Computing/ICT

Staffing

Mr W Maddock - Head of Computing, ICT & Business: maddockw@maghullhigh.com

Miss P Redmond - Teacher of Computing, ICT & Business: redmondp@maghullhigh.com

Ms D Ouko - Teacher of Computing, ICT & Business: oukod@maghullhigh.com

Mrs J Aspinall - Teacher of Computing, ICT & Business: aspinallj@maghullhigh.com

Intent

Computers are now part of everyday life and, for most of us, technology is essential to our lives, at home and at work. ‘Computational thinking’ is a skill that all pupils must learn if they are to be ready for the workplace and able to participate effectively in the digital world. The curriculum for computing, with computer science at its heart, has been developed to equip students in Maghull High School with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through the programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, they will develop their ideas using technology, and create a range of digital content. 

The Royal Society has identified three distinct strands within computing, each of which is complementary to the others: computer science (CS), information technology (IT) and digital literacy (DL). Each component is essential in preparing pupils to thrive in an increasingly digital 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 booklet.

Pupils learn more when they write about a topic than when they read about it, especially if they know that you, and perhaps others, will be reading what they write. It seems likely that this is true of every aspect of computing.

  • Pupils will learn computer science more effectively by writing programs and creating theory questions to teach others. 
  • Pupils will learn to use information technology more effectively if they’re doing something creative, such as making a presentation, website or video, especially if this is to be shown to others. 
  • Pupils will develop a richer digital literacy if they document what they know and learn for others through blog posts, audio recordings or screencasts.

When teaching the computing curriculum, look for practical, creative projects for pupils to work on individually or in groups, ideally bringing together computer science, information technology and digital literacy topics. Also, look for a real audience for pupils’ work, whether they’re presenting to one another, writing for a public blog, creating software or digital content for younger pupils, or planning to upload their work for others to see. It is tempting to use computers for almost everything in computing lessons. However, providing activities such as role-play and creative writing, and using pencil and paper, can help clarify topics that can later be reinforced through computer use. For example, you could act out a binary search. The pupils can then discuss the algorithm used and try to implement it.

It is the aim of the department to enable students to develop skills and knowledge in computer science and digital technologies to prepare them for a future in a world where the use of this technology is fully embodied.   We wish to enthuse students to have an understanding far deeper than the interface that they currently operate.  We aim to enable students to develop a love of learning for the subject and an understanding that there are no limits to their own development in programming and IT. 

What are the key concepts that have to be mastered for pupils to be successful in this subject?

1.Algorithms

2.Programing and Development

3.Data and Data Representation

4.Hardware and Processing

5.Communication and Networks

6.Graphics and Graphical Design

Key Stage 3

In Years 7-9, we prepare students for a digital life and ensure we cover the 3 main strands of the computer studies curriculum – creative, technical and digital literacy. It is important for pupils to learn the key skills and then build on them as they progress through the years. It is important to the department that everything we teaches helps to expand the experiences of our students.

Pupils will learn about:

Year 7 - E-safety Game Design, Hardware, Software, Networking, Internet, Web Design, Data Modelling

Year 8 – E-safety, Animations, Multimedia Production, Algorithms, Coding for Websites, Text Based Programming

Year 9 – E-safety, User Interface design, algorithm and programming, Data representation, Digital Skills 

Scheme of Work Overview:

Year 7    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 8    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 9    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Key Stage 4

In Years 10 and 11, students have to opportunity to choose to study a qualification in both ICT and Computer Science. Each of the courses we offer are carefully considered to ensure they provide the students with the best possible experience and the balanced skills need to succeed after completion. Currently we offer the GCSE Computer Science and the BTEC Tech Award in Digital Information Technology for students opting for ICT.

ICT – BTEC Tech Award in Digital Information Technology

The Pearson BTEC Level 1/Level 2 Tech Award in Digital Information Technology, is for learners who want to develop technical knowledge and skills through vocational contexts. This means you will be creating solutions to problems using a variety of skills and software. The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. You will be studying all aspects of IT such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data. You will also be taught about the iterative design process, cyber security, and virtual teams, legal and ethical codes of conduct.

What will I Study?

The course is made up of three components, two of which are internally marked (coursework) and one component which is externally marked (exam). Your internally marked work will be marked by your teacher and then checked by an external moderator. Each of the coursework components are worth 30% of the final grade and the exam is 40% of the final grade.

Component 1: Exploring User Interface Design Principles and Project Planning Techniques – Internal Assessment (GLH 36)

Component 2: Collecting, Presenting and Interpreting Data – Internal Assessment (GLH 36)

Component 3: Effective Digital Working Practices – External Assessment (GLH 48)

How am I graded?

Grading is done using Pass, Merit, Distinction and Distinction* - where the grade is level 1 means it is below the equivalent grade 4 and level 2is equivalent to grade 4 or higher

 

Scheme of Work Overview:

Year 10    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 11    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

 

Computer Science – GCSE OCR

Do you want to future proof your skills? Do you like to learn new things and be challenged? Then think about Computer Science. If you enjoy problem solving, and you are interested in learning to create programs and apps, this is the course for you. Many aspects of computer science involve similar skills and understanding to           mathematics, so ideally you will be someone who enjoys and has a good ability in maths. 

What will I Study?

In OCR GCSE Computer Science you will learn how a computer system works, and how it is constructed and programmed to follow instructions. You will learn how to code in a real world language and make your own programs to solve problems. The qualification has a real focus on computational thinking, helping you to develop the skills to solve problems and design systems that do so.  Some of the topics you will cover are: Programming Languages; Algorithms; Binary and hexadecimal; Problem Solving; Computer hardware; Computer Software; Networks; System Security; Ethical, Cultural and Environmental Concerns

J276/01: External exam Computer Systems (50%)

J276/02:  External exam Computational thinking, algorithms and programming (50%)

J276/03/04: Programming project

How am I graded?

Grading is done using the new 1-9 system with grade 8 and 9 the equivalent to the old A* and grade 4 the equivalent to the old grade C.

 

Scheme of Work Overview:

Year 10    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 11    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

 

Key Stage 5

In Years 12 and 13, students have to opportunity to choose to study a qualification in ICT and Computer Science. Each of the course we offer are carefully considered to ensure they provide the students with the best possible experience and the balanced skills to succeed after completion. Currently we offer the BTEC National Certificate in Information Technology for students opting for ICT and GCE Computer Science for students who opt for that. 

 

ICT – BTEC National Certificate in Information Technology

This qualification is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information, alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in IT.

What will I Study?

The course is made up of four units, two of which are internally marked (coursework) one of them is mandatory while the other unit can be chosen from two optional units. The two externally assessed units are made up of an exam and a controlled assessment. Your internally marked work will be marked by your teacher and then checked by an external moderator.

Unit 1: Information Technology Systems – Exam (GLH 120)

Unit 2: Creating Systems to Manage Information – Controlled Assessment (GLH 90)

Unit 3: Using Social Media in Business – Internal Assessment (GLH 90)

Option Units – 1 of the 2 below units

Unit 5: Data Modelling – Internal Assessment (GLH 60)

Unit 6: Website Development – Internal Assessment (GLH 60)

How am I graded?

Grading is done using Pass, Merit, Distinction and Distinction* 

 

Scheme of Work Overview:

Year 12    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 13    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

 

Computer Science – A Level OCR

Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real-world systems. It’s an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism. The aims of this qualification are to enable learners to develop: An understanding and ability to apply the fundamental principles and concepts of computer science, including: abstraction, decomposition, logic, algorithms and data representation; The ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so; The capacity to think creatively, innovatively, analytically, logically and critically; The capacity to see relationships between different aspects of computer science.

What will I Study?

Learners must take three components (01, 02 and 03) to be awarded the OCR A Level in Computer Science. In component 01 the learners will cover, The characteristics of contemporary processors input, output and storage devices; Software and software development; Exchanging data; Data types, data structures and algorithms; Legal, moral, cultural and ethical issues. In component 02 the learners will cover, Elements of computational thinking; Problem solving and programming; Algorithms to solve problems and standard algorithms. For component 03 the learner will choose a computing problem to work through according to the guidance in the specification. To complete the project, the learners will need to complete 4 sections, Analysis of the problem; Design of the solution; Developing the solution; Evaluation

H446/01: Computer Systems – Exam 140 Marks (40%)

H446/02: Algorithms and programming – Exam 140 Marks (40%)

H446/03: Programming project – NEA 70 Marks (20%)

How am I graded?

Grading is done using the A-E system.

 

Scheme of Work Overview:

Year 12    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

Year 13    Autumn 1    Autumn 2    Spring 1    Spring 2    Summer 1    Summer 2

 

Cultural Capital

Computing and ICT department contributes to the development of pupil cultural capital through the provision of:

E- safety lessons and taking part in E-safety week

Discussion and lessons focusing on legal, ethical, social and environmental issues

University days

Career days

Coding club

Competitions

 

An Equitable Curriculum - Removing Barriers to Learning

Pupils are supported using a range of quality first teaching techniques and differentiated work and resources along with this computing classrooms allow for a range of bespoke adaptions with some listed below

The digital divide - Pupils come from a range of backgrounds, with access to digital technology influenced by social, cultural and economic factors. Computing can be used as a vehicle for social mobility, with those who excel in the subject being in high demand across large parts of the economy. When selecting resources and technologies to deliver computing, we must take care to ensure that all pupils have the opportunity to study outside the classroom and become independent learners. Ways we provide access include running after-school clubs, having computers and software in study areas, and using licensing agreements or open source software so that resources can be used at home.

Assistive technology Computing can be made accessible to pupils with special educational needs or disabilities (SEND) through the use of assistive technologies, including hardware and software. Examples include adapted mice or keyboards, Braille displays, screen readers and adjusted system settings for dyslexia. These technologies can also be applied to other subjects, allowing access across the curriculum. When pupils are designing digital artefacts they should consider building in support for SEND users, for example through the use of colour schemes, layouts and support for screen readers.

English as an additional language - Computing offers a range of tools for EAL pupils. Many software products and websites used in the classroom have in-built internationalisation settings to allow pupils to use them in their first language. Machine translation of documents and websites may also be used, although the accuracy of translation cannot be relied upon.

Additional use of industry standard software where possible in SOW

After-school sessions to make facilities available for students

Use of career pathways on displays and in lesson

Practical application of theory

 

Extra-Curricular

A Computer Club runs each Friday Lunchtime, and while this is run by staff members the focus is on independent learning and exploration.

Each year the department looks for new and recurring opportunities for the students have experiences outside of the curriculum and this has taken the form of visits, national competitions, visiting workshops and talks from professionals

 

For more information regarding the computing and ICT curriculum please contact Mr W Maddock (Head of Computing, ICT & Business) maddockw@maghullhigh.com

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