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Hello!

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Computing

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Subjects
  • Computing
  • Creative
  • Design & Technology
  • English
  • Geography
  • History
  • Mathematics
  • Modern Foreign Languages
  • Physical Education
  • Religious Education
  • Science
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Computing

“The computer was born to solve problems that did not exist before.” – Bill Gates

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Vision Statement

Our aim in Computing is two-fold: to inspire students – as pioneers of the future; and to nurture a love of this subject. As computer programs pervade every aspect of our lives, our society needs computer scientists – passionate individuals to develop computing in every type of industry.

In practice, this means that students need to see the wider picture and to relate their learning to the real world and possible career paths. They need to become digitally literate, and digitally resilient. We will achieve this by teaching them to understand and apply the fundamental principles and concepts of Computing. They will acquire this knowledge by learning key facts and words, by analysing problems in computational terms, and through repeated practical experience of writing computer programs in order to solve problems. Students will learn to think creatively, innovatively, analytically, logically, critically to evaluate and apply information technology (including unfamiliar technologies). Students will become competent and creative users of computing– in both home and work contexts.

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The Big Ideas

Computing promotes the use of fundamental ICT skills across all subjects and gives students essential knowledge for college and employment in an ever growing technological world

Computer science is the scientific and practical study of computation: what can be computed, how to compute it, and how computation may be applied to the solution of problems.

Information technology is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.

Digital literacy is the ability to effectively,responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.

The creation of digital artefacts will be integral to much of the learning of computing. Digital artefacts can take many forms, including digital images, computer programs, spreadsheets, 3D animations and this website.

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Cultural Capital

Computing is essential knowledge that boys need to be educated digital citizens, introducing them to the best that has been thought and said and helping to engender confidence, an appreciation of human creativity and achievement throughout the years.

Boys will learn about the conception of the computer through history and the men and women who influenced the development of the modern computer. How to stay safe and be aware of the ethical, legal, cultural and environmental concerns that modern technology brings to their lives.

Computing lessons focus on tier 2 words which are found across a variety of subjects and tier 3 words which are subject specific, which are unlikely to come up in everyday contexts, twitch are taught explicitly.

iMedia supports the creative design aspect of the boys education and gives them an insight into practical skills that can be applied to real- life contexts and work situations   

Additional opportunities are given to the boys to create, share, inspire and support each other with Computing clubs eg. robot wars, minecraft, programming and, iMedia assignment classes.

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An Equitable Curriculum - Removing Barriers

The boys receive equal opportunity to develop their computational capability, with the use of computing being planned for in line with its status as a National Curriculum subject which covers three strands information technology, digital literacy (incl. eSafety) and computer science (see above). 

We try to remove learning barriers by using

  • rigorous monitoring and use of data to inform our planning and intervention strategies
  • coaching teachers in new teaching strategies and technology advances
  • offer academic and vocational pathways at KS4 (SEND & DP)
  • raising pupil aspirations using engaging SOW & explaining possible career pathways
  • using media /app providers that support TOST (EAL, SEND & DP)
  • use of assistive technologies, including hardware and software (SEND)
  • engaging parents in progress/ behaviour and revision strategies 
  • developing social and emotional competencies (DP)
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Curriculum Structure
Foundation Stage - Years 7, 8 & 9Examination Stage - Years 10 & 11
Years 7 & 8 -3 hours per cycle
mixed ability
GCSE Computer Science (OCR)
5 hours per fortnight
mixed ability option groups
Year 9 - GCSE Computer Science and Creative iMedia
5 hours per fortnight
mixed ability option groups
Creative iMedia (OCR)
5 hours per fortnight
mixed ability option groups
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Staffing Structure
Head of Department
Mr Moss
Teacher of Computing - Ms Humphreys
Teacher of Computing - Mr Ahmad
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Year 7 Curriculum MapAutumn TermSpring TermSummer Term
CurriculumUnit 7.1 e-safety

Unit 1 CS
Under the hood of a computer
Unit 2 CS
Think like a computer scientist

Unit 3 CS
Drawing & manipulating shapes
Unit 4 CS
Creating an animation

Introduction to Python
AssessmentBaseline Assessment
Knowledge Tests: 1.1 & 1.2
Self-Assessment sheet
Spelling Test
Knowledge Tests:
2.1, 2.2, 2.3, 3.1, 3.2 and 3.3
Self Assessment sheet Spelling Test
Knowledge Tests:
4.1, 4.2 and 4.3
Self-Assessment sheet
End of Year examination
Spelling Test
Module Code: content-table
Year 8 Curriculum MapAutumn TermSpring TermSummer Term
Curriculum Flowall

iMedia
iMedia

Python, next steps
Unit 7 - Web pages

Databases
AssessmentBaseline Assessment for KS3
Self-Assessment sheet
Spelling Test
Python assessment
Self-Assessment sheet
Spelling Test
Knowledge Tests: 7.1, 7.2 & 7.3
Self-Assessment sheet
Module Code: content-table
Year 9 iMedia MapAutumnSpringSummer
CurriculumRO81
Mood boards, Mind maps,
Visualisation, Visualisation,
Scripts, Storyboards,
Naming Conventions
R081
Properties of files,
Client requirements, Target Audience,
Research, Work Plans
Hard/Software, H & S,
Legislation, Reviewing Documents
Examination Practice
Tutorials R082
Research, LO1
AssessmentPast Examination papers on Mood boards
Past Examination papers on Mind Maps
Past Examination papers on Visualisation
Past Examination papers on Scripts
Past Examination papers on Storyboards
Past Examination papers on Naming Conventions
Past Examination papers on Properties of files
Past Examination papers on Client requirements
Past Examination papers on Target Audience
Past Examination papers on Work Plans
Past Examination papers on Hardware/Software
Past Examination papers on Legislation Naming
Past Examination papers on Reviewing Documents
GCSE Examination
CA Tracking on Learning Objective 1
Module Code: content-table
Year 9 Computing MapAutumnSpringSummer
Curriculum14. Programming techniques
15. Writing reliable programs
16. Data representation, conversion and arithmetic
17. Logic
18. Translators and programming tools
19. Legal, ethical, cultural and environmental issues
Python School Challenge
1. Intro to paper 1
2. Systems Architecture
3. Primary Storage
4. Secondary storage
AssessmentPast Examination on Writing reliable programs
Past Examination on Data representation, conversion and arithmetic
Past Examination on Legal, ethical, cultural and environmental issues Past Examination on System architecture
Past Examination on Primary Storage
Past Examination on Secondary Storage
Module Code: content-table
Year 10 iMedia MapAutumn TermSpring TermSummer Term
CurriculumRO82
Planning LO2
Designing LO3
RO82
Evaluation LO4

RO86
Research LO1
RO86
Planning LO2
Designing LO3
AssessmentCA Tracking on Learning Objective 2
CA Tracking on Learning Objective 3
CA Tracking on Learning Objective 4
CA Tracking on Learning Objective 1
CA Tracking on Learning Objective 2
CA Tracking on Learning Objective 3
Module Code: content-table
Year 10 Computing MapAutumn TermSpring TermSummer Term
Curriculum5. Networks – introduction
6. Networks – topologies and protocols
Python School Challenge
7. Networks – layering
8. Networks – connections
9. Networks – security
10. The internet
11. Software – an overview
12. Systems software
13. Computational thinking and algorithms
Python School Challenge
AssessmentPast Examination on Networks
Past Examination on Networks - Protocols
Past Examination on Networks – Layering
Python School Challenges
Past Examination on Networks – Layering
Past Examination on Networks – Network
Past Examination on Networks – Network - Security
Past Examination on Networks – Internet
Mock examination paper 1
Past Examination on Software
Past Examination on Software systems
Past Examination on Computational thinking and algorithms
Module Code: content-table
Year 11 iMedia MapAutumn TermSpring TermSummer Term
CurriculumRO86
Designing LO4
RO87
Research LO1
RO87
Planning LO2
Designing LO3
RO87
Evaluating LO4
AssessmentCA Tracking on Learning Objective 4
CA Tracking on Learning Objective 1
CA Tracking on Learning Objective 2
CA Tracking on Learning Objective 3
CA Tracking on Learning Objective 4
Module Code: content-table
Year 11 Computing MapAutumnSpringSummer
Curriculum2. Systems architecture
3. Primary storage
4. Secondary storage
5. Networks – introduction
6. Networks – topologies and protocols
7. Networks – layering
8. Networks – connections
9. Networks – security
10. The Internet
11. Software – an overview
12. Systems software
19. Legal, ethical, cultural and environmental issues
13. Computational thinking and algorithms
14. Programming techniques
15. Writing reliable programs
17. Logic
18. Translators and programming tools
16. Data representation, conversion and arithmetic
Past papers
AssessmentOCR Practice Questions
Mock Examination
OCR Practice Questions
Mock Examination
OCR Practice Questions
Mock Examination
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