Head of Department: Mr R Chagger - email@example.com
2nd in Department: Mrs J Olawo - firstname.lastname@example.org
A high-quality computing education equips students to use computational thinking and creativity to understand and change the world. Computing has deep links with Mathematics, Science and 3D Design, and provides insights into both natural and artificial systems. The core of computing is Computer Science, in which students are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems and a range of content.
Computing also ensures that students become digitally literate: able to use, and express themselves and develop their ideas through, Information and Communication Technology - at a level suitable for the future workplace and as active participants in a digital world. We provide learners the opportunity to experience a highly challenging Computing Curriculum at both Key Stages 3 and 4. Our specialist teaching staff have put together an extensive scheme of work with relevant assessment tools, based on the progression pathway designed by ‘Computing at School’ (CAS).
Exam Course Title:
GCSE Computer Science OCR J276 (9-1) (2016) Full Exam Specification (PDF)
GCSE Course Study Breakdown (Key Stage 4)
Term 1: System Memory and Operating Systems
(i) Learners will focus on the unit 1.2 and 1.7 of the OCR Computer Science specification. These units are focused on system memory such as RAM, ROM, HDD and SSD.
(ii) Learners will look at how Operating Systems function and binary calculations.
Term 2: Computing Theory
Learners to develop understanding of computer systems and programming theory.
Term 3: Practical Project and Programming
(i) Practical applications in ICT, project. The topic will be based on a previous assessed topic – Westwood Hockey Club. Learners are expected to create a system that manages the businesses data functions, this will involve research, design, implementation and testing.
(ii) Learners will undertake a practical project in computer programming, following the full system lifecycle.
Term 1: Computer Science Theory (i)
Learners will develop their understanding of computer systems and develop core programming skills to equip them in completing their practical tasks. More than one programming language will be taught to ensure depth of programming knowledge is acquired.
Term 2: Computer Science Theory (ii)
Learners will develop their understanding of algorithms, programming concepts and computational thinking. It is expected that learners will draw on this underpinning content when completing the Programming Project component.
Term 3: Computing Programming
In preparation for their programming unit learners will undertake a programming project taking into consideration the full system lifecycle.
Term 1: Controlled Assessment
Learners are expected to demonstrate practical ability to create suitable algorithms which will provide a solution to the stated problem then code their solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem using a suitable test plan with appropriate test data.
Term 2: Computer Science Theory (i)
Learners will develop their understanding of current and emerging technologies, understanding of how they work and apply this knowledge and understanding in a range of contexts.
Term 3: Computer Science Theory (ii)
In preparation for their exam, learners will evaluate the effectiveness of computer programs/solutions and their use of computer technology/ICT in society.
Key Stage 3 (Year 8)
Computer Science is not taught in year 7
Terms 1 and 2: How to use RM Unify, Office 365, e-Safety & Digital Literacy
(i) It is imperative that young learners make the most of Office 365 and recognise the benefits of being able to communicate, share and collaborate through the use of the school IT platform. Furthermore, learners will explore the dangers posed to youngsters online, what signs to look for and how to report any concerns. Learners will present this information using an appropriate mode of communication.
(ii) Pupils will focus on Microsoft Office applications and develop a range of skills using Excess, Access, Word and PowerPoint. This mini-project will support learners with Binary, Python and data representation in the form of graphic manipulation (e-safety theme). Learners will build upon basic binary knowledge and data representation through capacity and capability of data, more so in digital images.