Curriculum Planning 2019-2020 Curriculum Area:

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Curriculum Planning 2019-2020Curriculum Area: ComputingYear Group: 7Curriculum Intent: Year 7 ComputingTeach pupils about e-safety regarding online dangers and helping the pupils become more robust when using the internet.Teach pupils how to search the internet effectively to ensure they are a more efficient internet user.Pupils will learn basic programming using a variety of languages giving them an insight into what programming looks like and h giving them a love of the subject.Pupils will learn theory computer science elements: such as binary code, algorithms, hardware and software. This will prepare them for GCSE level work and develop theirlove for the subject at a younger age. We have found that the Year 7s really enjoy doing the binary work.Half-term(orspecificweeks)Autumn 1Programme of LearningLinks to the National Curriculum /Specification / AdditionalAssessmentsWhat extra learningopportunities are planned?Welcome to Computing create, reuse, revise and repurpose digitalartefacts for a given audience, with attention totrustworthiness, design and usability understand a range of ways to use technologysafely, respectfully, responsibly and securely,including protecting their online identity andprivacy; recognise inappropriate content, contactand conduct, and know how to report concerns understand the hardware and softwarecomponents that make up computer systems, andhow they communicate with one another and withother systems understand how instructions are stored andexecuted within a computer system; understandhow data of various types (including text, soundsand pictures) can be represented and manipulateddigitally, in the form of binary digits undertake creative projects that involve selecting,using, and combining multiple applications,preferably across a range of devices, to achievechallenging goals, including collecting and analysingdata and meeting the needs of known usersQuality of e-safetybooklet produced inlessonE-Safety assemblyBase testingFOLDR and emailE-Safety CPRComputer Science TheoryAutumn 2Booklet (digitally written) covering Systems, Hardwareand Software and internet and e-safety.Binary CPRZoo Project 1Spring 1Adobe Fireworks - LogoFactsheetInternet searching CPR3 Binary worksheetscompletedInternet searchingworksheets

Scratch 1Spring 2Introduction to ProgrammingLogical ThinkingTutorialsGameEvaluation CPRMicrobitPython codingMicrobit block editor CPRSummer 1Digital Safety CertificateCertificateSummer 2 SequencingAlgorithms create, reuse, revise and repurpose digitalartefacts for a given audience, with attention totrustworthiness, design and usability design, use and evaluate computationalabstractions that model the state and behaviour ofreal-world problems and physical systems use 2 or more programming languages, at leastone of which is textual, to solve a variety ofcomputational problems; make appropriate use ofdata structures [for example, lists, tables or arrays];design and develop modular programs that useprocedures or functionsdesign, use and evaluate computationalabstractions that model the state and behaviour ofreal-world problems and physical systems use 2 or more programming languages, at leastone of which is textual, to solve a variety ofcomputational problems; make appropriate use ofdata structures [for example, lists, tables or arrays];design and develop modular programs that useprocedures or functions understand simple Boolean logic [for example,AND, OR and NOT] and some of its uses in circuitsand programming; understand how numbers can berepresented in binary, and be able to carry outsimple operations on binary numbers [for example,binary addition, and conversion between binary anddecimal] understand a range of ways to use technologysafely, respectfully, responsibly and securely,including protecting their online identity andprivacy; recognise inappropriate content, contactand conduct, and know how to report concernsEvaluation ofscratch project andlevel ofunderstandingshownQuality of codecreatedComputing ExamDownload Scratch at homeand work in own time

Curriculum Planning 2019-2020Curriculum Area: ComputingYear Group: 8Curriculum Intent: Year 8 ComputingPupils will develop a much more in-depth knowledge of the programming language Python and will be able to work independently using this code. Giving pupils a morecomprehensive understanding of how programming works by looking at syntax etc. Pupils will not just look at the result but focus on how the process works giving them abetter understanding.Pupils will look at the theory on Computing in more detail – leading on from year 7. This time focusing on newer technologies such as mobile phones and gaming. This unitis designed to get pupils to look at technology objectively – focusing on the advantages and disadvantages of technology and avoiding bias.Pupils will be given an introduction into the Business side of the GCSE giving them key skills for later life. Pupils focus on leadership skills, management styles and interviewtechniques.

Half-term(orspecificweeks)Programme of LearningLinks to the National Curriculum / Specification /AdditionalAssessmentsWhat extra learningopportunities are planned?Introduction to Python (RPi)Basic Python theory booklets CPR design, use and evaluate computational abstractions that modelthe state and behaviour of real-world problems and physicalsystems understand several key algorithms that reflect computationalthinking [for example, ones for sorting and searching]; use logicalreasoning to compare the utility of alternative algorithms for thesame problem use 2 or more programming languages, at least one of which istextual, to solve a variety of computational problems; makeappropriate use of data structures [for example, lists, tables orarrays]; design and develop modular programs that use proceduresor functions understand simple Boolean logic [for example, AND, OR and NOT]and some of its uses in circuits and programming; understand hownumbers can be represented in binary, and be able to carry outsimple operations on binary numbers [for example, binary addition,and conversion between binary and decimal] undertake creative projects that involve selecting, using, andcombining multiple applications, preferably across a range ofdevices, to achieve challenging goals, including collecting andanalysing data and meeting the needs of known users create, reuse, revise and repurpose digital artefacts for a givenaudience, with attention to trustworthiness, design and usabilityQuality oftheory bookletand level ofunderstandingshownDownload IDLE3 at homeand work on Python understand the hardware and software components that make upcomputer systems, and how they communicate with one anotherand with other systems understand a range of ways to use technology safely, respectfully,responsibly and securely, including protecting their online identityand privacy; recognise inappropriate content, contact and conduct,and know how to report concerns understand how instructions are stored and executed within acomputer system; understand how data of various types (includingtext, sounds and pictures) can be represented and manipulateddigitally, in the form of binary digits create, reuse, revise and repurpose digital artefacts for a givenaudience, with attention to trustworthiness, design and usabilityComputingExamAutumn 1Autumn 2Spreadsheet Modelling and EvaluationExcelBuilding graphs and chartsEvaluation CPRMobile TechnologySpring 1E-CommerceSpring 2Evaluation ofspreadsheetmodelQuality ofanswers inbooklet

Gaming TechnologySummer 1Computing InteractivePython – ready for GCSESummer 2 undertake creative projects that involve selecting, using, andcombining multiple applications, preferably across a range ofdevices, to achieve challenging goals, including collecting andanalysing data and meeting the needs of known users understand a range of ways to use technology safely, respectfully,responsibly and securely, including protecting their online identityand privacy; recognise inappropriate content, contact and conduct,and know how to report concerns design, use and evaluate computational abstractions that modelthe state and behaviour of real-world problems and physicalsystems understand several key algorithms that reflect computationalthinking [for example, ones for sorting and searching]; use logicalreasoning to compare the utility of alternative algorithms for thesame problem use 2 or more programming languages, at least one of which istextual, to solve a variety of computational problems; makeappropriate use of data structures [for example, lists, tables orarrays]; design and develop modular programs that use proceduresor functionsQuality ofanswers inbookletAmount ofchallengescompleted inbooklet

Curriculum Planning 2019-2020Curriculum Area: Computer ScienceYear Group: 9Curriculum Intent: Year 9 GCSE ComputingThe three-year Computing curriculum allows pupils to develop their programming knowledge extensively. The GCSE spec does not allow much time for practicalprogramming and instead looks at the theory of coding such as algorithms. This can lead to a skills-gap when going to college, as pupils can be excellent at algorithms butstruggle to translate their theory work into practical coding.The year 9 part of the GCSE for 2 terms purely focuses on programming, developing the pupil’s love and understanding of coding. Pupils will look at developing much longerprograms with a variety of practical tasks using a range of programming elements which will not only help them in year 10 and 11 but is setting them up to succeed oncethey go into college.Pupils will use Python but in a variety of ways such as focusing on not only standard coding but also Turtle Graphics and also a term using Minecraft to really develop thepupil’s love for coding. This can also encourage pupils to develop their skills further at home.Pupils finish the year covering topic one of the GCSE – Algorithms. Pupils get much more time to look at algorithms in detail and even get time to look at practicalalgorithms such as solving a Rubik’s cube.

Half-term(orspecificweeks)Programme of LearningLinks to the National Curriculum / Specification /AdditionalAssessmentsWhat extra learningopportunities are planned?Introduction to Python10 introductory tasks into Python at GCSE levelGCSE Python conceptsDevelop their capability, creativity and knowledge in computerscience, digital media and information technology.Independentcoding tasks –creating a pieceof code that auser caninteract withUsing python at homePython with TurtleUsing Python with Turtle to create graphicson the computerChristmas coding tasksDevelop their capability, creativity and knowledge in computerscience, digital media and information technology.Quality ofindependentgraphic createdUsing python at homeCONTROLLED ASSESSMENTMinecraftLearning to code python using Minecraft, firsthalf term is learning key concepts and how to usethis. Second half term is creating an independentpiece of work using the structure of the J277programming project. This will involve a 20 hourtask in which the 5 stages of systems life cyclewill be documented in detail by each IONDevelop their capability, creativity and knowledge in computerscience, digital media and information technology.J277 Controlled Developing skills using aAssessmentraspberry pi at home.task – This is acompulsory taskand must becompleted topass the GCSEPAPER 2Topic 1 – AlgorithmsDevelop and apply their analytic, problem-solving, design, andcomputational thinking skills.Create analgorithm andAutumn 1Autumn 2SpringTermPAPER 2

explain what an algorithm is and createalgorithms to solve specific problems use sequence, selection and iteration inalgorithms use input, processing and output in algorithms express algorithms using flow diagrams andpseudocode analyse, assess and compare differentalgorithms create, name and use suitable variables use arithmetic, relational and Booleanoperators use conditional statements.PAPER 2PAPER 2Topic 2 – Iterationexplain what is meant by iteration explain the difference between definite andindefinite iteration use for loops use while loops use do until loops use nested loops analyse algorithms using trace tables use iteration when designing algorithms.code a solutionto help a taxicompanycalculate itsfares.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Create analgorithm andcode a dicegambling gamefollowing aspecification.

Curriculum Planning 2019-2020Curriculum Area: Computer ScienceYear Group: 10Curriculum Intent: Year 10 GCSE ComputingYear 10 focuses on Paper 2 of the GCSE – Computational Thinking and Algorithms. This paper focuses on topics that were traditionally taught at college level but not atGCSE – bridging the gap for pupils so they are better prepared for programming in either college or an apprenticeship. Topics included are; Algorithms, Iteration, Boolean,Data Types, Searching and Sorting Algorithms, Input and Output, Problem Solving, Binary and Hex, Programming Languages. Many of these topics have been looked at inYear 7 and 8 which means they can be focused on in more depth.

Half-term(orspecificweeks)PAPER 2PAPER 2PAPER 2Programme of LearningLinks to the National Curriculum / Specification /AdditionalAssessmentsPAPER 2Topic 3 – Boolean Logiccreate truth tables for Boolean operators draw AND, OR and NOT logic gates combine logic gates into logic circuits create truth tables for logic circuits.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Design a logiccircuit and truthtable for ahealthy drinkscompanyfactory.PAPER 2Topic 4 – Data Types and Structures explain what is meant by ‘data type’ and listsome common types use the correct data types in algorithms carry out various manipulations such as findingthe length of and slicing and concatenating‘string’ data types create and work with simple array datastructures create and work with two-dimensional arrays describe other data structures.PAPER 2Topic 5 – Searching and Sorting Algorithms explain why sorted lists are of more value thanunsorted lists describe the bubble sort, selection sort andmerge sort algorithms use these algorithms to sort lists into ascendingand descending order describe the linear and binary searchalgorithmsDevelop and apply their analytic, problem-solving, design, andcomputational thinking skills.Create analgorithm andcode a Caesarcipher thatallows a user toENCRYPT andDECRYPT amessage.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Create analgorithm andcode a 2dimensionalarray for thetop 40 charts.Then createsearchparameters toallow a user toWhat extra learningopportunities are planned?

PAPER 2PAPER 2PAPER 2 use these algorithms to search sorted andunsorted lists write code for the implementation of thesealgorithms.PAPER 2Topic 6 – Input and Output explain why user input is needed describe ways in which data input can bevalidated format outputs work with text files.PAPER 2Topic 7 – Problem Solving explain what is meant by computationalthinking explain what is meant by decomposition andabstraction and use them to solve problems create algorithms to solve problems that youhave analysed explain what is meant by top-down andbottom-up problem solving create structured programs using procedures follow the systems development cycle toanalyse problems, design and implementsolutions and test the outcomes.PAPER 2Topic 8 – Binary and Hexadecimal explain how data is represented by computersystems explain why the binary system is essential forcomputer processing convert binary numbers into denary and viceversa carry out addition, subtraction, multiplicationand division on binary numbers use left and right shifts when multiplying ordividing binary numbers by powers of 2 explain why hexadecimal numbers are usedsearch thisarray.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Create analgorithm andcode a solutionfor a usernameand passwordlog-in system.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Create analgorithm andcode a solutionthat allows auser to orderpizzas online.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Binary toHexadecimaland vice-versaminiexamination.

convert between binary, denary andhexadecimal.PAPER 2PAPER 2PAPER 2Topic 9 – Binary Representations explain how characters are represented inbinary calculate the ASCII code for any character calculate the size of a text file explain how images are represented in binary calculate the size of an image file explain how sound is represented in binary calculate the size of an audio file explain the disadvantages of large image andaudio files explain how file compression reduces the sizeof files explain the differences between lossless andlossy file compression.PAPER 2Topic 10 – Programming Languages describe the difference between low and highlevel languages explain the advantages of using high levellanguages explain how program instructions are encodedin low level languages explain why high level languages need to betranslated explain the characteristics and use of: an assembler a compiler an interpreter.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Topic 9 practicequestion miniexamination.Develop and apply their analytic, problem-solving, design, andcomputational thinking skills.Year 10 mockexamination.

Curriculum Planning 2019-2020Curriculum Area: Computer ScienceYear Group: 11Curriculum Intent: Year 11 GCSE ComputingYear 11 focuses on Paper 1 of the GCSE – Computer Systems. This focuses on topics that are more traditionally taught at GCSE within the old specification but in moredepth, again preparing pupils for college and beyond. Topics in this unit are; Hardware, Software, Networks, Security and Ethical, Legal, Cultural and Environmentalconcerns. Many of these topics have been looked at in Year 7 and 8 which means they can be focused on in more depth.

Half-term (orspecificweeks)PAPER 1PAPER 1PAPER 1Programme of LearningLinks to the National Curriculum / Specification /AdditionalAssessmentsPAPER 1Topic 11 – Computer Hardware explain what is meant by a computer system explain what is meant by an embeddedsystem describe the structure of the centralprocessing unit and the functions of itscomponents describe the fetch-decode-execute cycle explain the need for and role of multiple coresand cache and virtual memory describe secondary storage media and theadvantages and disadvantages of each.PAPER 1Topic 12 – Computer Software explain what is meant by systems software explain what is meant by an operating system describe the functions of the operating system explain what is meant by utility systemssoftware list some examples of utility systems softwareand their functions.PAPER 1Topic 13 – Networks explain what is meant by a computer networkand list the different types of networks describe the differences between client-serverand peer-to-peer networks explain the functions of the hardware neededto connect computers explain how computers communicate usingcable and microwaveUnderstand how changes in technology affect safety, includingnew ways to protect their online privacy and identity, and how toreport a range of concerns.Hardware miniexamination.Understand how changes in technology affect safety, includingnew ways to protect their online privacy and identity, and how toreport a range of concerns.Software miniexamination.Understand how changes in technology affect safety, includingnew ways to protect their online privacy and identity, and how toreport a range of concerns.Year 11 mockexamination.What extra learningopportunities areplanned?

PAPER 1PAPER 1EXAMPREPARATION describe network topologies explain how users connect to and use theinternet explain how data is transmitted acrossnetworks explain the use of protocols explain how virtual networks can be set up.PAPER 1Topic 14 – System Security describe the different strategies that criminalsuse to attack computer networks explain how people are the greatest securityrisks to networks describe the threats posed to networks explain how these threats can be identified,prevented and combatted explain the role of network policies.PAPER 1Topic 15 – Ethical, Legal, Cultural andEnvironmental Concerns investigate and discuss the following issues inrelation to the development and impact ofcomputer science technologies: environmental ethical legal cultural discuss issues of data collection and privacy describe the legislation relevant to computerscience.EXAM PREPARATIONExam prep with practice questions and mockexams ready for examUnderstand how changes in technology affect safety, includingnew ways to protect their online privacy and identity, and how toreport a range of concerns.Topic 14practicequestions.Understand how changes in technology affect safety, includingnew ways to protect their online privacy and identity, and how toreport a range of concerns.Topic 15 examquestions from15.5 – 15.11develop their capability, creativity and knowledge in computerscience, digital media and information technologyMockexaminationsdevelop and apply their analytic, problem-solving, design, andcomputational thinking skillsunderstand how changes in technology affect safety, includingnew ways to protect their online privacy and identity, and how toreport a range of concerns

worksheets create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability Spring 2 . Microbit block editor CPR design, use and evaluate computa

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