Computing and Computer Science
The young people of today are immersed with technology and it should be our job as educators to show the pupils how it works, how it links to their own personal experience and what the considerations should be for themselves and others. This is because we have the obligation not only to teach the pupil about computing, but also to develop the pupils into good, balanced citizens of the online community whose actions are modelled by the Cardinal Virtues. The use of personal experience during our teaching is a recurring theme as it is important in reminding pupils that they use computing as a part of their everyday life. It is a subject that they need to know about.
It is extremely important first and foremost that the curriculum we have created covers each aspect of the national curriculum but also that it develops the pupils to be confident and consistent in their application of knowledge to computing situations. By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the national curriculum programme of study. However, it should be understood that the pupils will only receive one lesson of computing per week at key stage 3 and so we have selected topics based upon those concepts that are fundamental and allow the pupils to gain a deeper understanding through repeated encounters rather than sacrificing quality and depth at the expense of understanding. As pupils progress, their understanding, confidence and skill-level will grow and the scheme will help them extend and deepen this knowledge of computing and to encourage them to opt to continue their studies within computer science.
Aims
The national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.
Subject content
Pupils should be able to solve problems by confidently creating algorithms for a range of situations and be able to write computer programs for these algorithms. They should know how a computer uses binary logic to store data, the components used within a computer system and how they interact with one another and the user. They should understand how a computer works and completes instructions given by the user. They should use their experience of computing within their world to inform decisions about system software, application software and problem solving and be able to select the correct hardware, language or software for the task at hand. They should use computing devices in a safe and responsible manner and be aware of potential risks to their safety online and how to report any issues.
Pupils should be taught:
Computational Thinking
- design, use and evaluate computational abstractions that model the state and behaviour of real-world 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
Information and Communication Technology
- 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 re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
Digital Literacy
- 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.
Key Stage 4
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.
All pupils should be taught to:
- develop their capability, creativity and knowledge in computer science, digital media and information technology
- develop and apply their analytic, problem-solving, design, and computational thinking skills
- understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.
System Security
- Understand how to access the school network, email, OneDrive and google classroom
- Know what a password is and how to create a secure one
- Know what a computer network is
- Know the modes of connection
- Understand the threats posed by users to Computer Systems
- Understand how to limit the threats and methods of prevention
- Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy
- Know how to create a presentation on Microsoft 365 and save to the OneDrive
- Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals
Computer Programming
- Understand the four different parts of any computer system
- Understand how to write an algorithm involving sequence and selection
- Understand how to identify features of Python code
- Understand how to write Python code to output and receive input
- Know how to create a program involving selection (1-level)
- Know how to create a programming log in Microsoft365 and save it to the OneDrive
- Understand what a syntax error is and how to correct them
Data Representation in Binary
- Understand the features of the denary/decimal and binary number systems
- Understand why computers use the binary number system
- Understand how to convert denary/decimal whole numbers to binary numbers
- Understand how to convert binary numbers to denary/decimal whole numbers
- Understand how to add two binary integers together and explain overflow errors which may occur
- Know how to setup a spreadsheet with formulae on Microsoft365 and save it to the OneDrive
SQL + Boolean Logic
- Understand what a database is and what they are for
- Understand that they are all entities within databases and the issues that it creates
- Know how to setup a database in Microsoft Access
- Know how to make appropriate use of data structures
- Understand what SQL is, what it is for, how to write and correct SQL queries
- Understand simple Boolean logic and some of its uses in circuits and programming
- Know the three logic gate diagrams
- Be able to complete the truth tables for simple logic diagrams
Data Representation in Hexadecimal
- Understand the features of the three different number systems
- Understand why humans use the hexadecimal number system
- Understand how to convert binary integers to their hexadecimal equivalents and vice versa
- Understand how to convert decimal/denary integers to their hexadecimal equivalents and vice versa
- Know how to setup a spreadsheet with formulae on Microsoft365 and save it to the OneDrive
- Understand the use of binary to represent characters and the term ‘character set’
- Understand the relationship between the number of bits per character in a character set, and the number of characters which can be represented e.g. ASCII Understand why ASCII was extended and Unicode created
Computer Programming
- Understand the four different parts of any computer system
- Understand how to write an algorithm involving sequence and selection
- Understand how to recognise features of Python code
- Understand how to write Python code to use sequence and selection
- Understand the concept of casting and the reason for its use
- Know how to create a program involving selection (2-level or nested)
- Know how to create a programming log in Microsoft365 and save it to the OneDrive Understand what a syntax and logic error are and how to correct them
Secondary Storage
- Understand the need for secondary storage
- Understand the considerations for selecting secondary storage components
- Understand the differences between each type of storage component
- Understand the advantages and disadvantages of different storage components relating to these characteristics
- Understand the hardware components that make up computer systems, and how they communicate with one another and with other systems
- Be able to select suitable storage devices and storage media for a given application
- Know how to create a presentation on Microsoft 365 and save to the OneDrive undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals
Boolean Logic + Searching Algorithms
- Understand simple Boolean logic and some of its uses in circuits and programming
- Be able to discuss the issues created by being part of a database
- Recognise the three logic gate diagrams
- Be able to complete the truth tables and draw logic diagrams for logic statements
- Understand how each searching algorithm works and know the benefits and limitations of each
- For both searching algorithms:
- Understand the main steps of each algorithm
- Understand any pre-requisites of an algorithm
- Apply the algorithm to a data set
- Know how to download and open a database in Microsoft Access
- Know how to make appropriate use of data structures
- Understand what SQL is, what it is for, how to write and correct SQL queries
System Architecture
- Understand the purpose of the CPU
- Understand the common CPU components and their function
- Understand how common characteristics of CPUs affect their and the device’s performance
- Understand the need for primary storage (main memory)
- Understand the hardware components that make up computer systems, and how they communicate with one another and with other systems
- Understand how instructions are stored within a computer system
- Know how to create a presentation on Microsoft 365 and save to the OneDrive
- undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals
Computer Programming
- Understand the four different parts of any computer system
- Understand how to write an algorithm involving sequence, selection and iteration
- Understand how to recognise features of Python code
- Understand how to write Python code to use selection and iteration
- Understand the concept of casting and the reason for its use
- Know how to create a program involving iteration
- Know how to create a programming log in Microsoft365 and save it to the OneDrive
- Understand what a syntax and logic error are and how to correct them
- Understand algorithmic thinking and how the principles are used to define and refine problems
System Software
- Understand the purpose of operating systems
- Understand how instructions are executed within a computer system
- Know what each part of an operating system does:
- User Interface
- Memory Management
- Peripheral Management
- User Management
- Understand that computers often come with utility software, and how this performs housekeeping tasks and why it is required
- Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy
Sorting Algorithms + Arrays
- Be able to debate whether the use of computing to store data is good for society
- Understand several key algorithms for searching and sorting that reflect computational thinking
- Understand how each sorting algorithm works and know the benefits and limitations of each
- For all three sorting algorithms:
- Understand the main steps of each algorithm
- Understand any pre-requisites of an algorithm
- Apply the algorithm to a data set
- Know how to make appropriate use of data structures – arrays
- Know how to add, edit and remove data in an array
- Understand simple Boolean logic and some of its uses in circuits and programming
- Recognise the three logic gate diagrams and complete truth tables Be able to create a logic statement from a logic diagram
Algorithms
- Understand of an array of different algorithms
- Understand the principles of computational thinking and how they are used to define and refine problems
- Be able to identify the inputs, processes and outputs for a program
- Know how to design, create and refine algorithms using:
- Be able to identify common errors and suggest fixes
- Be able to replicate the actions of specific searching algorithms and know the benefits of each
- Be able to replicate the actions of specific sorting algorithms and know the benefits of each
Programming fundamentals
- Understand and be able to put into practice the programming fundamentals
- Recognise the use of the basic constructs and operators
- Know about data types and the use of casting
- Understand and be able to put into practice the additional programming techniques
Producing Robust Programs
- Have a broad understanding of how to produce robust programs
- Understand the principles of defensive design
- Know the purpose of testing
- Understand the methods of testing
- Understand how to select and use suitable test data
Boolean Logic
- Understand simple Boolean logic diagrams, recognise each symbol and complete the corresponding truth tables
- Understand how to combine Boolean operators and complete the corresponding truth table
- Understand how to create, complete or edit logic diagrams and truth tables for given scenarios
- Apply logical operators in truth tables to solve problems
Programming languages and Integrated Development Environments
- Know about the characteristics and purpose of different types of programming language
- Know the common tools and facilities available in an IDE to help a programmer develop a program
Systems architecture
- Understand the purpose of the CPU
- Know and be able to explain the stages of the fetch-execute cycle
- Know about the role of the components within the CPU and how they are involved with the F-E Cycle
- Know about the Von Neumann architecture and how each register works and what they store
- Understand what the common characteristics of CPUs are and how they affect performance of the CPU and therefore the device
- Know the purpose and characteristics of embedded systems
- Be able to give and explain examples of embedded systems
Memory and Storage
- Understand the need for primary storage
- Know the difference between RAM and ROM
- Understand the purpose of ROM in a computer system
- Understand the purpose of RAM in a computer system
- Know about virtual memory
- Understand the need for secondary storage
- Recognise a range of secondary storage devices/media and know the differences between them
- Be able to compare the advantages and disadvantages for each storage device/media
- Be able to select suitable storage devices and media for a given application
- Be able to apply the knowledge about secondary storage in context within given scenarios
- Understand the units of data storage
- Be able to convert data units
- Know why data must be stored in binary format to be processed by a computer
- Understand data capacity and be able to calculate data capacity requirements
- Be able to convert positive denary whole numbers to binary numbers and vice versa
- Be able to add two binary integers together and explain overflow errors which may occur
- Be able to convert positive denary whole numbers into 2-digit hexadecimal numbers and vice versa
- Be able to convert binary integers to their hexadecimal equivalents and vice versa
- Understand the effect of a binary shift (both left and right) on a number
- Know about the use of binary codes to represent characters
- Know about the term character set
- Understand the relationship between the number of bits per character in a set and the number of characters which can be represented
- Understand how an image is represented as a series of pixels represented in binary
- Know about metadata and what it stores about the image
- Understand the effect of colour depth and resolution on the quality of an image and size of an image file
- Understand how analogue sound can be sampled and stored in digital form
- Understand the effect of sample rate, bit depth and duration on the quality of playback and size of an sound file
- Understand the need for compression
- Know about and be able to describe the differences, advantages and disadvantages between the types of compression
- Be able to select the right type of compression for a given scenario
Computer networks, connections and protocols
- Know about the characteristics of the types of network
- Understand different factors that affect the performance of a network
- Understand the different roles of computers in a client-server and peer-to-peer network
- Know about the hardware needed to connect stand-alone computers into a LAN and the tasks performed by each piece of hardware
- Know about the concept of the internet as a worldwide collection of computer networks
- Understand the advantages and disadvantages of the Cloud
- Know about and understand the advantages and disadvantages of Star and mesh topologies
- Apply the understanding of networks to a given scenario
- Know about the modes of connection and the benefits and drawbacks of each
- Be able to recommend one or more connections for a given scenario
- Understand the principle of encryption to secure data across the network connections
- Understand IP addressing and the format of an IP address (v4+v6)
- Understand what a MAC address is and what it is used for within a network
- Understand the principle that standards provide rules for areas of computing and allow hardware and software to interact across different manufacturers
- Understand the principle of a protocol to be a set of rules for transferring data between devices on a network
- Know about the different protocols and the purpose of each one
- Understand the concept of layers and how they are used in protocols
- Understand the benefits of using layers e.g. the TCP/IP model
Network security
- Know about the forms of attack, how they are used and the purpose of each
- Understand the threats posed to the devices
- Know about the common prevention methods and how they limit the threats posed by the forms of attack
- Understand which methods can be used to remove vulnerabilities
Systems software
- Understand the purpose and functionality of operating systems
- Know the features of a user interface
- Understand that data is transferred between devices and processor
- Understand that the process needs to be managed and what this entails
- Understand the function of user management
- Understand the function of file management and the key features
- Understand the purpose and functionality of utility software and how it performs house-keeping tasks
- Know about utility software and why it is required
Ethical, legal, cultural and environmental impacts of digital technology
- Understand that technology introduces ethical, legal, cultural, environmental and privacy issues
- Know about the impacts of digital technology on wider society and be able to give examples
- Be able to discuss the impact of technology around the issues
- Understand the purpose of legislation within Computer Science
- Know about piece of legislation relevant to Computer Science and what each allows or prohibits
- Understand the need to license software and its purpose
- Understand the features, benefits and drawbacks of the types of software license
- Be able to recommend a type of license for a given scenario
At Corpus Christi we believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability, as is required by each subject discipline. In computing we use all four strands of the literacy strategy laid out by the whole-school policy.
Firstly, when embarking upon new learning the subject specific terminology will always be thoroughly explained and highlighted in a different colour based upon whether they have been used before in the curriculum to show new learning or the prior learning that links to the new topic. Any words with double meanings will be in the scheme of work, but any new revelations should always be highlighted and added to the scheme of work.
Reading ages will be used by the teacher when considering seating plans to ensure that there is support for the weaker pupils. In lower ability classes, activities will be differentiated to avoid long pieces of text and these could be broken down into smaller chunks in order to differentiate the learning. Marking and feedback should be used to address common misspelled words that do not appear in the scheme.
In computing it is necessary to read pieces of computer programs, known as code. In the first instance, in Year 7, this code will be broken down and annotated thoroughly explaining what it says, what that code means and describing what it does for the computer system. In subsequent years, the pupils will be expected to annotate what they recognise and then have anything new explained and taught by the teacher. Pattern recognition is required, but this is not usually of the text, it is of the colours and the layouts of the language used.
The department does not generally use long passages of reading in teaching, but at times, the pupils will be given pieces of text to stick into their exercise books. It is important that the pupils are given time to read and ask any questions about the content of these pieces of text, but the teacher will always explain every aspect of the text on the board. Following the explanation, it is imperative that all teachers then give the pupils the further opportunity to ask any supporting questions.
The pupils will be aware of the expectations we set as a department for discussions and verbal responses because there is always a list on the board of words that we will not allow them to use. This will improve their descriptions and by promoting the use of keywords it will help engage them and lead to much-improved verbal response. By removing their ability to use words such as you, something, stuff, thing, if etc. the pupils are forced to think about the vocabulary they will use and how they will say it rather than just taking for granted that they know it.
During feedback from discussions, the pupils must be corrected if they use one of these words and be encouraged to think about what words they could use instead. This will begin to improve their written responses when they are ready. In Year 7, the response could also be written/typed onto the IWB in real time to show how the response is improving just by changing some words thereby modelling an appropriate response.
At Corpus Christi, we believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the planned curriculum. In computing, we create assessments that only test the content of the scheme of work which are appropriate to the skill and ability level of the pupils. The pupils only complete assessments at appropriate times within the context of the course rather than on a pre-defined schedule. These are then used to help the teacher better understand the knowledge and retention of the pupils and informs next steps in terms of teaching, misconceptions and any academic intervention required. Reviewing assessments informs pupils about what gaps exist within their knowledge and what they need to do to improve.
It is the responsibility of each teacher to ensure their classes are suitably ready for assessments and all content has been covered thoroughly. The Head of Department ensures that assessments are checked and verified with line managers and that there is a clear and shared rationale for the awarding of progress grades for reporting to parents. This will incorporate the use of formative assessment, enabling teachers to use their daily feedback through questioning and marking, to inform decisions related to progress grades.
The intention of the curriculum is to prepare pupils for the use of computers and electronic devices in everyday life and the workplace in the future. The curriculum is designed to engage pupils in the subject matter and encourage pupils to get involved.
A good measure of the quality of our curriculum is to see the impact that changes made to the curriculum in 2020 have had upon option numbers following a year where there were no pupils opting for Computer Science. The options process show that there is an abundance of pupils applying to continue their studies in Computer Science and Business at GCSE which is taught by staff within the department.
Once the pupils select the GCSE course it is then extremely important to measure the impact of the KS4 curriculum on their understanding. This can be done by looking at the results and comparing them with the other departments in the school as well as other schools in the area.
| Computer Science | Business | |||
| School | SPI | School | SPI | |
| 2019 | 4/25 | 0.32 | 16/25 | -0.48 |
| 2022 | 3/23 | 0.92 | 2/23 | 1.35 |
*changes made to curriculum in 2020
As you can see the SPI has increased remarkably in both subjects which is a measure of attainment of pupils at Corpus Christi when compared to pupils with similar backgrounds at other schools. As you can see, being a pupil at Corpus Christi in Computer Science and Business improves your child’s chances of success.
In 2022, we were ranked as the 3rd in Lancashire in Computer Science and 2nd in Lancashire in Business.
For further information regarding the Computer Science curriculum please contact: Mr McWilliams, email: amc@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
