SUBJECT INTENT

Computing

At our school we want pupils to be MASTERS of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students' lives,. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. Building our knowledge in this subject will allow pupils to effectively demonstrate their learning through creative use of technology

We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists.

We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 3, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers and make that transition to Key Stage 4 Computing or ICT related subjects.

COMPUTING LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

E- Safety – Using the Network and Online Tools Safely

Collaborating Online Respectfully

Networks - from semaphores to the internet

Using media - Gaining support for a cause

Programming essentials in Scratch

Programming essentials in Scratch

 Year 8

Developing for the web

Representations - from clay to silicon

Mobile app development

Media - Vector graphics

Modelling Data and Spreadsheets

Introduction to Python programming

Year 9

Python programming with sequences of data

Media - Animations

Data science

Representations - going audio visual

Introduction to cybersecurity

Developing physical computing projects

SUBJECT INTENT

The DIT course looks into 3 distinct areas through three assessed projects. Contemporary businesses heavily depend on digital systems to carry out their essential daily tasks. The creation of these systems has opened up numerous possibilities for organizations to adopt innovative and adaptable approaches in pursuit of their goals. However, along with these advantages, the systems have also introduced fresh challenges and a set of responsibilities for organizations to address.

As digital technologies and organizations progress, every new advancement presents fresh and captivating methods of accomplishing tasks and engaging with our hardware devices. Additionally, each new project brings along a distinct set of user requirements that must be addressed. User interfaces play a vital role in enabling individuals, both within and outside organisations, to interact with digital technologies. The design of the user interface holds great significance in ensuring users can effectively engage with their hardware devices. Learners will enhance their comprehension of the key factors contributing to an effective user interface and gain skills in proficient project management. They will apply this knowledge to strategically plan, design, and develop user interfaces.

Organisations gather extensive volumes of data from various sources to facilitate decision-making processes. It is imperative for them to employ suitable data collection methods and ensure the data's quality meets the necessary standards for effective decision-making. Subsequently, the data needs to be transformed into information that can be utilized meaningfully. However, even after data is converted into information, it does not offer conclusive insights on its own. It is the responsibility of the data user to examine the information and derive conclusions. Hence, the presentation of information plays a pivotal role in ensuring the accuracy and effectiveness of decision-making processes.

ICT BTEC – NEW TEC AWARD -  LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

Unit 1

Understand interface design for individuals and

organisations

Unit 1

Be able to use project planning techniques to plan,

design and develop a user interface

Unit 1

 Be able to review a user interface

+ Practice Assessment

Unit 1

Assessment

Unit 2

Understand how data is collected and used by

organisations and its impact on individuals

Unit 2

Be able to create a dashboard using data manipulation

tools

 Year 11

Unit 2

Be able to draw conclusions and review data

presentation methods

+ Practice Assessment

Unit 2

Assessment

Unit 3

Modern technologies

Unit 3

Cyber security

Unit 3

The wider implications of digital systems

Planning and communication in digital systems

Unit 3

External Assessment

Year 7 – Computing Medium Term Overview

In Year 7 students will develop an understanding of the online world, the use of communication channels and the make up of a computer and how this is used to create content that makes up part of the digital world. There will be exploring of how computational thinking can be used to produce programmes and applications.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  How do I stay safe online?

KQFL: How do we communicate effectively online?

KQFL:   What would a world without computers look like?

KQFL:  Does media have an impact on how we behave

KQFL:  What is a computer programme?

KQFL:  How do computers remember what we tell them?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       Create a memorable and secure password for an account on the school network

·       Remember the rules of the computing lab

·       Find personal documents and common applications

·       Recognise a respectful email

·       Construct an effective

·       email and send it to the correct recipients

·       Describe how to communicate with peers online Plan effective presentations for a given audience

·       Describe cyberbullying

·       Explain the effects of cyberbullying

·       Plan effective presentations for a given audience

·       Define what a computer network is and explain how data is transmitted between computers across networks

·       Define ‘protocol’ and provide examples of non-networking protocols

·       List examples of the hardware necessary for connecting devices to networks

·       Compare wired to wireless connections and list examples of specific technologies currently used to implement such connections

·       Define ‘bandwidth’, using the appropriate units for measuring the rate at which data is transmitted, and discuss familiar examples where bandwidth is important

·       Define what the internet is

·       Explain how data travels between computers across the internet

·       Describe key words such as ‘protocols’, ‘packets’, and ‘addressing’

·       Select the most appropriate software to use to complete a task

·       Identify the key features of a word processor

·       Apply the key features of a word processor to format a document

·       Evaluate formatting techniques to understand why we format documents

·       Select appropriate images for a given context

·       Apply appropriate formatting techniques

·       Demonstrate an understanding of licensing issues involving online content by applying appropriate Creative Commons licences

·       Demonstrate the ability to credit the original source of an image

·        

·       Compare how humans and computers understand instructions (understand and carry out)

·       Recognise that computers follow the control flow of input/process/output

·       Define a sequence as instructions performed in order, with each executed in turn

·       Predict the outcome of a simple sequence

·       Modify a sequence

·       Define a variable as a name that refers to data being stored by the computer

·       Recognise that computers follow the control flow of input/process/output

·       Predict the outcome of a simple sequence that includes variables

·       Trace the values of variables within a sequence

·       Make a sequence that includes a variable

·       Define a subroutine as a group of instructions that will run when called by the main program or other subroutines

·       Define decomposition as breaking a problem down into smaller, more manageable subproblems

·       Identify how subroutines can be used for decomposition

·       Identify where condition-controlled iteration can be used in a program

·       Implement condition-controlled iteration in a program

·       Evaluate which type of iteration is required in a program

Assessment:   End of Unit Assessment, Assessment opportunities within individual lessons to inform on progress

Year 8 – Computing Medium Term Overview

In Year 8 students will develop an understanding of computing and the links to a digital world. Students will understand how the internet works and how to design and create a website, understanding the concepts which make up a useable website. Students will learn about developing mobile friendly content and the inclusion of various different media which is fit for purpose. Students will understand how businesses can use modelling to help inform decision making and processes.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  How does a computer understand a website?

KQFL:  What materials make up a computer?

KQFL:   Why does a website display differently on a mobile phone?

KQFL:  Why do some images resize better  than others?

KQFL:  How can a computer help with predictions and counting?

KQFL:  How do I code to make the computer greet me when I run a programme?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       Describe what HTML is

·       Use HTML to structure static web pages

·       Modify HTML tags using inline styling to improve the appearance of web pages

·       Describe what CSS is

·       Use CSS to style static web pages

·       Assess the benefits of using CSS to style pages instead of in-line formatting

·       Describe what a search engine is

·       Explain how search engines ‘crawl’ through the World Wide Web and how they select and rank results

·       Describe the function of the hardware components used in computing systems

·       Describe the function of the software used in computing systems

·       Define and understand the role of AI

·       Analysis of the benefits of Open Source coding

·       Evaluate the selection of a computer for

·       Event handling

·       Sequencing

·       Variables

·       Selection

·       Operators

·       User interfaces and responsive platforms

·       Draw basic shapes (rectangle, ellipse, polygon, star) with different properties (fill and stroke, shape-specific attributes)

·       Manipulate individual objects (select, move, resize, rotate, duplicate, flip, z-order)

·       Convert objects to paths

·       Draw paths

·       Edit path nodes

·       Explain what vector graphics are

·       Provide examples where using vector graphics would be appropriate

·       Use cell references

·       Use the autofill tool

·       Format data

·       Create formulas for add, subtract, divide, and multiply

·       Create functions for SUM, COUNTA, AVERAGE, MIN, MAX, and COUNTIF

·       Sort and filter data

·       Create graphs

·       Use conditional formatting

·       Sequencing

·       Variables

·       Selection

·       Operators

·       Count-controlled iteration

Assessment:  End of Unit Assessment, Assessment opportunities within individual lessons to inform on progress

Year 9 – Computing Medium Term Overview

In Year 9 students will refine their knowledge and understanding of computing. It will enhance the knowledge and understanding of computer science and delve in a greater depth to the mechanics which make up the logical and critical thinking and decisions that underpin most computing experiences faced today. Students will explore how AI works and how  computational thinking and logic can be used to make decisions. Students will practically demonstrate this and get the chance to explore their understanding through the production of a practical based project.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  How does AI work?

KQFL:  How do you create content to capture the imagination?

KQFL:   How do computers count?

KQFL:  How do you make short content for social media?

KQFL:  How does a virus work?

KQFL:  How do you solve a computing problem?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

●        use two or more programming languages, at least one of which is textual, to solve a variety of computational problems

●        understand how instructions are stored and executed within a computer system

●        understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problem

●        design, use, and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

·        

·       Add, delete, and move objects

·       Scale and rotate objects

·       Use a material to add colour to objects

·       Add, move, and delete keyframes to make basic animations

·       Play, pause, and move through the animation using the timeline

·       Create useful names for objects

·       Render out the animation

·       Define data science

·       Explain how visualising data can help identify patterns and trends in order to help us gain insights

·       Use an appropriate software tool to visualise data sets and look for patterns or trends

·       Recognise examples of where large data sets are used in daily life

·       Select criteria and use data set to investigate predictions

·       Evaluate findings to support arguments for or against a prediction

·       Define the terms ‘correlation’ and ‘outliers’ in relation to data trends

·       Identify the steps of the investigative cycle

·       Solve a problem by implementing steps of the investigative cycle on a data set

·       Use findings to support a recommendation

·       Describe how digital images are composed of individual elements

·       Recall that the colour of each picture element is represented using a sequence of binary digits

·       Define key terms such as ‘pixels’, ‘resolution’, and ‘colour depth’

·       Describe how an image can be represented as a sequence of bits

·       Describe how colour can be represented as a mixture of red, green, and blue, with a sequence of bits representing each colour’s intensity

·       Compute the representation size of a digital image, by multiplying resolution (number of pixels) with colour depth (number of bits used to represent the colour of individual pixels)

·       Describe the trade-off between representation size and perceived quality for digital images

·       Profiling

·       Data Protection Act

·       Computer Misuse Act

·       Hacking

·       Malware

·       Protection methods such as firewalls, anti-malware, and password authentication

●        Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems

●        Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problem

●        Understand how instructions are stored and executed within a computer system

●        Design, use, and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

Assessment:   End of Unit Assessment, Assessment opportunities within individual lessons to inform on progress

Year 10 – ICT – Digital Information Technology -  Medium Term Overview

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:  

Understand interface design for individuals and organisations

KQFL:

Be able to use project planning techniques to plan, design and develop a user interface

KQFL:   

Be able to review a user interface

KQFL:  

Consolidation of learning and assessment

KQFL:   

Understand how data is collected and used by organisations and its impact

on individuals

KQFL:  

 Be able to create a dashboard using data manipulation tools

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

User interfaces

Audience needs

Design principles

Designing an efficient user interface

Project planning techniques

Creating a project proposal and plan

Creating an initial design

Developing a user interface

Be able to review a user interface

Consolidation

Practice Assignments

Mock Exam

Application of knowledge covered in the last three units of study.

Characteristics of data and information

Representing information

Ensuring data is suitable for processing

Data collection

Quality of information

Sectors that use data modelling

Data processing methods

Producing a dashboard

Assessment:   End of Unit Assessment, Assessment opportunities within individual lessons to inform on progress

Year 11 – ICT – Digital Information Technology -  Medium Term Overview

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

KQFL:   

Be able draw conclusions and review data presentation methods and effectiveness of the dashboard.

KQFL: 

Consolidation of learning and assessment

KQFL:   

 Demonstrate knowledge of facts, terms, processes and issues in relation to digital

information technology

KQFL:   

Demonstrate an understanding of facts, terms, processes and issues in relation to

digital information technology

KQFL:   

Apply an understanding of facts, terms, processes and issues in relation to digital

information technology

Make connections with the concepts, issues, terms and processes in digital

information technology

KQFL: 

 Consolidation of learning and assessment

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Drawing conclusions based on findings in the data

How presentation affects understanding

Be able to review data presentation methods

Practice Assignments

Mock Exam

Application of knowledge covered in the last three units of study.

Modern technologies

Impact of modern technologies

Threats to data

Prevention and management of threats to data

Policy

Responsible use

Legal and ethical

Forms of notation

Mock Exam

Application of knowledge covered in the last three units of study.

Mock Exam

Assessment:  End of Unit Assessment, Assessment opportunities within individual lessons to inform on progress