The ICT / Drama / and Business Studies faculty aim to develop a curriculum that considers, and is relevant to, students’ context. Students will grow in self-confidence through their learning, using skills of enquiry and developing a natural curiosity.
Year 7
Term 1 |
| COLLABORATING ONLINE: Students will cover a number of tasks based on students prior knowledge and skills in Computing including familiarising themselves with the school network, Computing suites rules and regulations and e-safety. This unit aims to provide students with the key skills necessary to progress in this subject during the course of Key Stage 3. This topic also includes file management, email skills, collaborative work and introduction to e-safety and cyberbullying. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discussing the dangers, how to stay safe, etc when using the internet to communicate with others, social networking, digital footprints, privacy settings, etc. and how to stay safe. |
| Intent Mapping: E-safety Confidence |
| Core Values Mapping: Excellence Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize http://www.ncsc.gov.uk/cyberaware/home |
Term 2 |
| NETWORKS: Students will learn more about what a computer network is and how data is transmitted, including protocols. They will also cover hardware and software elements, including connectivity and technologies needed. Additionally, they will look into the www and how information is collected and shared and the impact on society. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discussing how the benefits of having internet access has helped you and your family e.g. online shopping, contacting family and friends, paying bills, booking tickets, etc. |
| Intent Mapping: Curiosity Confidence Independent enquiry |
| Core Value Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize http://www.bbc.co.uk/bitesize/guides/z36nb9q/revision/2 |
Term 3 |
| MEDIA: SUPPORTING A CAUSE: Students will be given a scenario and asked to select and integrate relevant software to produce the required outcomes to meet the clients needs, including a blog for a specific audience. They will also learn about plagiarism and how to avoid this and evaluating the reliability and credibility of online content. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discussing the different range of online content and why some are less accurate and credible than others. Understand the importance of avoiding plagiarism, especially with exam work. |
| Intent Mapping: Confidence Organisation Independent enquiry |
| Core Values Mapping: Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize http://www.youtube.com/…/blogs/reduce-meat-consumption |
Term 4 |
| PROGRAMMING I: Students will look at how humans and computers understand instructions, e.g. sequencing and predicting outcomes. They will also use Scratch to build on prior learning, using variables and understanding input/process/output cycle, defining conditions using comparison and iteration operators. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discussing how the flow of instructions and what can happen if the flow is not in the correct order e.g. making a cup of tea, etc. |
| Intent Mapping: Confidence Organisation Independent enquiry |
| Core Value Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize Computational thinking – KS3 Computer Science – BBC Bitesize |
Term 5 |
| PROGRAMMING II: Students will build on the skills and learning in the previous unit (Term 4) by using subroutine, condition-controlled iterations and lists in Scratch. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: How using instructions can help with solving problems and achieving the desired goal. How an error in instructions can cause the outcome to differ. |
| Intent Mapping: Confidence Organisation Independent enquiry |
| Core Value Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize Catalog Home | Codeacademy |
Term 6 |
| LIMASSOL ZOO: Students will their skills and knowledge of using spreadsheets and modelling data in a real life situation. They will understand the difference between data and information and primary vs secondary sources. They will learn how to use functions and features such as average, goal seek, max, min to manipulate the data gathered and turn into meaningful information for the business content. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Look at how viewing information in different formats e.g. tables and graphs, help you to understand and analyse it better. |
| Intent Mapping: Curiosity Independent enquiry Confidence Organisation |
| Core Value Mapping: Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize |
Year 8
Term 1 |
| DEVELOPING THE WEB: Students will learn how to write in HTML language and use this to produce a static web page. They will then progress to CSS and use it to style the web page. They will also learn about search engines and how results are selected and ranked. They will look at safety and security issues and the impact of networking technologies and services. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discussing the dangers, how to stay safe, etc when using the internet to communicate with others, social networking, digital footprints, privacy settings, etc. and how to stay safe. How websites use and store our information e.g. cookies, etc. |
| Intent Mapping: E-safety Confidence Organisation Independent Enquiry Curiosity |
| Core Values Mapping: Excellence Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.gutenberg.org/ebooks/345 |
Term 2 |
| REPRESENTATIONS In this unit, students will revisit and build on learning from Year 7 – binary, converting binary to decimal and vice versa and programming to communicate and process information. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discuss the difference between how humans and computers process information. |
| Intent Mapping: Curiosity Confidence Independent enquiry |
| Core Values Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize http://scratch.mit.edu/ |
Term 3 |
| MOBILE APP DEVELOPMENT: Students will look at GUI’s (Graphical User Interfaces) and how these are designed and used to meet user requirements. They will learn return to previous programming knowledge and understanding to create a mobile app using block-based programming and variables – reflecting on user feedback and reacting to this. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discussing different GUI’s and what these do. Look at variations and how they differ. What makes the most user friendly GUI’s? |
| Intent Mapping: Curiosity Confidence Independent enquiry |
| Core Value Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize App Lab | Code.org |
Term 4 |
| DRAGONS DEN: Students will work on a collaborative project based on the TV show – Dragons Den. They will prepare a pitch for the Dragons based on a given business proposal – creating a new logo, house style and USP – selecting and using a range of software applications. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Watch Dragons Den. What do the Dragons look for in a ‘good’, ‘strong’ pitch? What will win the Dragons money/support? |
| Intent Mapping: Confidence Organisation Independent enquiry Curiosity |
| Core Value Mapping: Excellence Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.youtube.com/results?search_query=best+dragons+den+pitches+uk |
Term 5 |
| COMPUTING SYSTEMS: Students will learn the difference between general purpose computing systems and purpose built devices. They will also learn about computer hardware components and architecture. They will look at logic gates and logical operators and their importance for executing computer instructions. Students will also look at artificial intelligence and machine learning in the real world, including moral dilemmas that these bring. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discuss any examples of artificial intelligence that you know about. What are the moral dilemmas surrounding these? |
| Intent Mapping: Curiosity Confidence Organisation Independent enquiry |
| Core Value Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.youtube.com/watch?v=n-zeeRLBgd0 |
Term 6 |
| PYTHON PROGRAMMING: Students will learn about algorithms and how programming languages are translated in order to be executed. They will start to use arithmetic expressions to calculate values and relational operators to form expressions and control the flow of a program. They will then build upon any prior learning by using multi-branch statements, e.g. if, else statements to control flow of the program execution. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Look at how the flow of instructions control the outcome. Discuss how instructions with alternative rounds or specific elements can change the pathway and outcomes of decisions and actions e.g. if you have this then go this way, if not, go that way. |
| Intent Mapping: Curiosity Independent enquiry Confidence Organisation |
| Core Value Mapping: Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.bbc.co.uk/bitesize/guides/z22wwmn/revision/1 |
Year 9
Term 1 |
| PYTHON PROGRAMMING II Students will revisit and build upon prior learning and skills using Python to programme. They will perform common operations and lists, also iterations to control loops and ‘for’, ‘while’ statements. Combining key programming features to develop a solution to a given problem. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discuss how programming has changed our lives and given us solutions to different and ever changes demands and problems. |
| Intent Mapping: Confidence Organisation Independent Enquiry Curiosity |
| Core Values Mapping Excellence Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.gutenberg.org/ebooks/345 |
Term 2 |
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| ANIMATIONS Students will look at animations and their key features. They will create their own animations using keyframes and using multiple objects. Create a 3-10 second animation. |
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| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. | |
| How to help: Look at different animations and how virtual cameras are used in film, tv, cartoons, etc. | |
| Intent Mapping: Curiosity Confidence Independent enquiry Organisation |
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| Core Values Mapping Excellence Learning Leadership |
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| Wider reading / research / watching: Enrichment and challenge: BBC bitesize |
Term 3 |
| DATA SCIENCE: Students will learn about data science and how visualising data can help to identify patterns and trends and where large data sets are used in daily life. They will solve problems by using investigative cycle on sets of data and using their findings to draw conclusions and support their recommendations. They will also create data capture forms and understand the need for data cleansing. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discuss where data science might be useful in your everyday life. Where it is best to see visual patterns of data and trends e.g. Covid reports on TV, etc. |
| Intent Mapping: Confidence Curiosity Independent enquiry |
| Core Values Mapping Learning |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize Datawrapper: Creaet charts, maps, and tables |
Term 4 |
| REPRESENTAIONS: AUDIO/VISUAL: Students will work on digital images, audio and visual components looking at the impact of pixels, resolution and colour depth in images and sound waves in audio files. They will look at the importance of hardware and software, including what impacts the quality and file size of audio/visual components and how quality and size can be ‘traded’ depending on outcome needed. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Look for examples of good and poor image and audio files. Identify the file sizes v the quality of the output. Discuss original vinyl records and sound quality v new streamed music – compression, sound quality, etc. Look at the development of images in video games over the years and the quality of the characters, environments, etc. |
| Intent Mapping: Confidence Organisation Independent enquiry Curiosity |
| Core Values Mapping Excellence Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize Code.org CurriculumBuilder |
Term 5 |
| CYBERSECURITY: Students will look at different online services and critique their policies in relation to data privacy. They will understand the Data Protection Act and what this means for businesses and individuals. Additionally, they will look at the dangers of hacking on data security and how the Computer Misuse Act plays a part in this. Students will also learn about security options and protecting networks to prevent cyber attacks. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Discuss the importance of keeping data safe and why its necessary for the many companies that hold our data, to protect against cyber attacks and what impact any breach in these would have on us as individuals. |
| Intent Mapping: e-safety confidence |
| Core Values Mapping Excellence Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.bbc.co.uk/bitesize/guides/…/revision |
Term 6 |
| INTERACTIVE MULTIMEDIA PRODUCTS: Students will learn about features, functions and purposes of different IMMP’s (Interactive Multimedia Products). They will understand the key features and how interactivity can help user interaction and engagement. They will design their own IMMP to meet a client brief, including editing images, audio and video, with a non-linear navigation system. |
| Homework: Homework and end of unit assessment tasks will also be set to allow students to reflect on the work they have completed in class and the progress they are making towards their target pathway. |
| How to help: Look at a variety of different IMMP and how they work and what they include e.g. kiosks – McDonalds, Museums online, e-learning products, etc. What makes then engaging? What are their best features? |
| Intent Mapping: Confidence Organisation Independent enquiry Curiosity |
| Core Values Mapping Excellence Learning Leadership |
| Wider reading / research / watching: Enrichment and challenge: BBC bitesize https://www.sciencemuseum.org.uk/games-and-apps |
Year 10
Term 1 |
| Creating a digital video sequence: This is an optional unit were students create a portfolio of evidence based on a given scenario. They work on the planning, preparation, creation and testing of a digital promotional video for the school, from a student perspective. Students will be need to understand the different quality and formats of video files and footage, edit still and moving images and explain the need to consider location, light, sound, etc. in the final video product. |
| Homework:
Homework will be set on a weekly basis and will help to prepare the students for the external theory examination. Additionally, students will have sample exam questions to answer on a regular basis to prepare them for their final examination – getting them acquainted with the responses and depth needed to successfully answer examination questions in the summer sitting. |
| How to help: Useful websites for revision and help with homework include: www.teach-ict.com GCSE Bitzise Additional resources will also be available in the student revision booklets and checklist folders. |
Term 2 |
| Creating a digital video sequence: Continuation of the portfolio of evidence. Students will be creating and editing the digital video footage and images they have chosen to use for the project. Ensuring all elements are fully tested and improvements made (based on feedback from their target audience). Final submission of project – February half term.
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| Homework: The homework this term will be used to reinforce the theory elements of the course preparing the students for their external examination in the summer series. Additionally, students will have sample exam questions to answer on a regular basis to prepare them for their final examination. |
| How to help: Useful websites for revision and help with homework include: www.teach-ict.com GCSE Bitzise |
Term 3 |
| Pre-production skills: Continuation of preparation for the external examination, this will be sat in the May/June series. Following the completion of this unit students will start to prepare for the mandatory portfolio of evidence – Creating Digital Graphics, based on a given examination board scenario and client brief. |
| Homework: Homework time should be spent gathering materials and sources to include in the presentation unit. Additionally, students will have sample exam questions to answer on a regular basis to prepare them for their final examination – getting them acquainted with the responses and depth needed to successfully answer examination questions. |
| How to help: Useful websites for revision and help with homework include: www.teach-ict.com GCSE Bitzise Additional resources will also be available through the student revision books and exam questions. |
Year 11
Term 1 |
| Creating an interactive multimedia product: Students work on a given scenario based on creating an interactive product for a business. This will involve using a wide range of functions and features to allow the user to interact with the chosen product whilst making it fit a target audience and purpose. Using videos, still images, buttons, triggers, etc to allow the user to choose their pathway through the product and ensuring that the business is promoted accurately and in an exciting and engaging way. |
| Homework: Students will have sample exam questions to answer on a regular basis to prepare them for their final examination – getting them acquainted with the responses and depth needed to successfully answer examination questions. |
| How to help: Useful websites for revision and help with homework include: www.teach-ict.com GCSE Bitzise |
Term 2 |
| Understanding computer systems: Students will be working on the pre-released materials to prepare for their external theory examination. The case study will advise on a range of skills, knowledge and understanding that they should focus on, enabling them to answer questions on a given case study. |
| Homework: Examination questions and papers will be set on a regular basis to prepare student for their final examination in the summer. |
| How to help: Useful websites for revision and help with homework include: www.teach-ict.com GCSE Bitzise |
Term 3 |
| Handling Data using Databases: Students will prepare their final portfolio of evidence for this course. They are given a business scenario with a range of problems and they must complete suitable solutions and detailed evidence of using database software to meet the client brief and requirements. Final submission of the unit will be Easter. |
| Homework: Students should use the allotted homework time to revise and prepare for the theory examination paper. |
| How to help: Various websites will need to be used to source images, audio and video elements for the project. Students will need to source their different elements for the project outside of school so that classroom time is focused on the making of the product. Additional help can be found on www.teach-ict.com |