reviewed their learning a good number of times and over longer and longer gaps before the actual mocks and exams.

Year 11 includes three mock exams: Unit 1 in November to refresh Year 10 learning, Unit 2 (easy questions) in January to support lower ability students and to encourage all students that the programming exam is not to be feared(!) and Unit 2 full mock near the end of Spring Term. This is marked and returned to students with a full breakdown of area of strength and areas for development and linked to revision RAG sheets,

Literacy focus

Keywords:

Computational Thinking, Abstraction, Decomposition, Algorithmic thinking, inputs, processes, and outputs, structure diagrams, Pseudocode, Flowcharts , Reference language/high-level programming language, trace tables, Binary Search, Linear Search, Bubble sort, Merge Sort, Insertion Sort

Keywords:

Variables, Constants, Operators, Inputs, Outputs, Assignments, Programming constructs, Sequence, Selection, Iteration (count and condition-controlled loops), arithmetic and Boolean operators:, Data Types, Integer, Real/Float, Boolean, Character and String, Casting, String manipulation, File handling operations:, Open, Read, Write, Close, Records, SQL, One dimensional and two-dimensional arrays, Lists, Subprograms, Random number generation

Keywords:

Defensive design, Anticipating misuse, Authentication , Input validation, Maintainability, Use of sub programs, Naming conventions, Indentation, Commenting , Testing, Iterative, Final/terminal, Syntax and logic errors, Test data, Normal, Boundary, Invalid, Erroneous, Refining algorithms, Boolean Logic, Logical operators:, AND, OR, NOT, Truth tables, Programming Languages, High-level languages, Low-level languages, Translator, Compiler, Interpreter, Integrated Development Environment (IDE), Editors, Error diagnostics , Run-time environment

Reading Exam papers for meaning, for understanding for double-checking, understanding exam command words

Opportunities (links to careers/EDI/PSHCE)

“All pupils must have the opportunity to study aspects of information technology and

computer science at sufficient depth to allow them to progress to higher levels of study or

to a professional career.

All pupils should be taught to:

Develop their capability, creativity and knowledge in computer science, digital media

and information technology

Develop and apply their analytic, problem-solving, design, and computational thinking

skills

Understand how changes in technology affect safety, including new ways to protect

their online privacy and identity, and how to identify and report a range of concerns.”

Leads to KS5 A Level CS, Cambridge Technicals IT level 3;

University, Employment or Apprenticeships at L3 or Higher.

Links to GCSE syllabus /AO

Leads to KS5 A Level CS, Cambridge Technicals IT level 3;

University, Employment or Apprenticeships at L3 or Higher.