COMPUTER SCIENCE
» The Computer Science Team
» Curriculum Intent
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The Computer Science Team
Curriculum Leader
Mrs P Marina - pmarina@theacademy.me
Teachers of Computer Science
- Miss V Carr
- Miss S Hamilton
- Mr K Edwards
Curriculum intent
In the Department of IT and Computer Science, we are using the AVA curriculum to help the students in developing a holistic approach towards their educational journey. This is how we are using the three (3) C’s in our lessons.
Cognition Curriculum
Cognition curriculum is where we used the five R’s across all the key stages. Below outlines how these are used:
Recall: All lessons have a starter that students so as they enter the classroom. These starter questions are on key concepts taught in previous lessons.
Resourcefulness: This cognition happens during the pre-learning task/Fish and hook activity. This is where students will need to use a textbook or Google the new concepts that during this lesson. This allows students to do discovery learning that will enable them to understand the lesson.
Reciprocation: This cognition is use when students are completing projects, group activity and revisions for assessment. This allows students to work together to share resources and ideas. This helps in team building and allow students to learn from each other during round-robin activities and Think-Pair-Share during our lessons.
Resilience: This cognition is use when students completing extension task and doing the Applying Idea of the AVA Taxonomy of Learning. Students will get past paper questions or scenarios that will allow them to do additional researches to come with solutions for different tasks given
Reflection: This cognition is use when we approaching the last 10 minutes if the lessons. We allow students to complete a plenary, followed by a self-reflection. This is to show if students grasped the conent and to allow students to reflect on their attitude to learning throughout the lesson.
CULTURE CURRICULUM
Computing (Year 7 and Year 8)
Reading - Students are introduced to the different applications that they will be using during their sojourn here at the AVA. We covered a topic called E-safety; this is where students are introduced to different materials that allow them to be aware of the different online dangers and how they can protect themselves. Also during our lessons, we ensure that students do reading when understanding questions in the lessons.
Enrichment - Students will have to understand one project per term that will allow them to apply the different skills and concepts taught throughout the term. This allows students to consolidate knowledge and understanding of different topics, contents and skills.
Visitors - At least once per term, we invite different speakers to do online presentations about the importance of IT/Computer Science in this changing world. This allows students to identify their strengths and weaknesses in the subjects and if they consider it to be an option for their GCSE. In addition, we ensure students have a career section in their lessons that outlines different jobs available in the field of IT and Computer science.
Extra-curricular – Students undertake projects that applies to real life situations. These projects allow students to understand the world of work. They applied the skills, knowledge and concepts that they are learning in lessons in these projects and they develop an appreciation for these skills because of the benefits they have towards their lives currently and after high school.
Collective worship –Students and staff gather at least once a week in year groups or key stages. These opportunities allow us to share our core values and beliefs. We also offer daily opportunities for reflection, within the classroom, assemblies and quiet times.
Character education – We use the British values in all our lessons. In addition, students constantly reminded as to how to treat other online and offline.
Information Technology and Computer Science (KS3 and KS4)
Reading - Students are introduced to exam type questions, which allows the development of their comprehension skills. During reading, students share what they understand from different aspect of the questions. These allow students to understand what the questions are asking for.
Enrichment – Students are required to do the CHIPS club at least once per school year. This club allows students to develop their photo editing, programming and the use of different applications.
Visitors - At least once per term, we invite different speakers to do online presentations about the importance of IT/Computer Science in this changing world. Students would visit the Computer Science Museum in Milton Keynes that shows them the different generations of computers. This allows students to identify their strengths and weaknesses in the subjects and if they consider it to be an option for their GCSEs. In addition, we ensure students have a career section in their lessons that outlines different jobs available in the field of IT and Computer science.
Extracurricular – Students undertake projects that apply to real life situations. These projects allow students to understand the world of work. They applied the skills, knowledge and concepts that they are learning in lessons in these projects, and they develop an appreciation for these skills because of the benefits they have towards their lives currently and after high school. In addition, the CHIPS club that allow students to learn and develop new skills and applied those skills in solving different programming problems.
Collective worship –Students and staff gather at least once a week in year groups or key stages. These opportunities allow us to share our core values and beliefs. We also offer daily opportunities for reflection, within the classroom, assemblies and quiet times.
Core Curriculum
KEY STAGE 3
| Year 7 | Year 8 | |
|---|---|---|
| Autumn 1 | E-Safety | Algorithims/Programming |
| Autumn 2 | Network Threats | Networks |
| Spring 1 | Hardware | System Architecture |
| Spring 2 | Software | Cyber Security |
| Summer 1 | Introduction to Spreadsheets | Spreadsheets |
| Summer 2 | Spreadsheets | Data Representation |
COMPUTER SCIENCE
COMPUTER SYSTEMS (50%)
- Systems Architecture
- Memory and storag
- Computer Networks, Connection and Protocols
- System security
- System software
- Ethical, legal, cultural and environmental impacts of digital technology
COMPUTATIONAL THINKING (50%)
- Algorithms
- Programming Fundamentals
- Producing robust programs
- Boolean Logic
- Programming languages and Integrated Development Environment.
KEY STAGE 4
INFORMATION TECHNOLOGY
Component 1: Exploring user interface design principals and project planning techniques.
- Section A - The Investigate user interface design for individuals and organisations.
- Section B - Use project planning techniques to plan and design a user interface.
- Section C - Develop and review a user interface.
Component 2: Collecting, presenting and interpreting data.
- Section A - Investigate the role and impact of using data on individuals.
- Section B - Create a dashboard using data manipulation tools.
- Section C - Draw conclusions and review data presentation methods.
Component 3: Effective digital working practices.
- Section A - Modern technologies and their impact on organisations.
- Section B - Threats to digital systems and how an organisation can manage them.
- Section C - Responsible, legal and ethical use of data.
- Section D - Planning and communication in digital systems.
Careers in the Curriculum:
In computer Science and Information Technology, we have introduced a section called careers in our lessons. This allows students to be aware of the different careers available and the use of different technology in each sectors. In addition, we ensure at least once per term we have a presenter who speaks to students about technology and how AI is enhancing the workforce.
Useful Links
www.teach-ict.com
www.bbc.co.uk/schools/gcsebitesize/ict/
www.scratch.mit.edu/