KS3 - Computing Curriculum map.xlsx

	B	E	G	H	J	K	L
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2		Teach Computing Curriculum Map
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4			Statement Number	National Curriculum Statement	Teach Computing Taxonomy
5			Statement Number	National Curriculum Statement	Abbreviation	Strand	Description
6	Welcome to the Teach Computing Curriculum Map. This document provides an overview of the units and lessons designed for students aged 11 to 14 (key stage 3). Additional mapping documents are available for teaching students of other ages at teachcomputing.org/curriculum. Use this document to explore the curriculum, how it is structured, and most importantly, how it meets the objectives of the English national curriculum. You can also use this document to discover how the curriculum content connects to other frameworks such as Education for a Connected World and various exam specifications (where relevant). You can also explore progression within the curriculum materials, as each objective is mapped to one or more of the ten strands within our content taxonomy. For example, if you want to understand how skills and concepts around networks are developed, you can do so by filtering your view to hide all objectives that are not related to networks. On the next sheet, you'll find details of every unit, lesson, and learning objective, arranged in their suggested teaching order. Every column can be filtered to enable you to focus on what you want.		3.1	design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems	NW	Networks	Understand how networks can be used to retrieve and share information, and how they come with associated risks
7			3.2	understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem	CM	Creating media	Select and create a range of media including text, images, sounds, and video
8			3.3	use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions	DI	Data and information	Understand how data is stored, organised, and used to represent real-world artefacts and scenarios
9			3.4	understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]	DD	Design and development	Understand the activities involved in planning, creating, and evaluating computing artefacts
10			3.5	understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems	CS	Computing systems	Understand what a computer is, and how its constituent parts function together as a whole
11			3.6	understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits	IT	Impact of technology	Understand how individuals, systems, and society as a whole interact with computer systems
12			3.7	undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users	AL	Algorithms	Be able to comprehend, design, create, and evaluate algorithms
13			3.8	create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability	PG	Programming	Create software to allow computers to solve problems
14	To filter a column, click the filter control button in the column header and select the desired data from the drop-down menu.		3.9	understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.	ET	Effective use of tools	Use software tools to support computing work
15					SS	Safety and security	Understand risks when using technology, and how to protect individuals and systems
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