Computer Science:

Subject Information Overview

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Curriculum
Area Staff Curriculum
Information Curriculum
Overview Exam information for GCSE
qualifications in this Subject Area Knowledge
Organisers

Curriculum Area Staff

Katie Steingold (Co-CAL Computing and Business)
Jennie White (Co-CAL Computing and Business)

Jon Smith
Adele Coyle

Should you require more information about this subject area please contact:

Name: Mrs K Steingold
Position: Co-Curriculum Area Leader
Email: kms@selbyhigh.co.uk

Name: Mrs Jennie White
Position: Co-Curriculum Area Leader
Email: jw@selbyhigh.co.uk

Curriculum Information

The main ambition of the computer science curriculum is to prepare students for life in the modern, technical world, both as users and developers of computing systems. We aim to help our students to better understand the risks and benefits of the technology that we use every day and to help them to be confident but cautious users of IT equipment and software. Students will learn to make good use of technological innovations, whilst managing to circumvent the pitfalls that may also arise.

In key stage 3 we will introduce the components that make up modern computer systems and explore how computers process data and communicate. We will teach students how to program computers to solve complex problems and develop the skills necessary to do well in tomorrow’s digital workforce.

The curriculum will build a sound knowledge and understanding of the impact that computing technology can have on us and on the world, creating strong independent learners who understand the workings of modern computer systems and who become confident, users of the modern IT systems that are in use in industry today.

Our students will develop the skills to:

Understand the core components of hardware and software that make up a modern general purpose computer system, learning about the kind of systems that are embedded into our daily lives and are used by most people in our modern society.
Look at complicated problems and be able to abstract the important information, identifying what needs to be achieved. Students will learn how to break down complicated problems into manageable tasks and to use computational thinking to create algorithms that can be used to solve these quandaries.
Understand how agents create, collect and use your data to create accurate digital profiles that, among other things can predict your actions and life outcomes. To recognise the value of this information and to understand the methods that can be implemented to protect this data from hackers. Also, to look at the legislation that these agents have to adhere to when collecting your data and information.
Examine the effects that the digital divide and e-waste have on different cultures and to understand the consequences of these imbalances.
Use technology safely.

Curriculum Overview

Below is a summary overview of the topics and their content that will be studied in each term by each year group. For more information about each topic, get your child to visit learning journeys and resources on the school online learning platform - Ready Steady Learn.

Year Group	Term 1	Term 2	Term 3
7	1. Digital Literacy In this unit studnets learn the fundamental skills required to critically evaluate online information, communicate effectively, safely navigate the modern world, and use the range of products in the Google Suite.	2. Computational Thinking To understand the fundamental skills required to tackle Computer Science in KS3 including decomposition, abstraction, pattern recognition and writing algorithms to solve problems 3. Superheros of Computing To gain an understanding of some of the most important historical figures in the development of computing. This includes fundamentals of the world wide web, computer architecture and encryption.	5. Beginning Python Students are introduced to text based programming for the first time and create programs which handle inputs, process data and display suitable outputs 6. Business and Enterprise As an enrichment project and an introduction to GCSE Business Studies students take part in enterprise group activities
Assessment details	Students’ workbooks are checked during lesson and regularly according to the Assessment and Feedback policy. At the end of each unit, a summative assessment is completed. This assessment consists of an online multiple-choice test, consisting of between 30 and 40 questions. The students then get the opportunity to feedback information about how they found the units. They are given some reflection time to look at where they went wrong and how they could improve.
8	1. PhotoShop An introduction to PhotoShop and how it is effectively used within industry. Each lesson within this unit is a practical introduction to photoshop with students discovering various tools and techniques. 2. Binary Students learn about the basics of computer binary including how and why computers process binary information, how binary data can be manipulated and how binary data is used to store text, images and sound.	3. Web Development Students learn their second programming language through HTML and creating websites. Students learn the HTML structure that is used to create a web page and produce webpages for their chosen topics 4. Python Students build on the python knowledge from Year 7 by considering why data types are important in programming and how to use iteration and selection to create working programs	5. Adobe Illustrator In this unit students start to learn about computer graphics, particuarly Vector graphics. Studens will learn the tools to create professional looking graphics. 6. IDEA Students complete the online IDEA award which consists of activities from a range of topics including programming, digital literacy, graphics and animation.
Assessment details	Students’ workbooks are checked during lesson and regularly according to the Assessment and Feedback policy. At the end of each unit, a summative assessment is completed. This assessment consists of an online multiple-choice test, consisting of between 30 and 40 questions. The students then get the opportunity to feedback information about how they found the units. They are given some reflection time to look at where they went wrong and how they could improve.
9	1. Introduction to Creative iMedia The students are educated on how to create a visual identity for a product that can be used to identify a brand. This introduces them to some of the skills used in Creative imedia. 2. Continuing Business In this unit we learn how entrepreneurs take risks to create profitable businesses. We look at the ways businesses can be competitive in the market. We also introduce students to money and how it works.	3. Advanced Python Students build on the knowledge they have learnt in Year 7 and 8. This unit introduces the concept of pseudocode and flow charts, how to test working programs, different types of iteration and how to write programs which contain procedures and functions	4. Cybersecurity We look at how hackers exploit flaws in programs to extract data to make money or to damage systems. We look at how they manipulate people into giving out their private information. We also look at the methods we can use to help prevent hacking. 5. Blender Students learn how to do 3D modelling with Blender, and how to animate 3D models
Assessment details	Students’ workbooks are checked during lesson and regularly according to the Assessment and Feedback policy. At the end of each unit, a summative assessment is completed. This assessment consists of an online multiple-choice test, consisting of between 30 and 40 questions. The students then get the opportunity to feedback information about how they found the units. They are given some reflection time to look at where they went wrong and how they could improve.
10	Theory 1.1 Systems Architecture 1.2 Memory 1.3 Storage 1.4 Wired and wireless networks 1.5 Network Topologies Coding Mini Programming Project Programming Challenges	Theory 1.6 System Security 1.7 Systems Software 1.8 Ethical, Legal, Culture and Environmental Concerns Coding Programming Challenges	Theory Review of content and revision for final assessment Coding Programming Challenges Formal Programming Project
Assessment details	Workbooks are filled in during lessons that are shared with staff so we are able to monitor progress. Formative assessment is done during class to check understanding. At the end of each unit, a 30-minute written test is done, consisting of previous GCSE questions. At least one assessment is done every half term.
11	Theory Revision – Reviewing Component 2 2.1. Algorithms 2.2 Programming Techniques 2.3 Producing Robust Programs 2.4 Computational Logic 2.6 Data Representations Coding Programming Challenges	Theory Revision – Reviewing Component 1 Systems Architecture Memory Storage Wired and wireless networks Network Topologies System Security Systems Software Ethical, Legal, Culture and Environmental Concerns Coding Programming Challenges	Theory Customised revision lessons dependent upon student performance.
Assessment details	Workbooks are filled in during lessons that are shared with staff so we are able to monitor progress. Formative assessment is done during class to check understanding. At the end of each unit, a 30-minute written test is done, consisting of previous GCSE questions. At least one assessment is done every half term.

KNOWLEDGE ORGANISERS

A Knowledge Rich Curriculum at Selby High School

Research around memory suggests that if knowledge is studied once and not revisited or revised, it is not stored in the long-term memory. This means that after one lesson, or revising for one test, the knowledge will not be retained unless it is studied again. It won’t be recalled unless it is revisited frequently, which will embed it in the long term memory. In the long term this makes recall far easier. As part of home learning, students should be revising what they have been taught recently but also content they were taught previously. Therefore as part of our strategy to embed learning over time we have started to develop knowledge organisers across all year groups and curriculum areas. These will provide key content and knowledge allowing students to pre-learn and re-learn, a vital part of processing all the information required to be successful in the new style GCSE’s.

Instructions for using your knowledge organisers

KS3 = Years 7, 8 & 9
KS4 = Years 10 & 11

Below are the knowledge organisers for each topic in this subject. These knowledge organisers will become embedded in the Learning Journeys for each topic as they are created on Ready Steady Learn.

Year 7
ICT

Year 8
ICT

KS4
GCSE Computing