Computer science

subject overview

A high-quality computing education equips learners to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which learners are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, learners are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that learners 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.

unit overview - living in a digital world

Subject: Living in a Digital World
Skills	Students are able to articulate expectations of appropriate online behaviour. Students are able to describe how to operate and interact safely online. This includes: Distinguishing between appropriate and inappropriate online behaviour Describing their own online responsibilities and how to behave in an appropriate way online Describing how to report concerns or issues as they arise
Knowledge	Understand a range of ways to use technology responsibly, safely and securely Knowing how to report online concerns Recognizing inappropriate content and contact Understanding a range of ways to use technology respectfully Recognizing acceptable and unacceptable online behaviour
Rationale	Given the clear dangers arising from participation in social networks, this unit addresses the various types of threats that exist online. Every young person must be able to use the internet safely and securely, with an understanding of the issues and threats that exist. This means understanding the expectations of their own behaviour and how to act appropriately in various online scenarios and on common media. Furthermore, should participation in social networks give rise to any concerns, students should be aware of how to report it.

unit overview - scratch games

Subject: Scratch Games.
Skills	To be able to create games (in Scratch), which allow: the player to move a sprite around the screen the player to control the sprite to respond to other characters in a game the player to control the appearance/disappearance of a sprite using mouse controls during gameplay the game to respond to character input in the game To be able to create games which respond to keyboard and mouse input events To be able to develop menus which provide access to game features To be able to design and construct games featuring multiple platform levels To be able to analyse a game and give constructive feedback To be able to develop their technical terminology to annotate their work
Knowledge	Understand how to develop code and illustrations using Scratch development environment Understand how to create characters in the IDE Understand how to animate characters in a game Understand how to detect and respond to input events in a game Understand how to detect and respond to contact with other actors in a game Understand how to create keyboard input to a game Understand how to design and develop menus for games Understand how to design and develop multiple game levels
Rationale	An excellent pathway into text-based programming is creating games using Scratch software. Although it features coloured blocks to drag and drop, it much reduces the possibility of the syntax errors which deter the progress of so many young people when they learn programming. Moreover, it highlights what is important – ready access to the programming constructs; sequence, selection and iteration. In this unit, students learn programming techniques in Scratch and create games featuring animation, event handling and character interactions. By considering and improving their designs, they come to create increasingly complex gameplay and game code. By responding to constructive comments about their games, they engage in iterative development. By annotating their games and justifying their code design decisions, they become more mindful of the decisions that programmers make.

unit overview - python for absolute beginners

Subject: Python for Absolute Beginners
Skills	Students are able to create computer programmes (in Python), which: Instantiate and manipulate variables Use various data types (String, Integer, Float, Boolean) Interact with the user using input and output Construct algorithms demonstrating sequence Construct algorithms demonstrating control/selection structures Construct algorithms demonstrating iterative structures Make use of various mathematical operators as appropriate Students are able to develop programmes for specific problems Students understand and are able to apply the concepts of decomposition, abstraction and simplification Students are able to debug and correct problems in their code Students are able to annotate their code using appropriate terminology and technical language
Knowledge	Know how to implement programmes in the Python development environment Know the basic syntax of Python Understand the need for variables in digital systems Understand the different data types i.e. string and integer data types Understand how sequence, selection and iteration are implemented in Python Understand how to prompt the user for data and assign it to a variable Understand how to output data to the screen for user interaction Know how to utilise the mathematical operators needed for numerical calculations Know how produce algorithmic solutions for specific problems Understand the importance of ‘commenting’ code and documentation
Rationale	This unit introduces the students to the fundamentals of writing computer programmes using the Python programming language. The key principles of how to write algorithms using the concepts of abstraction, decomposition and simplification are introduced and refined. By the end of the unit, the students will be able to create their own solutions to simple problems. They will also be able to debug, annotate and document their code to explain their design decisions and justify their solutions

unit overview - how computers work

Subject: How Computers Work
Skills	Be able to explain what is meant by a computer with reference to its inputs, processes and outputs Be able to discuss the role of various peripheral input and output devices in a computer system Be able to explain the hardware elements of a modern computer, including: the role of the CPU, RAM and hard drive how the CPU, RAM and hard drive work together Be able to describe how performance is measured, and justify hardware choices for better computer performance
Knowledge	Understand what a computer is, and be able to define and differentiate between computer and non-computer systems Know how modern computers have developed over time Understand the key features of hardware and software Understand the role of peripherals in a computer system Understand the various hardware elements in a computer system and be able to describe their functions Explain how hardware choices can impact the performance of a computer
Rationale	As technology evolves, conceptions of what is meant by the term ‘computer’ have moved beyond standard notions such as PCs and laptops. Devices which were never considered to be computers have now converged into being classified as computers – this includes watches, mobile phones, washing machines, cars, cameras, and so on. By the end of this unit, students will have a sharper understanding of how computers are defined, and be able to state with authority what is and is not a computer. Students will also be able to classify and explain the purpose all the key components in a computer system, and how each one facilitates input, output or storage. Being able to hold informed dialogue such as this will enable students to see computers for what they are, and contribute to new notions of what else can become one.

unit overview - bbc microbit

Subject: BBC Microbit
Skills	To be able to code simple programs on the micro:bit which use events, inputs and outputs To be able to create simple games using the BBC micro:bit features (compass, LED, accelerometer) To explain how the BBC micro:bit is an implementation of hardware elements which handle inputs, outputs and some key internal hardware components To be able to create simple programs for the BBC micro:bit which: Instantiate and manipulate variables Use various data types (String, Integer, Float, Boolean) Interact with the user using input and output Construct algorithms demonstrating sequence Construct algorithms demonstrating control/selection structures Construct algorithms demonstrating iterative structures Make use of various mathematical operators as appropriate Make use of the key elements of the BBC Micro-bit including: Accelerometer Compass LEDs To be able to apply the concepts of; decomposition, abstraction and simplification in simple programs To be able to debug and correct problems in their code To be able to annotate code using appropriate terminology
Knowledge	Know how to implement simple programs for the BBC micro:bit Understand how to simulate and flash programs onto the micro:bit Know how to create games for the Micro-bit utilising various hardware elements: Accelerometer Compass LEDs Understand the importance of code annotation and documentation
Rationale	The BBC Micro-bit is a hardware system which implements the key features of modern computer, with additional capabilities such as an accelerometer, compass and LED displays. This unit brings together the programming skills and the hardware knowledge from the previous units to reinforce previous learning on this hand-held device. Although the programs that students write on the micro:bit are short, the output is on LEDs that light up in their hands, on a tiny device which they can touch, turn over, and examine closely. We believe that this kinaesthetic element to the micro:bit brings home some of the key features of programming (and computer hardware) in a more motivating way that purely seeing outputs on screen. Computers are a huge part of the ‘maker society’ and bringing program outputs off the monitor and into a strange piece of hardware might underline how programming is not something that belongs purely on screen, but can also bring life to objects too.

unit overview - digital fakery

Subject: Digital Fakery (Photoshop)
Skills	To be able to critically analyse images to identify manipulation using modern imagery software To be able to explain when it is ethically acceptable to modify images and when acceptability boundaries are blurred To be able to use Photoshop to create and manipulate and manipulate images: selection tool how layers are used to build the image use the selection tool & its functions use the scissors and masking tools to modify an image To be able to apply these skills to create their own poster
Knowledge	To understand the term ‘Doctored image’; to identify & justify doctored images To explain how a given image has been doctored To know how to use the Photoshop selection tool To understand the use of layers in an image To know how to use the ‘Scissors select’ tool To know how to duplicate components of an image To use image masks to modify images To know how to clone & airbrush parts of images To apply the above-mentioned techniques to create a movie poster; to explain & justify the tools and techniques used
Rationale	Image modification is becoming increasingly common throughout advertising and on social media. By the end of this unit, students will be able to critically assess images, to identify possible manipulations and qualify the acceptability of such manipulation dependent upon a given scenario. Students will be able to use Photoshop image manipulation tools to create and modify their own images. They will learn these foundation skills to in a creative task where they design a unique, high-quality image of their own

knowledge OrganiserS

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit.