​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Unit 1 – Digital Literacy: Students will cover a variety of topics relating to digital literacy. This will allow students to build up their confidence in using ICT facilities which students will need for their academic career.

Students coming into secondary school come in with different experiences from primary and at home. Studying a unit which covers the basics of ICT and the different platforms we use in school as well as word processing and powerpoint will assist students with the rest of their studies.

This unit will be delivered by specialist ICT/Computing staff in ICT suites in school. Students will be experience modelling and then carry out their work in a practical environment.

Students will be able to login to the school network using their own individual login accounts. They will then be able to send emails, add attachments, use google classroom, seneca learning, classcharts, microsoft word and microsoft powerpoint. All of the fundamental skills students will need to be able to access their classwork and homework. Students will complete an end of unit assessment which will be a mixture of multiple choice and open ended questions.

This allows students to be able to use a range of tools which can be used in other subjects, employment and other years studying ICT in school.

This will allow students to access work from other subjects, especially with google classroom, classcharts, seneca and using other ICT tools.

2

Unit 2 - Kodu Game Lab: Students will plan, create, test and evaluate a game of their choice using a range of tasks. The game will be made on a blocked based programming language.

Students are using this to build on the knowledge learnt in the previous unit of the micro:bit. Students will use this knowledge to apply it to a different scenario and different programming language.

The unit will be delivered through theoretical and practical lessons to cover the knowledge needed to plan, design, develop, test and evaluate their game.

By the end of this unit students will have been through the development process of making a game. Students will have planned, designed, developed, tested and evaluated a game to meet the requirements of a client. The game will be assessed but also an assessment made up of multiple choice and open ended questions.

This unit prepares students for the text based programming unit which is covered in year 9.

This unit links to maths due to the nature of programming. It links in with problem solving and being a logical thinker.

3

Unit 3 - Understanding Computer Systems: Students will be taught the elements of computer systems such as the CPU, Binary, Binary addition, Storage devices, new technologies and searching and sorting algorithms.

Students are being taught the fundamentals of computer systems to improve their understanding of computer systems and what they’re made up of. This will help students knowledge of computing and can be built on further down the line.

Lessons will be delivered by powerpoint, videos, worksheets and discussions. Students will have a booklet to work through and complete for this unit.

Students will study the different components that make up a computer system. They will then study the CPU, binary, binary addition, storage devices and new technologies. Students will complete an end of unit assessment which will be a mixture of multiple choice and open ended questions.

This unit allows students when moving into year 8 ICT as well as teaching students more technical contents of computing.

Some of the content links in with electronics as binary is how switches work. Also helps with maths due to covering binary addition.

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Unit 1 - Data Representation: Students will be taught how data is represented within computer systems and files such as images.

This unit will build on students knowledge from their year 7 unit, understanding computers. Using their previous knowledge of binary, students will learn about hexadecimal, image representation and logic gates for example.

This unit will be delivered through theory and modelling lessons. Making use of tools such as whiteboards, interactive boards and visualisers to deliver the content.

By the end of this unit students will have an understanding of how binary is used within a computer system in many areas. Such as hexadecimal, character sets, image representation and logic gates. This unit will be assessed by formative and summative assessments.

This will help prepare students for others units such as digital graphics, as students will understand how images are represented in computer systems.

This topic links in with other subjects such as electronics, DT and maths.

2

Unit 2 - App That: Students will be taught a unit on designing and developing their own app. Students will follow skill based tutorial regards to learning the new skills required then will plan, design, develop, test and evaluate an app.

This unit will allow students to build on the skills developed from KODU in year 7 and look to use a programming language to development their own app. Students will also use previous knowledge of planning, testing and evaluation in the project.

This unit will be delivered through theory and modelling lessons. Making use of online tools such as code.org that we will use to development the application development.

By the end of this unit students will have an understanding of how to plan, design, develop, test and evaluate the creation of their own app. This unit will be assessed by formative and summative assessments.

This will help prepare students for the programming unit in year 9 which requires the student to understand Python.

This topic links in with other subjects such as english, art and maths. Also, other subjects of interest as they can choose their own topic.

3

Unit 3 - Digital Graphics: Students are being taught the different types of digital graphics and how to design and develop a graphic for a particular target audience.

Students will build on their knowledge from year 7 where they covered the basic tools of digital graphic software, photopea. This will also help students in other subjects across the curriculum as well as if students pick iMedia at GCSE.

The unit will be delivered through lessons in IT rooms through the use of modelling and practical skills using the computers. Photopea is software which is online and can be used at home free of charge.

By the end of the unit students will be able to use advanced digital graphic software to create original graphics to meet the requirements for a client. The unit will be assessed through the both practical skills and a summative assessment.

Students will learn transferable skills for other units within computing but also subjects across the curriculum. Students will be equipped digital graphics skills.

Digital graphics links to other subjects such as Media, iMedia, Art, Photography where these skills may be used.

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Unit 1 - Understanding networks: To gain an understanding of what a network is and the different types you find within the world of computing.

Students have studied a unit on understanding computer systems. This is then moving on from that topic to understand the importance of what networking is within computing.

The unit will be delivered through a wide range of lessons including theory, practical and group work activities. The unit will involve both summative and formative assessments throughout (based on exam style questioning)

By the end of the unit students will have a good understanding of networking within Computing, knowing the different types of network, how they work and the hardware that makes up a network. Students will be assessed with a summative assessment at the end but the use of questioning, completed work and class discussions will be used as formative assessment throughout.

Networking is a large part of Computing in general so it helps with understanding of how networking is used throughout the world of technology. Also sets foundation of knowledge if taken at GCSE as an option.

Networking can link to other subjects such as technology. Further reading could be carried out regarding careers and future prospects.

2

Unit 2 - Python Programming: To gain a good understanding of Python programming language and use that skill to be able to create programs to meet a range of complex problems.

Students will build on their previous knowledge of Python to be able to create more complex and challenging programs to meet more complex needs of computer systems and programmes.

The unit will be delivered through the use of theory, modelling and practical work completed by students using Python programming language, whilst also documenting their skills along the journey.

By the end of the unit students will have a good working knowledge of python programming and should be able to programme different solutions to a wide range of complex computing problems. It will be assessed by the completing of their own programming projects as well as a summative, python assessment based off of past exam python questions.

This helps students become good problem solvers by breaking larger problems into smaller ones. They also need to be able to program to do Computer Science at GCSE.

Python can link into technology, engineering and maths to help solve large complex problems as students need to be good logical thinkers.

3

Unit 3 - Social Media and Digital Marketing: To gain an understanding of the employability skills needed for the world of work.

Students are to cover a unit of employability ICT skills such as office, web design and social media and digital marketing. This unit is all about how businesses use ICT and having the skills to meet their needs in the real world.

The unit will be delivered through practical lessons completed by students. By using digital tools and online platforms to meet the needs and requirements of a business for an online presence.

Students should be able to use a wide range of tools which are used within the real world. Such as g-suite, office, wix and social media to meet the needs and requirements of a business. Students will be assessed on their project work which will be based on a real world client.

This helps students with the ability to use a wide range of software to meet the requirements of a client. Also helps cross curricula with general ICT skills.

Cross curricula as use of a range of software means that the skills are transferable in subject and real life scenarios.

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Hardware - To gain understanding of what components are used within a computer.

Memory and Storage - To gain understanding of the difference between primary and secondary storage.

Wired and Wireless Networks - To understand the difference in wired and wireless networks and the advantages/disadvantages of both.

Hardware introduces the students to the course and without this knowledge the other units will not be understood as well which allows the Memory and Storage unit and wired & Wireless units to flow well once the hardware section has been taught.

The units will be delivered through a wide range of lessons including theory, practical and group work activities. The unit will involve both summative and formative assessments throughout (based on exam style questioning)

By the end of the units students will have a good understanding of the hardware that is required within a computer and how each of these components work, the primary and secondary storage components and the difference between a wired and wireless network.. Students will be assessed with a summative assessment which is made up of past exam questions at the end but the use of questioning, completed work and class discussions will be used as formative assessment throughout.

​

These units make up the fundamentals of computer science so everything learnt in this term will aid the progress of students.

Cross curricular.

2

Networks - To gain understanding of the different networks available and the hardware required.

Data Representation - To understand the data units required within computing along with the mathematical side of computer science.

System Software - To gain understanding of the software required to run computers and networks.

Off the back of Wired and Wireless networks we intro Networks to the students while all previous information is remembered and fresh in minds. Data representation is a new topic for the students away from the hardware and components and focuses on the mathematical side and this helps move onto Systems Software.

The units will be delivered through a wide range of lessons including theory, practical and group work activities. The unit will involve both summative and formative assessments throughout (based on exam style questioning)

By the end of the unist students will have a good understanding of networking within Computing, knowing the different types of network, how they work and the hardware that makes up a network, the data representation required to understand how computers work out mathematical problems and the software required for systems to run. Students will be assessed with a summative assessment which is made up of past exam questions at the end but the use of questioning, completed work and class discussions will be used as formative assessment throughout.

The Data representation unit will help when the students come to paper 2 units and also this section is vital that it's understood early in the course to show progress.

Maths and Cross curricular.

3

System Security - Gain understanding of the different threats to a network and how these threats can be prevented.

Ethical, Legal, Cultural and Environmental Concerns - Gain understanding of all the wider world concerts with regards to the development of technology.

These units are ideal for the end of the year as we can use all prior knowledge to help explain the sections of system security along with the Ethical, Legal, Cultural and Environmental Concerns

The units will be delivered through a wide range of lessons including theory, practical and group work activities. The unit will involve both summative and formative assessments throughout (based on exam style questioning)

By the end of the units students will have a good understanding of the threats and prevention that can cause issues with system security and also the everyday matters with changing technologies within ethical, legal, cultural and environmental concerns. Students will be assessed with a summative assessment which is made up of past exam questions at the end but the use of questioning, completed work and class discussions will be used as formative assessment throughout.

These topics help with the exam preparation as usually these units come with high mark questions and need to be taught fully to allow the students to gain these high marks.

Cross curricular.

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Algorithms - writing and reading algorithms from programming situations which also require the students to understand how to do Searching and Sorting algorithms

​

Programming fundamentals - be able to make use of variables, constants and operators. Understanding of sequence, selection and iteration. Common operators and arithmetic operator which are all programming skills needed to program successfully.

​

Producing robust programs - understand how to make a program robust through defensive design. Be able to test a program based on test data and predict the outcomes through trace tables.

Students need these skills to be able to be successful at being able to understand the skills and fundamentals of programming.

​

The sections within searching and sorting is vital that the students get a firm grasp early so progress can be made and students can apply this to their programming skills.

The unit will be delivered through a wide range of lessons including theory, practical and group work activities. The unit will involve both summative and formative assessments throughout (based on exam style questioning)

By the end of this term students will have a firm grasp of the different searching and sorting algorithms used within programming. They will be able to identify variables and constants and be able use them to create advanced programs. Students will be able to file handle within Python and are able to write SQL statements to query a database. This unit will be assessed by topic assessments and summative assessment.

These units make up the fundamentals of computer science paper 2 so everything learnt in this term will aid the progress of students.

Cross Curricular

2

Boolean logic - to gain understanding of how logic gates work alongside Boolean Algebra which will also enable the students to simplify expressions.

Programming languages and Integrated development Environments - to gain understanding of the difference between high level languages and low level languages within computing and the different tools used within an IDE.

Students need this knowledge and skill as it is a fundamental part of computer science and the theory behind programming and how computers communicate.

The unit will be delivered through a wide range of lessons including theory, practical and group work activities. The unit will involve both summative and formative assessments throughout (based on exam style questioning)

By the end of this term students will have the ability to create programs using defensive design and be able to use a range of programming techniques and theory to carry this out. Students should be comfortable and capable of using boolean logic diagrams to predict the outcome of each diagram. As well as this, students should be able to identify the differences and similarities between high level and low level languages when programming in different languages.

These units make up the fundamentals of computer science paper 2 so everything learnt in this term will aid the progress of students.

Cross Curricular

3

Paper 1 revision

Paper 2 revision

Students will recap the content of paper 1 and paper 2 prior to their mock exams. Staff will use question level analysis to recognise where gaps in knowledge are and will cover lessons on these topics.

Lessons will be delivered using modelling, questioning and exam questions to prepare students for their exams.

Students will self assess, peer assess and have their answers marked by staff.

Both paper 1 and paper 2 content will be covered to ensure all gaps of knowledge have been filled for all students. This knowledge will help with their exams but also for level 3 studies or employment.

Cross Curricular

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

R093: Creative iMedia in the Media industry:

Planning is an essential part of working in creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital products using their own understanding and application.

​

R094: Digital identity and digital graphics:

See below

Completing this unit will provide you with the basic skills for further study or a range of creative job roles within the media industry as well as skills to complete the other two units of coursework.

​

​

​

​

See below

Lessons will be delivered using teacher powerpoints which will include videos, website links and case studies. Students are then required to complete their unit of work independently.

​

​

​

​

See below

In this unit students will learn about the sectors, products and job roles that form the media industry. They will learn the legal and ethical issues considered and the processes used to plan and create digital media products. They will cover how media codes are used within the creation of media products to convey meaning, create impact and engage audiences. Students will learn to choose the most appropriate format and properties for different media products. Students are assessed by an external exam.

​

See below

Learners will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of Unit RO94 and R095.

​

​

See below

Cross Curricular

2

R093: Creative iMedia in the Media industry:

See above

​

R094: Digital identity and digital graphics:

See below

See above

​

​

​

See below

​

See above

​

​

​

See below

See above

​

​

​

See below

See above

​

​

​

See below

Cross Curricular

​

3

R093: Creative iMedia in the Media industry:

See above

​

R094: Digital identity and digital graphics:

Students will be taught how to use specialists graphic software to meet the requirements of a client. Using advanced editing and graphic tools will develop students skills in this area.

​

See above

​

​

​

This unit will incorporate skills from the previous examined unit. It is a unit which will allow students to express themselves through digital graphics and use advanced tools to create graphics to meet the needs of a client.

See above

​

​

​

Lessons will be delivered by the teacher, modelling practical skills for students to try. Students will then use those skills to complete a unit of coursework set by the exam board.

​

See above

​

​

​

In this unit students will learn how to develop visual identities for clients. They will also learn to apply the concepts of graphic design to create original digital graphics which incorporate visual identity to engage a target audience. This unit is coursework based and will be marked at the end.

See above

​

​

​

Completing this unit will introduce the foundations for further study or a wide range of job roles within the media industry as well as skills to implement in the next unit of work.

Cross Curricular

​

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

R082: Creating Digital Graphics:

Digital graphics feature in many of our lives and play an important part in today’s world. The digital media sector therefore relies heavily on these visual stimulants within the products it produces to ensure it communicates effectively.

This unit builds on unit RO81 and enables learners to apply the skills, knowledge and understanding gained in Unit RO81.

Lessons will be delivered Lessons will be delivered using teacher powerpoints which will include videos, website links, case studies and past exam questions which will ensure the learners understand the topic being covered.

Learners will be able to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation.

​

This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process.

​

This unit is assessed internally by using the exam boards mark scheme.

Learners will be able to understand the purpose and properties of digital graphics and know where and how they are used. They will know a range of editing techniques and review a completed graphic against a specific brief.

Cross Curricular

​

2

R091: Designing a Game Concept

Students learn the basics of planning and designing digital games for the creative digital media sector. They investigate the capabilities and limitations of different platforms, and identify core features of digital games as they create a games design concept proposal for presentation to a client for critical review.

This unit builds on RO81, RO82 and R084.

Learners will be able to apply the skills, knowledge and understanding gained in those units.

Lessons will be delivered using a range of resources that include presentations of the key content, modelling, videos, website links and industry examples which will ensure the learners understand the topic being covered.

​

Learners will be able to understand the basics of game design which will enable them to interpret a client brief.

​

This term will focus on LO1: Understand Digital Game Types and Platforms and LO2: Be Able to Plan a Digital Game Concept of the unit.

​

This unit is assessed internally by using the exam boards mark scheme.

Learners will develop skills in research, planning and reviewing the success of the work they have developed. They will develop project management skills in each of the internally assessed units.

Art, Media, Computing

​

3

R091: Designing a Game Concept

See above

​

See above

See above

See above

See above

Art, Media, Computing

​

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Unit 1 Fundamentals of IT - To develop a sound understanding of IT technologies and practices is essential for IT professionals.

Information learnt in this unit will provide a solid foundation in the fundamentals of hardware, networks, software, the ethical use of computers and how business uses IT.

​

​

Unit 9 - Product Development - Students will learn about different product design methodologies and the role of the product development life cycle. They will discover the factors that influence product development. This will enable them to create their own product in this and future units.

The knowledge, skills and understanding will underpin the study for the additional units. Teaching the exam unit first alongside a coursework unit also allows a future resit opportunity.

​

It is important that students understand the processes required for the development of a product. They use these skills in both this unit and further apply them in Unit 5.

Theory teaching, with some practical application. Use of past papers.

​

​

​

​

​

Teacher input

Research and design tasks

Developmental tasks

Practical assignments

Written assignments.

Students will be able to answer scenario based questions on a range of topics including hardware, software, networks, ethics and IT in business. They will be able to apply their understanding and explain in different contexts. Externally assessed.

​

​

​

This unit is internally assessed.

Students will be provided with assignments and will show an understanding of the systems life cycle. They will then produce a product having used the life cycle stages.

Knowledge gained in the study of this unit will also help prepare students for relevant industry

qualifications

​

​

​

​

Applicable to any ICT produced solution.

Computer Science

​

Business studies

2

Unit 9 - Product Development - see above

​

​

​

​

​

3

Unit 5 - Virtual and Augmented Reality - Students will learn about both augmented and virtual reality technologies and how they are used. They will research both

technologies and design both a virtual and an augmented reality resource. Finally, students

will use their research and skills learnt whilst designing and creating resources to suggest

future applications for virtual and augmented reality. Mandatory unit.

​

This is a natural progression from Unit 9. Pupils follow a similar process in designing and creating a product. Unit 5 is a mandatory unit.

Teacher input

Research and design tasks

Practical assignments

Written assignments.

Students will know the differences between augmented and virtual reality products. They will have designed, costed and developed a product which then they will evaluate.

This is a coursework unit and will be assessed internally.

This supports students knowledge of the systems life cycle in product development. The unit supports the development of skills, knowledge and understanding

relevant to a job role in the areas of 3D modelling, digital transformation and even the film

and games industry.

​

​

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now?

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Unit 2 - Global Information - to develop an understanding of how organisations use information sources both internally and externally and the types of information. The skills gained by completing this unit will give students knowledge of the functionality of information and how data is stored and processed by organisations.

​

Unit 5 - Virtual and Augmented Reality - see previous slide

This unit naturally follows on from the previous externally sat unit and to adequately distribute external assessments one takes place in each year of the course. This also enables resit opportunities. The social media and marketing unit suitably follows on from Unit 2 by exploring how information is used by organisations.

Case studies. Theory led. Past papers. Exam scenarios.

Exam papers for this unit will include a pre-released case study which will be the focus for the questions for Part A of the paper, while Part B will consist of questions of a more general nature. Questions will provide sufficient information to support the application and interpretation of the taught content of the unit. During the external assessment, learners will be expected to demonstrate their understanding through questions that require the skills of analysis and evaluation in particular contexts.

Preparation for students who may use this qualification to access university or employment. Knowledge gained in the study of this unit will also help prepare students for relevant industry qualifications.

Business studies

2

Unit 13 - Social Media and digital marketing - This unit looks at digital marketing as a concept and then offers students the opportunity to explore the possible impacts, both positive and negative, that may be generated by the use of social media as a digital marketing tool. This is a very topical concept and therefore supports students interests/experiences but also develops their understanding of the use of digital content.

​

​

This unit is an optional unit and builds on knowledge, skills and understanding acquired in other units. LO2 builds on the knowledge in Unit 2 covered in term 1.

Teacher input

Written assignments.

Students will be required to complete the set assignments which mainly consist of written tasks. There is an element of research within the unit and students plan content and propose appropriate social media channels for digital marketing campaigns. This is a coursework unit and will be assessed internally.

This unit is in the Emerging Digital Practitioner, Application Developer and the Data Analyst Specialist pathways and is therefore useful for students moving onto a digital, ICT, media or business type post-16 course or apprenticeship.

Media

​

Business

3

Unit 13 - Social Media and digital marketing - see above

​

​

​

​

​

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

The characteristics of processors: To know the different types of processor and the structure and function of them.

Software and software development: To know the different types of software and methodologies.

​

​

Programming project

These topics are fundamental parts of the computer science course. They lead onto the next part of the course as well as allowing it to be included in their final programming project.

Lessons will be delivered using powerpoints, videos and past exam questions to help ensure students understand the topic being covered.

At the end of this term students will be able to identify the different components and processors that are found in computer systems as well as understand the range of software and programming languages that are available. Students will be assessed on this unit using a topic assessment.

​

​

​

Students will have completed the analysis part of their programming project.

This part of the course will prepare students for further education and working in a real world application environment.

ICT skills as well as maths skills will be used here. Students need to be able to use a variety of software tools as well as design algorithms to solve real life problems.

2

Exchanging data: Students need to know how data is exchanged between different systems.

​

Data types, data structures and algorithms: Students need to be able to recognise different data types and structures within programming and CS.

​

Programming project

These topics are fundamental to understanding how computer systems relate to each other. Algorithms are part of the programming project so is extremely important to build up that knowledge for their project.

Lessons will be delivered using powerpoints, videos and past exam questions to help ensure students understand the topic being covered. Practical asks will also be used during the lessons to help cement understanding.

By the end of this unit students will be able to identify and understand the different types of data that is exchanged between systems and be fully competent in answering exam questions. Students will also know how data types and structures are used in a variety of algorithms. Students will be assessed using an assessment of past exam questions.

​

​

Students will have completed the analysis part of their programming project.

This part of the course will prepare students for further education and working in a real world application environment.

ICT skills as well as maths skills will be used here. Students need to be able to use a variety of software tools as well as design algorithms to solve real life problems.

3

Legal, moral, cultural and ethic issues: Students must be able to recognise the different legal issues surrounding computing and the impact this could have on the environment.

​

​

Programming Project

Legal, moral, cultural and ethical issues are part of the overall computer science subject. Understanding and knowing what is legal, morally correct and the ethical issues surrounding computing is extremely important.

Lessons will be delivered using powerpoints, videos and past exam questions to help ensure students understand the topic being covered.

By the end of the unit students will be fully competent in identifying the legal, cultural, moral and ethical issues surrounding computing and are able to discuss and argue their opinions and reasonings for all of these area confidently. Students will be assessed using an assessment of past exam questions.

This part of the course will prepare students for further education and working in a real world application environment.

ICT skills as well as maths skills will be used here. Students need to be able to use a variety of software tools as well as design algorithms to solve real life problems.

​

Intent

Implementation

Impact

Term

Why are they being taught it?

Sequencing - Why are they being taught it now

How will the unit be delivered?

What will students be able to do by the end of this unit? How will this be assessed?

How does this unit prepare students for future learning

What links are there to other subjects?

1

Elements of computational thinking: Be able to understand what is meant by computational thinking, linking it to real world scenarios.

​

Problem solving and programming: Students are able to use computational thinking/methods to solve a range of problems using programming.

Computational thinking and problem solving are important parts of computer science. They’re the fundamentals of what computing is about and having these skills are important to moving forward with the content of the course.

Lessons will be delivered using powerpoints, videos and past exam questions to help ensure students understand the topic being covered.

By the end of the unit students will understand computational thinking and will be able to apply these skills to a range of scenarios. Using this, they should be able to find problem solving and programming much easier and more accessible when faced with a problem/program to solve.

This part of the course will prepare students for further education and working in a real world application environment.

ICT skills as well as maths skills will be used here. Students need to be able to use a variety of software tools as well as design algorithms to solve real life problems.

2

Algorithms: Students are able to identify the different types of algorithms and programme them using a suitable programming language.

​

Revision of all topics covered in the first year to ensure all aspects of the course have been covered in preparation for final exams.

Students are covering the theory part of algorithms at this stage of the course after they have completed their programming projects. This means students already have a good practical understanding, but now covering the theory side helps embed this knowledge.

Lessons will be delivered using powerpoints, videos and past exam questions to help ensure students understand the topic being covered.

By the end of this unit students will be able to understand the theory side of algorithms and programming after having already completed their programming projects. Applying this practical knowledge to the theory side of the unit will help embed their knowledge. Students will be assessed in this unit using past exam questions.

This part of the course will prepare students for further education and working in a real world application environment.

ICT skills as well as maths skills will be used here. Students need to be able to use a variety of software tools as well as design algorithms to solve real life problems.

3

Revision of all topics covered in the first year to ensure all aspects of the course have been covered in preparation for final exams.

Students will be taught any of the topics they feel they need to recap/revise again. This will be in preparation for their final exams.

Use of revision strategies will be used such as questioning, exam questions, revision guides and online tools such as seneca learning.

Students should be confident and competent in the entire specification to ensure they are able to access the final examinations and be the best prepared they can be.

Allows students to be self aware of their strengths and weaknesses and use this to be independent learners.

Revision techniques can be used across all subjects.