Computing Curriculum booklet www.bba.bristol.sch.uk enquiries: info@bba.bristol.sch.uk Tel: 0117 3772700 fax: 0117 3772701 Speedwell Road, Bristol, BS15 1NU
IT is all around us and is embedded in everything we do. During your IT lessons at BBA you will learn how to become masterful users of IT and investigate how these technologies work. You will also learn about computational thinking a transferrable problem solving skill set that can be used in any scenario. Key stage 3 (KS3) Throughout years 7, 8 and 9 all students study Information Technology, Digital Literacy and Computer Science with each unit of work typically broken down into 6 lessons. Year 7 Year 8 Year 9 Term 1 Baseline test / Computer Driving License / Searching the web Hardware (CPU, Memory, input / output, data representation, logic circuits) / Software Networks IT DL IT CS DL CS IT Term 2 Office documents and the cloud The Internet & networks (Will include legal, ethical & social issues) Databases (Will include legal, ethical & social issues) IT DL CS DL CS IT Term 3 E-Safety / Digital citizen project. (Will include legal, ethical & social issues) Revision / Yr 8 exam (week 2) Programming using Kodu. Revision / Yr 9 exam (week 5) Programming in Python Part 1 IT DL CS IT CS Term 4 Computing History / Hardware (what is a computer system) Programming using Kodu. Programming in Python Part 2 CS DL CS IT CS Term 5 Problem solving / Algorithms / code.org Web development HTML / CSS Spreadsheets CS DL IT CS IT CS DL
Term 6 Revision / Yr 7 exam (week 4) Revision / Yr 8 exam (week 5). Revision / Yr 9 exam (week 2). 4 week independent project. CS DL IT CS DL IT DL Assessment Assessment at Key stage 3 is by both written and practical examination and teacher assessment using the Assessing Pupils Progress statements. One major piece of work per term is assessed and feedback is shared with students. Students are then given the opportunity to improve upon their work. Outlined below is a curriculum map for KS3:
Introduction to coding through Scratch (Y7 & Y8) Programming through Kodu ( Y8) Programming in Python (part 1) (Y9) Programming in Python (part 2) (Y9) Hardware /Memory/Input/Output, data representation/logic circuits/software (Y8) Web development (HTML/CSS) (Y8) Networks (Y9) Database Development ( Y9) Esafety/Digital Citizen Project (Y7) The Internet & networks (Y8) Spreadsheet Modelling (Y9) Office Documents and the cloud (Y7) Problem Solving/Algorithms/code.org(Y7) National Curriculum Requirements/Unit s where it is covered Design, use and evaluate computational abstractions that model the state and behaviour of realworld problems and physical systems. Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem. * * * * *
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions. Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal. Understand the hardware and software components that make up computer systems, and how they communicate * * * * * * * * * *
with one another and with other systems. Understand how instructions are stored and executed within a computer system; Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits. Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users. Create, re-use, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, * * * * * *
design and usability. Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. * *
KS4 Choose from the following options: GCSE Computing i-gcse in ICT Cambridge Nationals in ICT GCSE Computing: Exam board: OCR Gives learners a real, in-depth understanding of how computer technology works. Provides excellent preparation for higher study and employment in Computer Science. Develop critical thinking, analysis and problem-solving skills. Assessment: A451 Theory exam written paper 40% of overall grade. A452 Controlled assessment - Practical investigation. 30% of overall grade. A453 Controlled assessment: - Programming project. 30% of overall grade. Next steps: A-level Computing or any other A-levels that involve problem solving. BSc in Computer Science or other computer related fields. Possible careers: Computer science is seen as a rigorous academic discipline. The skills developed in computer science are transferrable and could be used in any chosen career path. If you have a keen interest in computers and programming potential careers could be: Web Developer IT Systems Analyst Software Developer Network Optimisation Engineer Network Support Engineer Computer Science Teacher
IT Consultant Software Engineer Sales & Marketing Executive Information Analyst Graduate Management Trainee IT Implementation Support Analyst IT Help Desk Supervisor Business Analyst Assistant Project Planner Enterprise Risk Consultant Data Analyst Programmer Founder of start-up Self Employed For more information please visit: http://www.ocr.org.uk/qualifications/gcse-computing-j275-from- 2012/ i-gcse in ICT: Exam board: University of Cambridge International Examinations Units 1-7 are theory based. The theory based units cover such aspects as: Hardware Software operating systems storage devices and media computer networks data types the effects of using ICT. Units 8-16 cover aspects such as: website authoring, effective document production presentations databases modelling with spread sheets. Assessment: You will be assessed on this course through two practical controlled assessments worth 60% of the overall grade. There is also one theory paper worth 40% of the over grade.
Next steps: A-Level ICT Possible Careers: ICT is an integral part of any industry so the knowledge here can be useful to almost any job type. The experience gained in this course may shape your career aspirations and allow you to specialise in an aspect of ICT e.g. animation. For more information please visit: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/s ubject?assdef_id=969 Cambridge Nationals (Vocational): Exam board: OCR The course is designed to allow you to make decisions about ICT can solve real life problems so that you can carry these skills forward into further education or the workplace. Unit 1 covers topics such as How ICT can be used to meet business needs where you will be looking at what computer systems may be appropriate for different users. Unit 2 looks at how ICT can be used to create business solutions and covers topics such as: creating business documents effective use of email research skills. Unit 5 and 7 are internally assessed pieces of coursework where you will be creating a promotional video and interactive media for a particular purpose. Assessment: You will be assessed on this course through one exam, 1 controlled assessment and two pieces of coursework. Next steps: You can continue studying this subject at post 16. It is an excellent foundation to Cambridge Technical Level 3 qualification. Possible Careers: This course is an excellent foundation for students as the ICT skills are transferable to the workplace.