Computing
Vision
At Birchwood Community High School, our vision for the Computer Science curriculum is to inspire students and foster a deep appreciation and understanding of the digital world. We aim to develop digitally literate individuals who possess critical thinking skills, a curiosity for discovery, and an awareness of the ethical implications of computing advancements. Our curriculum is designed to empower students to engage with computer science, apply computing concepts to real-world situations, and become responsible digital citizens.
Values that underpin our subject:
- Knowledge: we value knowledge and encourage students to ask questions, explore, and seek answers through scientific inquiry. We believe that curiosity is the driving force behind scientific progress and discovery in the world of computing and IT so we encourage students to build their knowledge by constantly questioning what they have learned and how it fits in with the other strands of learning.
- Aspiration: we emphasize academic rigor in our computer science curriculum, promoting a strong foundation of scientific knowledge, analytical thinking, and problem-solving skills. We challenge students to think critically, analyse data, and apply scientific principles in a rigorous and systematic manner in order to become digital experts.
- Kindness: we emphasise the ethical responsibility of computer scientists and encourage students to consider the societal and environmental impacts of computing advancements. We aim to cultivate responsible, informed decision-making regarding wider issues and promote ethical conduct in computer science.
- Empowerment: we strive to empower our students to become active and responsible participants in the digital community. We provide opportunities for hands-on coding, scientific investigations, and research projects that enable students to take ownership of their learning and develop a sense of expertise in the subject.
How do we build on what students learn at KS2?
To build on the foundation laid during Key Stage 2 (KS2), we ensure a smooth transition to Key Stage 3 (KS3) computing by collaborating with local primary schools. By aligning our curricula, we create continuity and address local contexts and resources. We aim to reinforce and expand upon the computational thinking skills and basic programming knowledge acquired in KS2, providing students with a solid grounding for further study.
How do we cover the KS3 National Curriculum and beyond?
At KS3, our computing curriculum is designed to cover the National Curriculum requirements while also incorporating broader knowledge beyond these standards. We believe it is essential for students to explore various aspects of computing beyond the prescribed curriculum to develop a well-rounded understanding of the subject.
Year 7: in year 7, students build upon their KS2 knowledge and expand their understanding of computational thinking, algorithms, and basic programming concepts. They engage in hands-on activities, problem-solving exercises, and collaborative projects to develop their logical reasoning and programming skills.
Year 8: in year 8, students focus on further developing programming skills and knowledge, exploring different programming languages, and delving into more complex algorithms and data structures. Students work on practical projects that encourage creativity, critical thinking, and the application of computing principles to real-world scenarios.
Year 9: in year 9, students deepen their understanding of advanced programming concepts, such as object-oriented programming, database management, and web development.
Furthermore, students are introduced to emerging technologies and cutting-edge developments in the field of computing. They explore topics such as, artificial intelligence, machine learning, cybersecurity, and data analysis, enabling them to grasp the potential of these technologies and understand their ethical implications.
Wider knowledge beyond the KS3 National Curriculum:
In addition to covering the KS3 National Curriculum, we believe it is crucial to expose students to a wider range of knowledge beyond these standards. We aim to foster a sense of curiosity and provide opportunities for students to explore interdisciplinary connections between computing and other fields.
To achieve this, we incorporate cross-curricular projects that integrate computing with subjects like mathematics, business and media. By doing so, we help students understand how computing can be applied in various contexts, strengthening their problem-solving skills and expanding their horizons.
Furthermore, we encourage students to engage with external resources, attend workshops, participate in coding competitions, and explore online platforms that offer additional learning opportunities. By exposing them to diverse resources, we aim to broaden their perspectives and nurture their passion for computing beyond the boundaries of the traditional curriculum.
What do we cover in KS4 and how do we aspire towards KS5?
At KS4, we offer a comprehensive range of computing courses that align with the requirements of the National Curriculum and cater to the diverse interests and aspirations of our students. These courses may include options such as computer science or digital media.
Our KS4 curriculum emphasises practical application, problem-solving, and project-based learning. Students will deepen their understanding of programming languages, algorithms, data handling, system design, and legal, ethical & environmental considerations related to computing.
With regards to KS5, we aspire to provide a pathway for students who wish to pursue further studies in computing at a higher level. We ensure that our students are well-prepared for the demands of tertiary education and future careers in the field of computing by exposing them to a range of resources that help to illuminate the possible routes they could take with their computing knowledge and skills.
In conclusion, our curriculum vision for computing at Birchwood Community High School centres on demystifying IT, fostering digital expertise, and promoting responsible and informed engagement with technology. By building upon students’ prior knowledge, covering the National Curriculum, incorporating wider knowledge, and providing opportunities for progression, we strive to empower our students to become competent, confident, and ethical contributors to the digital world.
KS3 Curriculum Overview
|
Year |
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
7 |
Digital Literacy: Using the IT system to succeed in school & Impact of Technology
Learning question: Can I understand how to successfully use the IT systems in school?
Key knowledge: Networks, usernames, passwords, hazards, digital footprint, cyberbullying, presenting information the Birchwood Way in computing, Working efficiently Inc Keyboard Shortcuts “knowing your keyboard and mouse”. |
Computer Science: MSW LOGO
Learning question: Can I understand how to decompose problems and think like a computer?
Key knowledge: Algorithms, simplifying instructions, breaking a problem down, Programming Syntax, pattern recognition, sequence, iteration |
KAST 1 & Computer Science: Networks from Semaphore to the Internet
Learning question: Can I understand how a network system works?
Key knowledge: Networks, protocols, hardware, wired vs wireless, internet, World Wide Web |
Information Technology: Modelling with Spreadsheets
Learning question: Can I understand how to use spreadsheets to model data?
Key knowledge: Data & Information, Spreadsheet layout, calculations, formulas, functions |
Computer Science: Programming Essentials in Scratch
Learning question: Can I understand basic programming constructs?
Key knowledge: Algorithms, programming syntax, sequence, selection, iteration, Boolean Logic – AND, OR, NOT
|
KAST 2 & Summer Challenge: Applying your skills to solve computing problems
Learning question: Can I understand how to apply computing skills to a new challenge?
Key knowledge Decomposition Algorithms, Programming, sequence, selection iteration
|
|
Building and revisiting |
Building on KS2 – “use technology safely, respectfully and responsibly…” |
Building on KS2 – “design write and debug programs…”, “use Sequence selection and repetition…”, “use logical reasoning…” |
Building on KS2 – “understand computer networks including the internet…” |
Building on KS2 – “…collecting, analysing, evaluating and presenting data and information” |
Building on HT2 – Programming using block-based language to introduce – procedures/subroutines and selection. |
Revisiting themes from across the year into a more complex project. |
|
Assessment |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, KAST 1 – cumulative test based on term 1 topics |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: KAST 2 cumulative test based on the year, Project Learning Logs |
|
Year |
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
8 |
Computer Science: Algorithms and Flowcharts
Learning question: Can I understand how to represent algorithms using flowcharts?
Key knowledge: Inputs and Outputs, Basic Flowchart shapes, using selection/decisions, looping programs, using subroutines |
Computer Science: Introduction to Programming
Learning question: Can I understand how to write programs in Python?
Key knowledge: Algorithm, Syntax, Sequence, Selection, iteration |
KAST 1 & Information Technology: Modelling with Spreadsheets
Learning question: Can I understand how to model data using spreadsheets?
Key knowledge: Spreadsheet layout, key formulas, functions and tools
|
Computer Science: Developing for the web
Learning question: Can I understand how the World Wide Web works?
Key knowledge: Internet, WWW, HTML, CSS, Client, Server |
Computer Science: Representing Data
Learning question: Can I understand how data is represented in a computer?
Key knowledge: Binary, Base 2, Representing Images in binary, Data Storage Units (b, B, KB, MB, GB, TB, PB) |
KAST 2 & Summer Challenge: Applying your skills to solve computing problems
Learning question: Can I understand how to apply computing skills to a new challenge?
Key knowledge Decomposition Algorithms, Programming, sequence, selection iteration
|
|
Building and revisiting |
Revisits algorithms from Y7 |
Builds on programming topics from Y7 |
Revisits and builds on modelling unit from Y7 |
Builds on networks knowledge from Y7 and builds on programming knowledge |
New concepts |
Revisits skills from across the year |
|
Assessment |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, KAST 1 – cumulative test based on term 1 topics |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: KAST 2 cumulative test based on the year, Project Learning Logs
|
|
Year |
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
9 |
Information Technology/Digital Literacy: Using IT in Business & Media
Learning question: Can I understand how to plan and market a small business?
Key knowledge: Competition and USPs, business plans, marketing, digital marketing |
Computer Science: Advanced Programming
Learning question: Can I understand how to write complex programs in Python?
Key knowledge: Algorithm, Syntax, Sequence, Selection, iteration |
KAST 1 & Computer Science: Data Science
Learning question: Can I understand how to analyse complex data?
Key knowledge: Trend analysis, Infographics, visualisation
|
Computer Science/Digital Literacy: CyberSecurity
Learning question: Can I understand how to identify and prevent online threats?
Key knowledge: Online threats, methods to prevent online threats |
Information Technology: Creating Digital Graphics
Learning question: Can I understand how to create effective digital media?
Key knowledge: Photo editing, digital graphic conventions, exporting |
KAST 2 & Summer Challenge: Applying your skills to solve computing problems
Learning question: Can I understand how to apply computing skills to a new challenge?
Key knowledge Decomposition Algorithms, Programming, sequence, selection iteration
|
|
Building and revisiting |
New learning providing insight into other potential option subjects in the faculty. |
Builds on programming topics from Y8 |
Builds on modelling unit from Y8 |
Revisits some of the issues covered in PSHE |
New Concepts |
Revisits skills from across the year |
|
Assessment |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, KAST 1 – cumulative test based on term 1 topics |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: Recall 5, Learning Log reviews, Low Stakes Quizzes, End of Topic test |
RAP: KAST 2 cumulative test based on the year, Project Learning Logs |
KS4 Curriculum Overview
|
Year |
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
10 Paper 1 & Python Coding
|
Data Representation
Learning question: Can I understand how data is represented in a computer system?
Key knowledge: Theory: Units, Data storage, Characters, images, sound, compressions
Coding: Introduction to Python |
Computer Hardware
Learning question: Can I understand the architecture and performance characteristics of a CPU?
Key knowledge: Theory: CPU Architecture, CPU Performance, Embedded Systems
Coding: Variables inputs and outputs |
Networks & Security
Learning question: Can I understand how networks work and why they are important?
Key knowledge: Theory: Networks and Topologies, Wired and Wireless Networks, protocols, layers
Coding: Calculations
|
Networks & Security
Learning question: Can I understand the risks and vulnerabilities of networks?
Key knowledge: Theory: Threats to computer Systems and networks, identifying and preventing vulnerabilities.
Coding: Selection and Iteration |
Systems Software
Learning question: Can I understand how operating systems enable computer systems to be useful to humans?
Key knowledge: Theory: Operating Systems, Utility Software
Coding: Subroutines and Functions
|
Ethics & Society
Learning question: Can I understand the Ethical, Legal, cultural and environmental considerations in computer science?
Key knowledge Theory: Ethical, Legal, cultural and environmental impact
Coding: String handling, Reading and Writing to Files |
|
Building and revisiting |
Revisits and builds on data representation unit in KS3 |
New concepts |
Revisits and builds on Networks unit and Cyber Security units in KS3 |
Revisits and builds on Networks unit and Cyber Security units in KS3 |
New concepts |
New concepts |
|
Assessment |
RAP: End of topic Test, Over shoulder marking, Python Learning Log reviews |
RAP: End of topic Test, Over shoulder marking, Python Learning Log reviews |
RAP: End of topic Test, Over shoulder marking, Python Learning Log reviews |
RAP: End of topic Test, Over shoulder marking, Python Learning Log reviews |
RAP: End of topic Test, Over shoulder marking, Python Learning Log reviews |
RAP: End of Year KAST cumulative knowledge for Paper 1, End of topic Test, Over shoulder marking, Python Learning Log reviews |
|
11 Paper 2
|
Algorithms
Learning question: Can I understand key algorithms in computing?
Key knowledge: Computational thinking, Designing, creating and refining algorithms, Searching and Sorting Algorithms |
Programming
Learning question: Can I understand the fundamentals of programming?
Key knowledge: Programming Constructs and Boolean, Data types, String manipulation, file handling, databases and SQL |
Boolean Logic
Learning question: Can I understand computational Logic?
Key knowledge: Boolean Logic
|
Producing Robust Systems
Learning question: Can I understand how to produce systems that are robust and resilient?
Key knowledge: Defensive design, Testing |
Programming Languages & Revision
Learning question: Can I understand programming languages and Integrated Development Environments (IDE)?
Key knowledge: Languages, Translators, the IDE |
Course complete |
|
Building and revisiting |
Revisits and builds on Flowol units in KS3 |
Revisits and builds on Programming units in KS3 and coding from Year 10 |
New concepts but builds on Boolean used in coding in Year 10 |
New concepts but revisits code from Year 10 |
New concepts but revisits IDEs used across KS3 and KS4 |
|
|
Assessment |
RAP: Mock Exam Paper 1, End of topic Test, Over shoulder marking, |
RAP: End of topic Test, Over shoulder marking, |
RAP: End of topic Test, Over shoulder marking, |
RAP: End of topic Test, Over shoulder marking, |
RAP: End of topic Test, Over shoulder marking, |
|
