Information Technology and Computer Science

The IT department have designed a KS3 curriculum that enables students to achieve excellence across the three main pillars of progression in computing;

Computer Science - Computer Science covers knowledge of computers and computation and is seen as the core of computing and as such underpins the whole subject. Key concepts in computer science include programming, computational thinking and problem solving.

Information Technology - IT is the assembly, deployment and configuration of digital systems to meet user needs for particular purposes. It provides context for the use of computers in society,  focusses on how computers are used in different sectors and describes the methods used to create digital artefacts such as presentations and spreadsheets.

Digital Literacy – This is the basic skill or ability to use a computer confidently, effectively and safely, including the ability to use office software such as word processors, email and presentation software.

The KS3 curriculum for Computing aims to ensure that all students:

• 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 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.

We have designed a curriculum that is rich in knowledge by teaching students declarative and procedural forms of knowledge that span through all three aspects of computing.

We have sequenced the curriculum where all key knowledge strands will be embedded to allow for deep learning and preparation for continuation in Key Stage 4 and 5 where they can choose to focus on one of the pillars through their options choices.

The key concepts throughout the curriculum fall into different strands created by the NCCE that map directly onto the National Curriculum set out by the DfE. These include:

Networks, Creating Media, Data & Information, Design & Development, Computing Systems, Impact of Technology, Algorithms, Programming, Effective use of Tools and Safety & Security.

The curriculum has been built upon the research from BCS (British Computer Society), CAS (Computing at School), DfE (Department for Education), NCCE (National Centre for Computing Education) and The Royal Society.

The aim of the Computer Science curriculum is for students to:

• Demonstrate and apply knowledge and understanding of the key concepts and principles of Computer Science;
• Analyse problems in computational terms to make reasoned judgements and design, program, evaluate and refine solutions.

The curriculum has been designed so students immediately start analysing programs in computational terms through the practical experience of solving problems, including designing, writing and debugging programs. The core constructs of programming are taught and then we encourage students to use these tools to think creatively, innovatively, analytically, logically and critically to begin composing their algorithms.

The department have researched into the best forms of pedagogy for programming and use theory, such as the cognitive load theory, when applying techniques, such as teachers live coding broadcasted learning onto students’ screens to manage their intrinsic load. Other examples include the use of worked examples to enable students to develop their knowledge and the practice of unplugged activities.

Once students have learned the fundamentals of programming, we aim for them to understand and apply concepts such as abstraction, decomposition, logic, and algorithms.

Moving away from this, the curriculum then switches paradigm from procedural to declarative, with students beginning to understand the components that make up digital systems and how they communicate with one another and other systems and the impact of digital technology to the individual and to wider society.

The curriculum will provide equitable challenge and therefore has high expectations for students to meet the curriculum ambitions. With the rigour of the subject, the curriculum has been designed to be taught in semantic waves, where these complex concepts are introduced, unpacked using real life scenarios and then repacked for students to understand.

The curriculum has been built upon the research from BCS (British Computer Society), CAS (Computing at School), DfE (Department for Education), NCCE (National Centre for Computing Education) and The Royal Society.

By the end of the course, we want our students to be able to:

• demonstrate relevant and comprehensive knowledge and understanding of fundamental concepts and principles including digital systems and societal impacts;
• effectively apply fundamental concepts, principles and mathematical skills, using sustained analytical, logical and evaluative computational thinking, to a wide range of complex problems;
• develop and refine a complete solution that meets the requirements of a substantial problem.