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 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 and google classroom (School)
- Know the types of network
- Know the modes of connection
- Understand the threats posed 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
Computer Programming
- Understand the four different parts of any computer system
- Understand how to write a basic algorithm
- Understand how to annotate basic Python code
- Understand how to write basic Python code
- Understand types of error
Data Representation in Binary
- Understand the features of the different number systems
- Understand why computers use the binary number system
- Understand how to convert denary whole numbers to binary numbers and vice versa
- Understand how to add two binary integers together and explain overflow errors which may occur
SQL + Boolean Logic
- Know how to make appropriate use of data structures for example, lists, tables or arrays
- Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming.
Data Representation in Hexadecimal
- Understand the features of the different number systems
- Understand why computers use the binary number system
- Understand how to convert denary whole numbers to binary numbers and vice versa
- Understand how to add two binary integers together and explain overflow errors which may occur
- Understand how to convert binary integers to their hexadecimal equivalents and vice versa
- Understand how to convert denary whole numbers into 2-digit hexadecimal numbers and vice versa
- 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 a basic algorithm
- Understand how to annotate basic Python code
- Understand how to write basic Python code
- Understand the concept of casting
- Understand the two types of error
Secondary Storage
- Understand the need for secondary storage
- Know the common types of storage:
- Understand the differences between each type of storage device/medium
- Understand the advantages and disadvantages of different storage devices and storage media relating to these characteristics:
- understand the hardware components that make up computer systems, and how they communicate with one another and with other systems
- Know how to select suitable storage devices and storage media for a given application
- 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 [for example, AND, OR and NOT] and some of its uses in circuits and programming
- Understand algorithmic thinking and how the principles are used to define and refine problems
- Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching
- For both searching algorithms
System Architecture
- Understand the purpose of the CPU
- Understand the common CPU components and their function
- Understand how common characteristics of CPUs affect their performance
- Understand the need for primary storage
- 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 and executed within a computer system
Computer Programming
- Understand the four different parts of any computer system
- Understand how to write a basic algorithm
- Understand how to annotate basic Python code
- Understand how to write basic Python code
- Understand the concept of casting
- Understand the two types of error
System Software
- Understand the purpose and functionality of operating systems
- Know what each function of an operating system does
- 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
- Understand algorithmic thinking and how the principles are used to define and refine problems
- Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching
- Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
- Make appropriate use of data structures [for example, lists, tables or arrays]
- For all three sorting algorithms
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 mainly due to 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 of the banned words list as stated in the sections about Marking and feedback and Modelling. Using it will improve their descriptions and promoting them to use the keywords will help engage them and lead to much-improved verbal response. By banning 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 the banned words and encouraged to think about what words they could use instead. This will also begin to improve their written responses when they are ready. 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.
For further information regarding the Computer Science curriculum please contact: Mr McWilliams, email: amc@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
