Welcome to the Computer Science department
With our children surrounded by the ever changing and fast paced world of technology, this subject is playing a more important role than ever before. We want our students to understand and play an active role in the digital world that surrounds them, not to be passive users of mysterious technology. An understanding of computing concepts will help them see how to get the best from the systems they use, and how to solve problems when things go wrong. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. Computing also ensures that pupils 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.
At the Bay, we encourage our students to be digitally literate straight away – with their own monitored network area, email, and access to Google classroom, collaborative software and Microsoft programs.
Year 7 students will encounter several programming opportunities – such as game making in Scratch. They will learn languages such as Python, binary (machine language) and HTML through creating chat bots and websites. Your child will be able to explore how the insides of a computer work and how important different types of memory and storage are. They will be able to identify key hardware components and software applications. They will be able to manipulate data in spreadsheets and follow clues to search a database in order to name criminals in our Database Detective unit! We teach ours students to be responsible when it comes to the internet. They will learn how to search responsibly and question the reliability and validity of some of what is published online. In addition to teacher feedback, there are 3 main externally assessed windows that are standardised across the country and is called https://theingots.org/. We take one at the start, middle and end of the academic year to measure computing progress.
Our year 8 curriculum builds on from the last year’s experience and we launch straight into exploring industry standard programming language; Python. This is a free download so available for all at home should be want to hone in on their skills. They will start by creating their own chatbot. We then look at data security and encryption –with a little help from The Simpsons and some cipher wheels. We then look at the elements of computer networks and how this helps our digital age. Building upon this, the students will explore operating systems, software and hardware – getting a chance to participate in a PC autopsy. Students will also look at machine language – binary, ASCII and how various data forms are represented. With their strong spreadsheet and database skills being established in the previous year, students will create and implement an advanced Excel and Access project. Python will be further revisited at the end of the year but with the emphasis on graphical modelling and image creation. We end the year being reflective and looking at technology’s impact on society – our students will have the opportunity to use various software, including from the Adobe suite, to explore and present their findings. The INGOTS assessments will form mid and end of year progression.
Most importantly we will regularly teach and review E safety for all of our phase 2 students. Social media platforms are part of a young person’s life so your child will explore various issues, the dos and don’ts online and where to go for help.
With one lesson a week in phase 2, computing lessons are fun and action packed, with students having the option to choose computer science as a GCSE subject.
Phase 3 (Years 9. 10 and 11)
Computer Science GCSE
Students study the following theory topics: Computational thinking, Programming, Data Representation, Hardware, Networking, Ethics and Software Development. Through these topics students will learn how computers work and can be applied in both personal and business networks. In addition to the theory topics, students also learn the basics of a variety of programming languages which they then use to solve a problem and create a fully working solution
Comp 1: Computer systems—Systems Architecture, Memory, Storage, Wired and wireless networks / Network topologies, protocols and layers, System security / System software, Ethical, legal, cultural and environmental concerns.
Comp 2: Computational thinking, algorithms and programming -Algorithms, Programming techniques, Producing robust programs /Computational logic, Translators and facilities of languages, Data representation.
OCR GCSE (9-1) in Computer Science
Comp 1: 80 marks, 1 hour and 30 minutes, written paper.
Comp 2: 80 marks, 1 hour and 30 minutes, written paper.
Non-Exam Assessment (NEA) 40 marks (total 20 hours)
This qualification has been designed to develop the skills, knowledge and understanding required to enable progression to qualifications alongside other subject GCSE, Vocational or BTEC as well as Level 3 college courses.
Progression Level 3 courses include ICT or Computing AS/A Level. University pathways: Computer Science, Computer Systems Engineering, Computing, IT & Networking.
Software Developer, Systems Analyst, IT System Technical Architect, Network Engineer, Network Manager, Computer Scientist, Computer Programmer, Software Engineer, Computer Games Programmer, Helpdesk Professional.
Topics – Year 11
|Term 1||Term 2|
Paper 1 revision
|Programming project completion
2.2 Programming techniques
|Spring||2.3 Producing robust programs
2.4 computational logic
|2.5 translators and facilitators of language
2.6 data representation
paper 1 11th may
paper 2 14th May
How parents can support
|Homework||Set weekly so please check Show My Homework and support learning outside of the lesson|
|Revision Guide||New GCSE Computer Science OCR Complete Revision & Practice – Grade 9-1 (with Online Edition) (CGP GCSE Computer Science 9-1 Revision) Paperback ( available on Amazon)|
|Resources||https://www.senecalearning.com/ (used a lot for revision)