Why do we learn Computing?
Through computer science our students will use technology as a tool for learning and expression in a variety of disciplines and interests, becoming not just consumers of technology but creators of it. As a result, students will be empowered use technology as an accessible medium for creative and personal expression, as well as a tool for representing and solving problems. Finally, we want students to learn about the wider issues surrounding the use of technology in society, through engaging in discussions and reflecting upon the ethical, legal, and environmental issues, and developing digital literacy.
Where could Computer Science take me in the future?
Computer Science prepares students for a varied future in technology from working with drones and driverless cars to programming and data analysis. The GCSE also develops an understanding of the A level and university degree course, opening up a vast array of exciting technical careers in fields that are still emerging.
Assessment Details
At GCSE, pupils will undertake two assessment papers; they are both worth 50% of the total marks and are 80-mark papers lasting 1 hour 30 minutes. The first paper will consist of short and medium answer questions. There will also be one 8-mark extended response question.
The second paper is split into section A and section B. Section A is worth 50 marks and assesses students’ knowledge and understanding of concepts of Computer Science. Students then apply these to problems in computational terms, where they may use an algorithmic approach.
Section B is worth 30 marks and assesses students’ Practical Programming skills and their ability to design, write, test, and refine programs. The question paper will consist of short and medium answer questions.
Exam Board : OCR
Key Stage 3 Computing
Computing is not taught as a discrete subject in Key Stage 3. Our curriculum is delivered firstly through our Digital Strategy - every pupil receives their own Chromebook device which they keep at home, in addition to devices available for school access; pupils use our Pioneer Portal, multiple online platforms, MS Teams/email and also MS Office programmes as part of this programme. We also deliver aspects of the computing curriculum via other subject curricula including maths, science, geography, art & design and design technology.
Our Key Stage 3 curriculum particularly focuses on equipping students with knowledge of data representation and computation, how digital systems work, and about programming, all of which are the foundation needed for students to successfully study GCSE Computer Science at Key Stage 4.
Pupils also develop their IT (Information Technology) skills that will allow them to begin to use IT to create programs, artefacts, products and a range of digital content.
Opportunities for programming occur regularly so that pupils can encounter coding and computational thinking throughout KS3 refining their understanding of the main programming concepts. This is mainly delivered through our Enrichment Carousel (we have timetabled coding enrichment for pupils in all year groups).
Pupils also develop a range of digital media and design skills that support progression to future qualifications, which are also beneficial across their broad curriculum experience.
Year 10 - Computing
Computer Science GCSE inspires students to engage with developments in technology with topics ranging from computer communications and networking to application development. Computer Science encourages learners to: understand Computer Science - abstraction, decomposition, logic, algorithms, and data representation, analyse and solve computational problems, including designing, writing and debugging programs, think creatively, innovatively, analytically, logically and critically and apply mathematical skills relevant to Computer Science.
| Autumn 1 | Autumn 2 |
|---|---|
| How does a computer think? | What is sequence, iteration, and selection? |
| Be able to list the components of the CPU and explain their purposes Be able to draw logic circuits and Truth Tables for second level logic circuits. Be able to calculate file sizes Be able to convert between binary, denary, and hexadecimal and perform calculations with the different number bases |
Be able to assign values to and perform operations on variables, as well as utilize selection and iteration to control how a program is executed Understand how Cache size, clock speed, and number of cores affects CPU performance Know the difference between Primary storage and secondary storage, RAM, and ROM |
| Spring 1 | Spring 2 |
|---|---|
| How can we use decomposition and abstraction in our code? | How can we interpret written code? |
| Be able to describe and give examples of a range of different embedded systems Be able to use trace tables to track a piece of code as it runs |
Understand why it is useful to use subprograms Be able to code with subprograms |
| Summer 1 | Summer 2 |
|---|---|
| How is technology incorporated in our lives? | How can we ensure our code is running effectively? |
| Being able to explain the advantages and disadvantages of peer to peer and client-server networks Being able to explain the difference between LANs and WANs Be able to distinguish when different protocols should be used Be able to discuss the ethical, privacy, environmental, and cultural concerns surrounding networks and the internet |
Be able to compare the efficiency of different searching and sorting algorithms |
All Year 10 Subjects Next Year 10 Subject - Design Technology
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Additional Programming |
Additional Programming |
|
Using an IDE, reading and writing to files, using multidimensional arrays, increasing fluency of solving medium complexity problems using code Understanding requirements, writing and reviewing algorithms, converting pseudocode into code, debugging programs |
Database management and querying, defensive design Compiled languages and interpreted languages, static types. CPU architecture |
| Spring 1 | Spring 2 |
|---|---|
|
ELCE impact, Networks & Threats |
Revision Focus |
|
Ethical, Legal, Cultural, and Enviromnental impact – networks, data protection and misuse Networks - protocols and layers Threats to computer systems & networks, identifying and preventing vulnerabilities |
Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
| Summer 1 | Summer 2 |
|---|---|
| Revision Focus | |
|
Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
|
All Year 11 Subjects Next Year 11 Subject - Design Technology