Computing

Subject Intent

At Jarrow School we believe students should follow a Computing curriculum which prepares them for the world of work. In all Key Stages students are given the opportunity to: explore, analyse and present their findings in a number of different ways and it is the intention that they become independent learners through problem solving and Computational thinking.  

Understanding how technology works and its impact on everyday life is one of the core fundamentals and students develop a range of skills across 3 key areas: Computer Science, Information Technology and Creative Media. They also develop their literacy and numeracy skills with lessons linked, where possible to other areas of the curriculum. 

We provide students with a range of different experiences and skills in KS3 which can be further focussed in KS4.

At KS3 students complete a number of different projects. Each project is differentiated to meet the needs of students with SEN and to push further those students who are gifted in the subject area. Students are provided with help sheets, step by step instructions and directed to tutorials to support them in being independent learners prior to teacher intervention taking place.  

At KS4 students are given the opportunity to study the following areas: 

Computer Science – Students think creatively, analytically and logically in order to solve a number of problems and develop an understanding of how and why things work. Each topic within the subject is scaffolded to ensure all learners are able to achieve. 

Creative Media – Throughout the subject students develop an understanding of how products are created to meet the needs of the audience; considering factors such as Mis en Scene, Typography and the use of colour. They develop a series of ideas through pre-production, production and post production and develop skills in written communication. 

Within all KS4 subject areas student progress is tracked using a robust monitoring system which enables a thorough analysis of student performance. This is used to provide students with a breakdown of what they have did well and areas they need to improve as well as providing staff with an overview of where intervention is necessary so that all students can make further progress. Students who exceed GCSE standard expectations are encouraged to complete A-Level standard work and students who are not meeting expectations are provided with materials to support them in any areas they need to improve in. 

Key Stage 3 Computing

Year 7

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Baseline Test / Secret Mission

Students will be introduced to a range of key Computer Science, ICT and Digital Literacy concepts through this project.  They will use their knowledge to complete a set of missions and save the world from an evil villain who is trying to wipe out global communication.

Web Awareness

This project will teach students how computers communicate and send data, they will then create their own website. 

Game Creation

During this project students will learn about algorithms and debugging. Using Kodu game lab students will create a game by programming characters to carry out instructions. 

 

Year 8

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Digital Imaging

During this project students will learn how computers recognise data. They will consider the ethical implications of Photoshop and will then use Photoshop to edit images.

Animation/Game Creation

During this project students will learn about algorithms and debugging. Using the Scratch programming language students will create a game by programming characters to carry out instructions.

Physical Computing

During this project students will investigate the capabilities of different programmable devices. They will create their own algorithms and use these to support them in carrying out a series of tasks via the BBC Microbit and a programmable buggy. 

 

Year 9

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Creative Media

Students will analyse an existing product taking into consideration the way in which gender has been represented and consider how different stereotypes have been portrayed. They will then plan, create and evaluate a new product.

Computer Programming

Students will write code to solve a problem using a text-based programming language.

Computer Programming Continued...

Students will write code to solve a problem using a text-based programming language.

Enterprise

During this project students will come up with their own idea for a business. They will choose a company name, come up with a range of suitable products and create a number of advertising materials to promote their business.

 

Enterprise Continued...

During this project students will come up with their own idea for a business. They will choose a company name, come up with a range of suitable products and create a number of advertising materials to promote their business.

Digital ICT

Students will investigate different user interfaces used in the real world prior to planning, developing and evaluating their own user interface for a particular purpose. 

Google Sketchup

Students will plan, develop and evaluate a number of 3D models. They will also consider the reasons why companies use 3D design software and the costs associated with creating a model to represent a real life building.

 

Key Stage 4 - Pearson's BTEC Creative Media Production 

This course offers the opportunity for students to gain an understanding of how Media products are designed to meet the needs of the audience. Students will investigate a wide range of movies, websites and magazines and then use their creative skills to create a wide range of products.

Throughout the course students will consider the following:

  • The purpose and audience of different products
  • Pre-production skills
  • Production techniques used in Media

Year 10

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Component 1 – Exploring Media products

Component 2 – Developing digital media production skills

 

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Component 2 – Developing digital media production skills

Component 3 – Responding to a brief

 

Key Stage 4 - Pearson's BTEC Digital Information Technology 

Students will explore user interfaces, discover how to develop and review them investigate how to use project planning techniques and create a dashboard to support a business looking at trends in performance over time. They will then investigate how modern IT is evolving, develop an understanding of what cyber security is and how to safeguard against it whilst also considering the legal and ethical issues in data and information sharing.

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Component 2 – Collecting, Presenting and Interpreting Data 

Component 3 – Effective Digital Working Practices

Component 2 – Collecting, Presenting and Interpreting Data

 

Key Stage 4 - Edexcel GCSE Computer Science

There’s more to Computer Science than simply programming. Computer Science is the study of how computer systems work and how they are constructed and programmed. It consists of a body of knowledge, a set of techniques/methods for solving problems, as well as practical programming skills.

Students will: understand and apply programming logic, analyse problems, consider the hardware and software which make up a computer system and solve problems using a text-based programming language.

Year 10

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Computational thinking, Programming

Data Representation, Programming

Data Representation, Computer Networks, Programming

Computer Networks, Programming

Networks & Cyber Security, Programming

Ethical & Legal Issues, Programming

 

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Systems architecture, Operating systems, Programming concepts & advanced programming concepts

Trace tables & Classification of Programming languages, Advanced programming concepts & robust programming

Methods of protecting Digital systems, Algorithms & Computational Logic, Programming

Ethical & Legal Issues, Classification of programming languages, Programming

Programming, Revision

 

Additional Curriculum Information

KS3
At KS3 students complete a number of different projects. Each project is differentiated to meet the needs of students with SEN and to push further those students who are gifted in the subject area. Students are provided with help sheets, step by step instructions and directed to tutorials to support them in being independent learners prior to teacher intervention taking place.

KS4
Within all KS4 subject areas student progress is tracked using a robust monitoring system which enables a thorough analysis of student performance. This is used to provide students with a breakdown of what they have did well and areas they need to improve as well as providing staff with an overview of where intervention is necessary so that all students can make further progress. Students who exceed GCSE standard expectations are encouraged to complete A-Level standard work and students who are not meeting expectations are provided with materials to support them in any areas they need to improve in.

Assessment – Impact

KS3
In years 7 and 8 each project is a term in length and is assessed against pre-defined assessment criteria which along with topic tests is used to give students a percentage at the end of each project. Year 9 is the same, however each project lasts ½ term for the most part. For each project there is a knowledge organiser available on the VLE. After each project students are given verbal feedback on areas they did well and how to progress further. They are then given the opportunity via in class or online challenges to improve their grades.

Computer Science
Students are assessed via a practical programming exam and a written exam. Regular assessment takes place in class via a series of topic tests and practical programming challenges so students can demonstrate their understanding. Prior to each test students are given access to a topic list online stating the topics which will appear on the exam. After each test a tracking document is completed and shared with the students showing their strengths and areas for development. Students are then set tasks to improve on any areas they need to further strengthen based on their performance in each assessment.

Digital Information Technology
Students complete in-class coursework assessments as well as a written exam set externally by the exam board. These are graded using exam set frameworks which are tiered to meet the needs of all learners. Prior to each test students are given access to a topic list online stating the topics which will appear on the exam. After each test a tracking document is completed and shared with the students showing their strengths and areas for development. Students are then set tasks to improve on any areas they need to further strengthen based on their performance in each assessment. 

Creative Media
Students complete a practical exam and two in-class coursework assessments. Assessment takes place using exam set frameworks which are tiered to meet the needs of all learners. Verbal feedback is given to students during in class workshops detailing what they have done well and any areas for development.

Homework

KS3
Students are set homework to complete once every term. This homework will be based on what students have previously studied as part of retrieval practice or based on topics they are yet to complete as a form of pre-assessment to check prior knowledge.

KS4
Students are set homework at regular intervals throughout the delivery of each topic, this generally consists of a wide range of exam questions so students can practice and prepare for their final assessments. Each piece of homework is marked against exam board set criteria.

Beyond the curriculum

At both Key-stages each SOW has careers links embedded so students are aware of what they are doing, why they are doing it and what opportunities the subject can lead to once they leave school. Links with businesses are being established to provide students with experiences from the world of work.

App Club – Students are given the opportunity to develop their programming and APP design skills by creating an APP suitable for people within the local area.

Enterprise Club – Students are given the opportunity to develop their skills and knowledge of what it takes in order to be successful in starting up their own business.

Literacy & Subject Specific Vocabulary

Students are encouraged to read new material in preparation of new topics.

Throughout each lesson students are encouraged to read back their written work, either to their peer or to the rest of the class to promote both active reading and to encourage them to proof read and check for any errors.

As every new topic is introduced, at both key-stages, students are introduced to the key words they will cover. Teachers make regular reference to these key words throughout the delivery of each topic.

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

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Jarrow School
Field Terrace
Jarrow
Tyne & Wear
NE32 5PR

Email: info@jarrowschool.com
Tel: 0191 4283200
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