Computing

Head of Subject: Mr S Hughes

In Years 7, 8 and 9 students are taught Computer Science in mixed ability classes for 1 hour a week. Assessments are completed every half term to track and monitor the progress of students in each subject. Feedback is provided to students in terms of the skills they are working towards or have mastered. Targets for further improvement are then shared with students.

At Key Stage 4 students study Computer Science as a GCSE and this is a subject that is counted towards the English Baccalaureate. Students that opt to take Computer Science in Key Stage 4 have 3 hours a week and are working towards one GCSE qualification. They follow the AQA 2016 syllabus (8520). They will be awarded a grade 1-9 following their GCSE examinations in the summer of Year 11. Assessments to track progress are set regularly throughout each half term. With feedback being related to GCSE criteria to highlight areas of strength and development throughout the course.

Throughout their time at Kirkby High School, students are taught the following key skills:

  • Fundamentals of algorithms
  • Programming
  • Fundamentals of data representation
  • Computer systems
  • Fundamentals of computer networks
  • Fundamentals of cyber security
  • Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy
  • Aspects of software development

 

At Key Stage 4 we also offer Cambridge Nationals in Creative iMedia, which are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment. They’re industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities.

Throughout their time at Kirkby High School, students will study the following units:

  • R081 – Pre-Production Skills
  • R082 – Creating Digital Graphics
  • R083 – Creating 2D and 3D Characters
  • R085 – Creating a Multipage Website

 


Overview of the Computing Curriculum

The topics students cover throughout Key Stage 3 and Key Stage 4 are outlined in the table below:

Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
7 Introduction, E-Safety & Binary

  • ·Baseline assessment
  • ·Intro to network
  • ·Basics of a network
  • ·Staying safe when using social media
  • ·What is Cyber Bullying?
  • ·Binary/denary conversions
  • ·Control technology

 

 

 

Control Systems with Flowol

  • ·Identify everyday situations where computer control is used
  • ·Identify common types of sensors used by control systems
  • ·Identify control flowchart symbols and understand how they are used to break down problems
  • ·Produce flowchart-based solutions for control systems that include sequences and loops
SCRATCH Programming 

  • ·Learn how to draw algorithms to plan code
  • ·Create loops, If…Then…Else statements
  • ·Use variables effectively
  • ·Broadcast messages
  • ·Create games

 

First Steps in Small BASIC 

  • ·Write and run programs in Small Basic using For…EndFor loops, variables, input output and selection statements
  • ·Identify and correct syntax errors in a program
  • ·Use variables effectively
  • ·Use the graphics window
Pivot Stick Animation

  • ·Utilise a background to create interaction with a stick figure
  • ·Seek feedback to develop their animation
  • ·Provide constructive feedback to help others improve their work
  • ·Create a professional frame by frame animation

 

Coding with BBC Micro Bits

  • ·Program display messages for an LED array
  • ·Program sensors to give feedback to environmental conditions
  • ·Program input devices on the BBC Micro Bit
  • ·Apply learnt programming skills to create a useful program

 

8 Technology

  • Describe the difference between hardware and software
  • Identify several pieces of hardware for each category
  • Perform internet research into other input devices
  • Understand the difference between applications software, operating system software and utilities software and identify a few different software names which would appear in each group
  • Identify key people and explain what they did to help in the development of computers
  • Know the difference between the terms “internet” and “world wide web”
  • Explain what is meant by the term “cloud computing” and identify some advantages and disadvantages of using cloud technology

 

 

Games Programming

  • Explain the difference between a forever and repeat function and create code in Scratch confidently
  • Nest functions by putting one script block inside another script block
  • Use an If statement to make decisions.
  • Create a game

 

 

Fair Cop Database 

  • Understand the term relational database and flat-file database
  • Select suitable field sizes for all text fields and understand how data in a table and a form are linked together
  • Identify the primary key in tables. Create and format reports
  • Create queries using multiple criteria and logical operators
  • Use a database to solve questions and create suitable forms and reports
  • Add buttons to a form to aid user navigation

 

 

Understanding Computers 

  • Distinguish between hardware and software
  • Give examples of computer hardware and software
  • Draw a block diagram showing CPU, input, output and storage devices
  • Name different types of permanent storage device
  • Suggest appropriate input and output devices for a simple scenario
  • Explain what RAM and ROM are used for
  • Show how numbers and text can be represented in binary
  • Perform simple binary arithmetic
  • Explain how characters are encoded using the ASCII system
  • Use an ASCII reference chart to convert a character into binary and its decimal equivalent
  • Describe briefly how data is stored
  • State strengths and weaknesses of different storage devices
  • Explain the impact of future technologies

 

Introduction to Python

  • Run simple Python programs in Interactive and Script mode
  • Write pseudocode to outline the steps in an algorithm prior to coding
  • Correctly use different variable types (e.g. integer and floating point), assignment statements, arithmetic operators
  • Distinguish between syntax and logic errors and be able to find and correct both types of error
  • Write programs using different types of data (e.g. strings and integers)
  • Use relational operators to control the order in which program statements are executed and in what order (if and while statements)
  • Use comments to document their programs and explain how they work
  • Write an error-free, well-documented program involving selection and iteration, but with some help given

 

Sound Effect Story

  • Understand how sound effects are used to enhance the animation
  • Decide on the sound effects which would be needed to make the story interesting
  • Trim clips and apply special effects as necessary to create a high quality sound story
  • Identify what makes a good sound clip and give constructive criticism of others’ work
  • Work with others to ensure that all the sounds and narration are of the highest quality possible

 

9 Networks

  • State that the Internet is a wide area network and the world wide web is part of the Internet
  • Give examples of LANs and WANs
  • State three different network topologies
  • Design a simple network layout
  • Identify some of the extra hardware components used in a LAN
  • Compare the uses of peer-to-peer networks and client-server networks
  • State the advantages and disadvantages of different network topologies
  • Design a network layout for their school, using icons to represent server, hub, switch, router, Internet, workstation, printer
  • Explain the basic principle of packet switching
  • Define the meaning of the terms “domain name”, http protocol
  • Describe what is meant by a client-server network and state some of its advantages
  • State why some transmissions are encrypted, and use a simple algorithm to encrypt and decrypt a message
  • Explain the meaning and significance of bandwidth
  • Explain what is meant by buffering and why it is used
  • Describe the concept of cloud computing and some of the benefits it brings to individuals and organisations

 

HTML & Website Development

  • Use a design to create a template for a web page using HTML
  • Use the template to design a multi-page website with a consistent look and feel to each page
  • Create a navigation system using HTML
  • Use HTML and CSS to create their web page template
  • Write CSS code to define the styles of different parts of a web page
  • Create their own multi-page
  • website
  • Insert text, images and links on their web pages
  • Use a range of HTML tags to create well laid out web pages
  • Use responsive design techniques in creating their website so that the web pages will adapt to any size of screen
  • Add enhancements or additional features to the original basic design
  • Create a simple web form to collect user data
  • Construct a good-looking, well-formatted interactive website that is suitable for its intended audience

 

 

Modelling in Small BASIC 

  • Write and run a program in Small Basic
  • Find and correct syntax errors in a program
  • Divide up a list of tasks into discrete subtasks which could be written as subroutines
  • Name some applications of modelling
  • Name some of the relevant factors and measurements involved in a  model
  • Run and record results from the model
  • Write a program involving random number generation to find the answer to a question, e.g. the chances of throwing a double six when rolling two dice
  • Use comparison operators =, >, <, >=, <=, <>
  • Use Logical operators And and Or
  • Use a While loop and a For loop in a program
  • Explain what is meant by a modular program
  • Write a simple program involving at least two subroutines
  • Describe some different types of computer model; e.g. models used by an interior designer, models to play a game or simulate a fantasy world, models of the environment, business models, etc. Explain the purpose and advantages of using a computer model
  • Explain the limitations of a model
  • Amend a model to make it perform better

 

App Inventor 

  • Design, create and debug modular programs
  • Understands the difference between, and appropriately uses different paths If then else, Case select
  • Uses variable and relational operators within a loop to govern termination
  • Can improve a UI based on feedback (e.g. peer or tutor input)

 

 

Database Development• Give examples of databases used by organisations which are accessible to the public via the Internet• State the purpose of a primary key in a database

• Create a database table using several fields with different data types

• Create the relationship between two linked tables

  • Create a basic input form to input data

• Add features to an input form to make it more user-friendly

• Query the database using more than one criterion to find answers to user queries

  • Create a basic report with suitable headings

• Create a front-end application menu with buttons linking to a form and a report

• Fully customise their input forms and reports

• Create a complex query which uses two tables in a relational database

• Create a report which uses data from linked tables

• Edit a report structure and add subtotals and/or a total to the report

Animation for Websites• Bend lines and convert an object to a symbol• Apply a motion tween to make an object move

• Add additional layers and stagger the start of some parts of the animation

• Build in pauses into an animation to make it easier to understand

  • Alter image size and rotate images

• Add a timeline effect

• Create a good animation which is suitable for the purpose and target audience

10 Computer ScienceComputer SystemsThe unit is subdivided into six learning hours spread across six lessons, plus a test. It is a theoretical unit covering Section 3 of the AQA Computer Science specification.The lessons in this unit cover:

  • Boolean logic
  • Application and system software
  • Systems architecture
  • The CPU and the Fetch-Execute cycle
  • Memory
  • Secondary storage

 

Creative iMedia

R085 – Creating a Multipage Website

This unit builds on units R081 and R082 and learners will be able to apply skills, knowledge and understanding gained in those units. Multipage websites are the basis of internet content and are therefore used extensively in the creative digital media sector, whether for mobile phones or computers in all their forms.

This unit will enable learners to understand the basics of creating multipage websites. It will enable learners to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website. It will allow them to interpret a client brief and to use planning and preparation techniques when developing a multipage website. On completion of this unit, learners will be able to explore and understand the different properties, purposes and features of multipage websites, plan and create a multipage website and review the final website against a specific brief.

Computer ScienceCyber SecurityThe unit is subdivided into four learning hours spread across four lessons, plus a test. It is a theoretical unit covering Section 3.6 of the AQA GCSE (9-1) 8520 Computer Science specification. Each lesson contains a worksheet to be done in class to consolidate students’ knowledge and understanding, as well as a homework sheet to give them plenty of practice in answering exam-type questions.Each of the lessons covers different aspects of cyber security threats and security issues, and methods to detect and prevent these threats.

At the end of the unit, students sit an assessment test comprising questions similar to those found on the AQA exam paper.

 

Creative iMedia

R085 – Creating a Multipage Website

This unit builds on units R081 and R082 and learners will be able to apply skills, knowledge and understanding gained in those units. Multipage websites are the basis of internet content and are therefore used extensively in the creative digital media sector, whether for mobile phones or computers in all their forms.

This unit will enable learners to understand the basics of creating multipage websites. It will enable learners to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website. It will allow them to interpret a client brief and to use planning and preparation techniques when developing a multipage website. On completion of this unit, learners will be able to explore and understand the different properties, purposes and features of multipage websites, plan and create a multipage website and review the final website against a specific brief.

Computer ScienceImpacts of Digital TechnologyThe unit is subdivided into three learning hours and an end-of-unit assessment spread across four lessons. It covers Section 3.7 of the AQA 8520 Specification for GCSE Computer Science.  Different computer technologies and applications and the ethical, environmental and legal considerations surrounding them and discussed. Issues of privacy are also covered. 

Creative iMedia

R083 – Creating 2D and 3D Characters

This unit builds on units R081 and R082 and learners will be able to apply the skills, knowledge, and understanding gained in those units. From film and television to computer gaming, the central digital characters are the foundations that whole projects are built on in the creative and digital media sector. This unit will enable learners to understand the basics of character modelling for the digital media sector. It will develop their knowledge of where 2D and 3D digital characters are used in the media industry, be that television, fi lm, web applications or computer gaming. It will develop their understanding of how to interpret a client brief, the planning and preparation techniques that form part of the design process as well as the actual creation of a digital character. On completion of this unit, learners will be able to understand the software used for, and the properties of, 2D and 3D digital characters, plan an original 2D or 3D digital character, create and test a digital character using software and review a digital character against a specific brief.

Computer ScienceNetworksThe unit is subdivided into five learning hours spread across five lessons, including a test. It is a theoretical unit covering Section 3.5 of the AQA GCSE 8520 Computing specification. Each lesson contains a worksheet to be done in class to consolidate students’ knowledge and understanding, as well as a homework sheet to give them plenty of practice in answering exam-type questions.The unit begins by outlining the different types and layouts of networks, including LANs, WANS, WLANs and PANs. Some of the issues of networking are explained, including the types of hardware required, with practical exercises to help underline understanding. The lessons move on to look at how common protocols and the concept of layers help networks to function smoothly. Security is another important concept, with a look at different ways our networks can be made more secure.

At the end of the unit, students sit an assessment test comprising questions similar to those found on the AQA exam paper.

 

 

Creative iMedia

R083 – Creating 2D and 3D Characters

This unit builds on units R081 and R082 and learners will be able to apply the skills, knowledge, and understanding gained in those units. From film and television to computer gaming, the central digital characters are the foundations that whole projects are built on in the creative and digital media sector. This unit will enable learners to understand the basics of character modelling for the digital media sector. It will develop their knowledge of where 2D and 3D digital characters are used in the media industry, be that television, fi lm, web applications or computer gaming. It will develop their understanding of how to interpret a client brief, the planning and preparation techniques that form part of the design process as well as the actual creation of a digital character. On completion of this unit, learners will be able to understand the software used for, and the properties of, 2D and 3D digital characters, plan an original 2D or 3D digital character, create and test a digital character using software and review a digital character against a specific brief.

Computer ScienceData RepresentationThe unit is subdivided into six learning hours plus an end-of-unit assessment spread across seven lessons. It is a theoretical unit covering the latest AQA Computer Science specification 8520. The conversion of integers from denary to binary is covered in the first lesson, together with the binary addition of three numbers and binary shifts. In subsequent lessons, the use of hexadecimal numbers and character encoding is described with practical programming exercises to reinforce understanding. Representation of images and sound are covered in two separate lessons with a final lesson covering lossy compression techniques used for images, sound, video, and lossless techniques such as RLE and Huffman encoding. In the final lesson students sit an assessment test comprising questions similar to those found on the GCSE exam paper. 

Creative iMedia

R081 – Pre Production Skills

This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.

Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application.

On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents.

Computer ScienceProgramming Part AThe unit is subdivided into five lessons, plus a test. It covers the AQA GCSE (9-1) Computer Science specification 8520, Sections 3.2.1 (except subroutines, covered in Unit 2B) to 3.2.9. The first lesson in the unit covers data types and arithmetic operations. Sequence, selection and iteration are covered in the next two lessons, followed by a lesson on arrays and records, with a final lesson on reading from and writing to a text file.Although the lessons can be delivered without students having to use computers, they will benefit from translating their pseudocode solutions to program code and testing them. All the worksheets contain exercises which provide opportunities for practical programming in the language of choice. Sample solutions are provided in Python to many exercises.

 

Creative iMedia

R081 – Pre Production Skills

This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.

Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application.

On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents.

11 Computer ScienceAlgorithmsThe unit is subdivided into six lessons, plus a test. It is a theoretical unit covering all of Section 3.1 of the AQA GCSE (9-1) Computer Science specification 8520. The first lesson in the unit covers algorithms, decomposition and abstraction. Flowcharts and pseudocode are covered in the next two lessons, followed by lessons on searching, explaining the binary and linear searching methods, and sorting (bubble and merge sorts). 

Creative iMedia

R082 – Creating Digital Graphics

This unit builds on unit R081 and learners will be able to apply the skills, knowledge and understanding gained in that unit and vice versa. Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

Computer ScienceProgramming Part BThe unit is subdivided into five lessons plus a final assessment test. It covers the theoretical aspects of programming in the AQA GCSE Computer Science specification, 8520, Sections 3.2.10 to 3.2.13.  It is designed to give students the knowledge and skills that they will need to tackle exam questions on this topic.  Ample practice in understanding and designing algorithms written in pseudocode, debugging and testing is given in worksheets and homework. The unit is independent of any particular programming language but a basic knowledge and practical experience of programming in a language such as Python, Delphi or Small Basic is assumed, and practical sessions in programming should accompany these lessons. 

Creative iMedia

R082 – Creating Digital Graphics

This unit builds on unit R081 and learners will be able to apply the skills, knowledge and understanding gained in that unit and vice versa. Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

Computer ScienceNon Exam AssessmentThe task will comprise of a single project which can be undertaken in a period totalling 20 hours. When completing the task, students must work independently and produce a unique piece of work.Students must program in one of the high-level programming languages available for use in that year’s

NEA task.

The completed task will generate a:

• program designed, written, tested and refined by the student

•written report.

Each student must produce their own report, in either hard copy or electronic format

 

Creative iMedia

R082 – Creating Digital Graphics

This unit builds on unit R081 and learners will be able to apply the skills, knowledge and understanding gained in that unit and vice versa. Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

Computer ScienceWritten Exam RevisionPaper 1: Computational thinking and problem solving. Pupils will revise for the Paper 1 exam covering the following topics:1 Fundamentals of algorithms

2 Programming

3 Fundamentals of data representation

4 Computer systems

 

Creative iMedia

R081 – Pre Production Skills

This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.

Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application.

On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents.

Computer ScienceWritten Exam RevisionPaper 2: Writtenassessment

Pupils will revise for the Paper 2 exam covering the following topics:

3 Fundamentals of data representation

4 Computer systems

5 Fundamentals of computer networks

6 Fundamentals of cyber security

7 Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy

 

Creative iMedia

R081 – Pre Production Skills

This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.

Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application.

On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents.

 

AQA Computer Science

Specification code 8520

Link to Specification

 

OCR Cambridge Nationals in Creative iMedia

Specification code

Link to Specification

 

Additional Information

Extra-curricular activities available:

  • Minecraft Club
  • Revision sessions Tuesday – Thursday after school
  • Homework support Monday – Friday Lunch & Tuesday – Thursday after school
  • New York Trip
  • Bletchley Park

Teaching Staff

Mr S Hughes Head of Faculty
Mrs E Carroll Teacher of ICT