Half Term 1: Clear messaging in digital media

Content: This unit is designed to build upon learners' experience in key stage 2. It requires earners to use a range of different skills across several pieces of software. Learners will work between different applications to create a poster and slides on a given theme. The unit is designed so that learners can concentrate on applying skills that they may have previously learnt as well as those learnt in the unit. Learners are given clear tasks for which they need to first plan and then implement a solution.

Assessment:

20 Questions

End of topic/unit assessment

Knowledge of how to stay safe within the digital world

Application of reporting and alerting systems.

Half Term 2 & Half Term 3: Computational thinking computer systems / Programming essentials block

Content: This unit is the first programming unit of KS3. The aim of this unit and the The main focus of this unit is on developing computational thinking. This Includes problem solving, following unit (Programming II) is to build learners' confidence and knowledge of the key programming developing resilience and perseverance. Within this unit learners will learn to utilise searching and sorting algorithms, flow charts, and tracing algorithms. Pupils will have opportunities to constructs. Importantly, this unit does not assume any own subroutines, develop previous programming experience, but it does offer their understanding of analyse, interpret, modify, and implement a range of algorithms. learners the opportunity to expand on their knowledge throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count- controlled iteration. All the examples and activities for this unit use Scratch 3. Computational thinking will then be utilised during all learning moving forward.

Assessment:

20 Questions

20 Questions

End of topic/unit assessment

End of topic/unit assessment

Knowledge of how the

Knowledge block

programming

computers work and flow of data

Application of the flow of data

Application of step-by-step programming

Half Term 4: Programming development block

Content: This unit begins right where Programming Essentials' left off. Learners will build on their understanding of the control structures sequence, selection, and iteration (the big three), and develop their problem-solving skills. Learners will learn how to create their decomposition, learn how to create and use lists, and build upon their problem-solving skills by working through a larger project at the end of the unit.

Assessment:

20 Questions

End of topic/unit assessment

Knowledge block programming

Application of step-by-step programming

Half Term 5: Spreadsheet modelling data

Content: The data handling and modelling unit for Year 7 learners from having very little knowledge of spreadsheets to being able to confidently model data with a spreadsheet. The unit uses engaging activities to progress learners from using basic formulas to writing their own COUNTIF statements. This unit will give learners a good set of skills that they can use in computing lessons and in other subject areas.

Assessment:

20 Questions

End of topic/unit assessment

Knowledge how to handle data

Application in importing and using data, formatting and exporting data

Half Term 6: Creative project

Content: During this unit, learners takesdevelop their understanding of information technology and digital literacy skills. They will use the skills learnt across the unit to create a blog post about a real-world cause that they would like to gain support for. Learners will develop software formatting skills and explore concerns surrounding the use of other people's work, including licensing and legal issues.

Assessment:

20 Questions

End of topic/unit assessment

Knowledge code using external factors

Application in coding block elements to create movement and interaction

Half Term 1: Computer systems

• Content: This unit takes leamers on a tour through the different layers of computing systems: from programs and the operating system, to the physical components that store and execute these programs, to the fundamental binary building blocks that these components consist of. The aim is to provide a concise overview of how computing systems operate, conveying the essentials and abstracting away the technical details that might confuse or put off learners. The last lessons cover two interesting contemporary topics: artificial intelligence and open source software. These are linked back to the content of the unit, helping learners to both broaden their knowledge and focus on the topics addressed in the unit.

• Assessment:

  • 20 Questions

  • End of topic/unit assessment

  • Knowledge of how data can flow from one internal device to another

  • Application of how a computer system works

Half Term 2: Data representations

• Content: Humans use symbols to record, process and transmit information Introduce binary digits to your learners as the symbol's computers use to perform these tasks and focus on the representation of text and numbers. This unit conveys essential knowledge relating to binary representations. The activities gradually introduce learners to binary digits and how they can be used to represent text and numbers. The concepts are linked to practical applications and problems that the learners are familiar with.

• Assessment:

  • 20 Questions

  • End of topic/unit assessment

  • Knowledge of the foundation information of binary

  • Application of binary numbers

Half Term 3: Programming essentials text

• Content: This unit introduces learners to text-based programming with Python. The lessons form a journey that starts with simple programs involving input and output, and gradually moves on through arithmetic operations, randomness, selection, and iteration. Emphasis is placed on tackling common misconceptions and elucidating the mechanics of program execution. A range of pedagogical tools is employed throughout the unit, with the most prominent being pair programming, live coding, and worked examples. This unit of work is delivered at phase 2 of year because it starts to embed the idea of computer programming without any visual themes and allows the pupils to understand how each element covered in the previous unit working using coding

• Assessment:

  • 20 Questions

  • End of topic/ unit assessment

  • Knowledge text programming

  • Application of step by step programming

Half Term 4: Business communication

• Content: This unit will provide pupils with a solid foundation in business communication that will support them in both their current studies and for future professional opportunities. Pupils will have the opportunities to develop an understanding of core elements of communication such as presentation skills, written and verbal communication alongside digital communication. There will also be a strong influence around digital safety and using technology in a respectful and purposeful manner including professionalism, etiquette, cultural sensity, ethics and integrity. All linking to real life scenarios, computational thinking and problem solving.

   

• Assessment:

  • 20 Questions

  • End of topic/unit assessment

  • Knowledge how businesses communicate

  • Application of design and media skills to meet the needs of a client

Half Term 5 & Half Term 6: Creative project

• Content: This extensive programming unit takes learners from being complete novices to having the confidence to tackle any level programming challenge. Essential programming theory is also interleaved into the practical elements of programming to provide tangible links between required knowledge and skills. Project management has numerous transferable skills for learners. from simple time management to structured project management techniques. These skills will be invaluable for learners in their future careers. It will support team building, enable learners to become more organised, and allow them to reflect on any work completed. The use of Minecraft enables pupils to utilise opportunities to see where their learning links with real life applications

• Assessment:

  • 20 Questions

  • End of topic/unit assessment

  • Knowledge how to code using block and text

  • Application in importing code, use both block and text coding to create outcomes using user interaction

Half Term 1, Half Term 2 & Half Term 3: System architecture / Cyber security / Artificial intelligence

• Content: In this unit, learners will gain an understanding and knowledge of how.computer systems work. Starting with the building blocks of the microprocessor - logic gates learners will discover how a computer system works and executes instructions. This unit takes learners on a journey of discovery of techniques that cybercriminals use to steal data, disrupt systems, and infiltrate networks. The learners will start by considering the value their data holds and what organisations might use it for. They will then learn about social engineering and other common cybercrimes, and finally look at methods to protect against these attacks. This first year 9 unit builds on the skills from year 7 and 8. Developing an understanding of how computers work and allows pupils to consider computing in the wider world Artificial intelligence and machine learning applications are already changing many aspects of our lives. From search engines, social media content recommenders, self-driving cars, and facial recognition software, to Al chatbots and image generation, these technologies are increasingly common in our everyday world people who will understand how Al works be better equipped to engage with the world around them, make informed decisions about using and creating Al applications, and choose what role Al will play in their futures. This unit of work starts off year 9 by looking at the element of e safety in a deep way linking to the areas where pupils are to being the digital world. This will also look at the laws within the digital world and exposes pupils to the aspect of understanding what is right and wrong within the digital world.

• Assessment:

  • 20 Questions

  • End of topic/unit assessment

  • Knowledge of the computer system architecture

  • Application of how each device works and uses data

  • 20 Questions

  • Knowledge of how to secure protect computers of the method to protect data

  • 20 Questions

  • Knowledge of how Al works and creates information

  • Application of software skills to create outcomes

Half Term 4, Half Term 5 & Half Term 6: App development / Representations - digital images

• Content: This unit offers learners the opportunity to design graphics using vector graphic editing software. By the end of the unit leamers will have produced an illustration, a logo, or some icons using vector graphics. The lessons are tailored to Inkscape (inkscape.org), which is open source and cross-platform, but the resources should be readily adaptable to any vector graphics editor. Vector graphics can be used to design anything from logos and icons to posters, board games, and complex illustrations Through this unit, learners will be able to better understand the processes involved in creating such graphics and will be provided with the knowledge and tools to create their own. There is also the opportunity here to look at 'deep fake' information and reliability. Today, there's an app for every possible need. With this unit you can take learners through the entire process of creating their own mobile app, using App Lab from code.org. Building on the programming concepts learners used in previous units, they will work in pairs to perform user research, design their app, write the code for it, before finally evaluating and publishing it for the world to use. In a world where there's an app for every possible need, this unit aims to take the learners from designer to project manager to developer in order to create their own mobile app. Using App Lab from code.org, learners will familiarise themselves with the coding environment and have an opportunity to build on the programming concepts they used in previous units before undertaking their project Learners will work in pairs to consider the needs of the user decompose the project into smaller, more manageable parts use the pair programming approach to develop their app together and finish off by evaluating the success of the project against the needs of the user

• Assessment:

  • 20 Questions

  • Knowledge of how images are created using binary

  • Application of how 1 and Os build images

  • 20 Questions

  • End of topic/unit assessment

  • End of topic/unit assessment

  • End of topic/unit assessment

  • End of topic/unit assessment

  • Knowledge how design, develop and create an app

  • Application in coding and designing to meet the needs of client and Application

Half Term 1, Half Term 2 & Half Term 3: IMedia — R097 interactive digital media

• Content: Unit R097: Interactive digital media. This is assessed by completing a set assignment. In this unit you will learn how to plan, create and review interactive digital media products

  • o Plan interactive digital media

  • o Create interactive digital media

  • o Review interactive digital media

  • Interactive digital media products are found across the media industry, in games, websites and apps, learning and knowledge-based systems, simulations and in commerce At the heart of digital media products is a fusion of media rich content including text, images, sounds, video and animation. This content is combined with UX and Ul design to create an immersive and engaging environment which can promote, educate, entertain, inform or influence. In this unit you will learn to design and create interactive digital media products for chosen platforms. You will learn to select, edit and repurpose multimedia content of different kinds and create the structure and Interactive elements necessary for an effective user experience. Completing this unit will provide you with the basic skills for further study or a range of creative and technical job roles within the media industry

• Assessment:

  • Internal assessment - Module 2 to be completed for deadline 2

  • 42 GLH OCR-set assignment 70 marks

  • (70 UMS) Centre-assessed and OCR moderated

  • This set assignment contains three practical tasks.

  • It should take approximately 12-15 GLH to complete

Half Term 4, Half Term 5 & Half Term 6: IMedia — R094: Visual identity and digital graphics

• Content: Unit R094: Visual identity and digital graphics. This is assessed by completing a set assignment in this unit you will learn to how to develop visual identities for clients and use the concepts of graphic design to create original digital graphics to engage target audiences.

  • o Develop visual identity

  • o Plan digital graphics for products o Create visual identity and digital graphics

  • The media industry is vast, covering both traditional and new media sectors and providing work for individual freelance creatives as well as large teams in design houses and multinational companies Job roles frequently overlap multiple sectors, and products often need to be suitable for more than ane kind of output However, there are common aspects to all media products. Pre-production and planning are vital saving clients time and money and enabling creatives and designers to charge appropriately for their services. Products also make use of similar media codes to convey meaning. create impact and engage audiences. In this unit you will learn about the sectors, products and job roles that form the media industry. You will learn the legal and ethical issues considered and the processes used to plan and create digital media products. You will learn how media codes are used within the creation of media products to convey meaning, create impact and engage audiences You will learn to choose the most appropriate format and properties for different media products Completing this unit will provide you with the basic skills for further study or a range of creative job roles within the media industry.

• Assessment:

  • Internal assessment - Module 1 to be completed for deadline 1

  • 30 GLH OCR-set assignment 50 marks (50 UMS)

  • Centre-assessed and OCR moderated

  • This set assignment contains two practical tasks.

  • It should take approximately 10-12 GLH to complete

Half Term 1 & Half Term 2: Computer science — 2.2 programming techniques / 2.3 robust programming projects

• Content: Students use knowledge gained throughout the computer science key stage 3 and year 10 to link. Students use knowledge gained throughout the computer science key stage 3 and year 10 to link, programming, coding and language development. This helps students build a deeper understanding and gain further knowledge e g. step by step programming, logical thinking programming using a step method. programming, coding and language development. This helps students build a deeper understanding and gain further knowledge e.g. step by step programming, logical thinking. programming using a step method The key differences between high level and low-level languages, recognising that coding in a language such as How to make programs robust, Python must be converted to machine code in order for a processor to run the validation are used so that computer set of instructions. The role of translators programs do not break easily and only In this process, comparing both accept true inputs compilers and interpreters. Integrated development environments (DEs) are, Identify their components and then analyse how these components support the generation of a computer program. The characteristics of Integrated development environments and how these characteristics assist a programmer ensuring

• Assessment:

  • Progress check points

  • Unit knowledge tests

  • Microsoft forms - know quizzes

  • Programming project

  • Programming task

  • Programming project

  • Programming project

  • Programming task

  • Programming task

Half Term 3 & Half Term 4: Computer science — 2.1 algorithms / 2.4 computer logic

• Content: Knowledge of mixtures yr7,8,9 computer science. Knowledge of coding/creating yr 8,9 computer science allows students to develop knowledge and understanding of computer logic. Knowledge of the visual coding from yr 7 CS and binary yr 8 CS, and the anguage development from yr 9 CS allows pupils to develop their coding skills further. The main searching and sorting algorithms, their similarities and differences. Boolean logic, learning to Interpret, draw and predict the outputs of AND, OR and NOT gates Computational thinking with thinking, decomposition and abstraction. The principles of computational thinking (abstraction, decomposition and algorithmic. thinking) The shapes used within flowcharts Pseudocode and how it is Structured

   

• Assessment:

  • Progress check points

  • Unit knowledge tests

  • Microsoft forms - know quizzes

  • Programming project

  • Programming task

     

Half Term 5: Computer science — 2.5 translators of language / 2.6 data representation.

• Content: Knowledge from the computer science carousel year 8, text only programming yr9, allow pupils to build on a basic platform to understand the data representation Throughout all key stage carousel the details elements are left year 10/11. This is the most complex part of CS and is left until yr. 11 to enable students to have the greatest success at this. The fundamentals of programming such as file handling. records of data, structured query language and arrays. How file handling allows programmers to code Python files that can store data long term Boolean logic, learning to interpret, draw and predict the outputs of AND. OR and NOT gates. Computational thinking with algorithmic thinking. algorithmicdecomposition and abstraction. The principles of computational thinking (abstraction, decomposition and algorithmic thinking) The last unit of work In year 11 has been placed at the end phases due to the coverage it has embodied within the previous years work and project. This allows pupils to again develop their front and internal computing skills

   

• Assessment:

  • Progress check points

  • Unit knowledge tests

  • Microsoft farms - know quizzes

  • Programming project

  • Programming task

Half Term 6: Computer science — Paper 1 and 2 Practical programming

 

• Content: 01: Computer systems This is a compulsory component. It is worth 80 marks, representing 50% of the total marks for the GCSE (9-1). This component is an externally assessed written examination testing A01 and AO2 The examination lasts 1 hour 30 minutes. All the questions are mandatory. The question paper will consist of short and medium answer questions. There will also be one 8-mark extended response question. This question will enable students to demonstrate the ability to construct and develop a sustained line of reasoning. 02: Computational thinking, algorithms and programming This is a compulsory component. It is worth 80 marks, representing 50% of the total marks for the GCSE (9-1). This component is an externally assessed written examination testing A01, A02 and A03 The examination lasts 1 hour 30 minutes and is formed of two sections. All the questions are mandatory. Section A is worth 50 marks, and assesses students knowledge and understanding of concepts of Computer Science. Students then apply these to problems in computational terms, where they may use an algorithmic approach Section B is worth 30 marks, and assesses students Practical Programming skills and their ability to design, write, test and refine programs

   

• Assessment:

  • Progress check points

  • Unit knowledge tests

  • Microsoft forms - know quizzes