Curriculum Overview

 

Key Stage 3 Key Stage 4 Sixth Form

Term 1: Introduction to KS3 Computing

Pupils will be introduced to the King's School systems and fundamentals of good working practice. This includes logging on to the school system, using Google Classroom, password security, folder structures and naming conventions.

Practical assessment to prove understanding of good working practice.

Security

Folder Structure

Community

Password

Naming Conventions

Personal Data

Online Systems

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
This unit develops the personal IT skills of the individual, enabling them to access information that potentially develops understanding of the world around them

Create a supportive community:
Students will consider the security of cyber storage. They will also have access to online shared communities and resources within Google classroom. This creates a sense of team and shared ownership.

Term 2: History of Computing

This unit covers effective searching of the internet, guided project work looking at the history of computers with a focus on hardware. This will include exploration of computers through the ages and looking at Alan Turing.

Students will submit a project on the history of computers.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Understanding of history of technology. Learning to search effectively, which will help with research for all subjects and make them internet-wise.

Create a supportive community:

Term 3: Number Systems

Students will develop understanding of how to convert between binary and denary number systems. This will link back into two previous units as they will develop understanding of how computer systems work.

Written test where students will be expected to convert between binary and denary.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:

Term 4: Computational thinking

Introduction to computational thinking. Computational thinking is not ‘thinking like a computer’ but thinking about and understanding problems (and the world) in terms of the processes going on, the data available, and the steps (presented in a standard notation) that need to be followed in order to achieve a goal. Computational thinking underpins both the Computing and Computer Science curriculums. Pupils discover computational thinking through studying how Dr Snow solved the Soho Cholera epidemic of 1854. They then apply the same algorithm in order to problem solve within the real life situation of malaria in East Africa. Pupils will have to create a spreadsheet model using formulae, create graphs, analyse data, draw conclusions and make recommendations – presented within a written report.

Create a written report that analyses data, draw conclusions and makes recommendations based on the practical spreadsheet tasks.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students consider the personal impact of disease on individuals. They think about how this might spread from person to person and then use this information to think on a larger scale to draw conclusions and create written recommendations.

Create a supportive community:
Students consider the impact of disease on community and how spread can be prevented by looking at community and culture habits and the way people catch communicable diseases.

Term 5: Programming 1 Tynker

In this unit, students will build on their understanding of the CPU from the previous unit. Students will move into programming and the concepts of machine instructions, assembly language and how the CPU works.

A practical task of programming constructs using Tynker.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:

Term 6: Programming 2 (Python)

This unit combines maths, art and computer science particularly the creativity and imagination required to create works of art and computer programs based on both artistic and mathematical concepts. Students will use Python to code shapes, as well as changing the colour and size.

Use of the microbit to complete and electronic dice program.

A practical task of programming Python to solve an equation, including stating a pattern, creating the algorithm, coding Python and annotating the code.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community: