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We have designed our curriculum using the KS3 National Curriculum and it is delivered under the framework of the IB Middle Years programme. We have also referenced the KS2 Programmes of Study in our initial planning.

At Mascalls School we want pupils to be masters of technology and not slaves to it. Technology is everywhere and will play a pivotal part in students’ lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils.

Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their knowledge creatively which will in turn help our pupils become skilful computer scientists. We encourage staff and students to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding and hope by the end of their time with us, students have the independence and confidence to choose the best tools to fulfil the tasks presented to them.

KS3

Study and understanding of creating safe passwords, cyberbullying, creative credit and copywriting, seeking help and reporting online bullying as well as completing an MYP Assessment Project.

Study and understanding of creating safe passwords, cyberbullying, creative credit and copywriting, seeking help and reporting online bullying as well as completing an MYP Assessment Project.

Study and understanding of creating safe passwords, cyberbullying, creative credit and copywriting, seeking help and reporting online bullying as well as completing an MYP Assessment Project. Following the assessment project completion, students will move onto an introduction to computer science. 

Exploration of the key elements of Computer Science such as coding, how computers work, how computers think, how computers solve problems and how to create flowcharts using computers.

Exploration of computer networks and protocols, networking hardware and wired & wireless networks.

Exploration of the skill of programming through looking at programming and sequence, sequence & variables, selection operators , count controlled interaction and problem solving all using the programme of Scratch.

Study of Scratch Programming further from Year 7 usage. Introduction to variables & IF statements, variables & operators and scratch calculators.

Exploration of Scratch Programming further from Year 7 usage. Development of knowledge of variables & IF statements, variables & operators and scratch calculators.

Exploration of Scratch Programming further from Year 7 usage. Development of knowledge of variables & IF statements, variables & operators and scratch calculators.

Introduction to 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.

Introduction and development of knowledge of spreadsheets to being able to confidently model data with a spreadsheet. Engagement of activities to progress learners from using basic formulas to writing personal COUNTIF statements.

Development of knowledge of spreadsheets to being able to confidently model data with a spreadsheet. Engagement of activities to progress learners from using basic formulas to writing personal COUNTIF statements.

Exploration of  Python Programming, a key tool for all Computer Scientists. Study of data types, output, input, variables and selection. MYP Project Assessment.

Exploration of  Python Programming, a key tool for all Computer Scientists. Study of data types, output, input, variables and selection. MYP Project Assessment.

Exploration of  Python Programming, a key tool for all Computer Scientists. Study of data types, output, input, variables and selection. MYP Project Assessment. 

Introduction to data science, development of knowing and understanding of how to use data to investigate problems and make changes to the world around them.

Introduction and understanding on the journey of discovery about techniques used by cybercriminals to steal data, disrupt systems, and infiltrate networks.

Development of knowledge and understanding about techniques used by cybercriminals to steal data, disrupt systems, and infiltrate networks.

KS4

Introduction to the purpose of the CPU, Fetch Decode Execute Cycle, CPU components, Von Neumann architecture, CPU performance and NEA programming.

Introduction to and study of Embedded Systems , Primary and Secondary storage , Units , Data storage, Number systems, Images/Sound/Text and NEA programming.

Introduction to and study of Topologies, Factors that affect the performance of networks, Hardware required, Internet, Wired and wireless networks, Layers and protocols and NEA programming.

Introduction to and study of Defensive design, Input validation, Maintainability, Testing, Boolean, Logic, High and Low level languages and IDEs. Introduction to NEA.

Introduction to and study of the purpose of operating systems, User interfaces, Memory management / multitasking, Peripheral management and device drivers, User management and file management. Completion of NEA.

Introduction and study of Ethics, Legal issues, Cultural issues, Environmental issues, Privacy issues

Legislation including, Data Protection Act, Computer Misuse Act, Copyright Designs and Patents Act

Open Source and Proprietary licensing.

Introduction to and study of Computational Thinking, designing, creating and refining algorithms and searching and sorting algorithms. Introduction to programming.

Introduction to the use of variables, constants, operators, inputs, outputs and assignments. Understanding of Sequence, Selection, Iteration and Arithmetic operators. Introduction to Boolean. Operators.

Introduction to and study of Data Types, File handling, String manipulation, Records, SQL, Arrays, Subprograms and further development of programming.

Introduction to and study of Defensive design, Input validation, Maintainability, Testing, Boolean Logic, High and Low level languages and IDEs. Introduction to the NEA.

KS5

Introduction to and study of Structure and Function of the Processor, Types of Processor

Input, Output and Storage.

Introduction to and study of Operating Systems, Systems Software, Application Development and 

Software Development.

Introduction to and study of Types of Programming Language, Introduction to Programming

Compression, Encryption and Hashing.

Study of Databases and Networks.

Introduction to and study of Web Technologies, Data Types and Data Structures. Introduction to the NEA.

Introduction to and study of Boolean Algebra, Computer Related Legislation, Ethical, Moral and Cultural Issues. Finalised NEA concept.

Understanding how to think abstractly, think ahead and think procedurally.

Begin programming NEA.

Understanding how to think logically, think concurrently and develop programming techniques.

Continue NEA. Feedback on Analysis and Design.

Introduction to and study of Computational Methods and Algorithms. Prototype of NEA.

Cambridge technicals

Module 1 – Unit 2 LO1, LO2 and LO3

LO1 – Computer Hardware, Computer Components, Computer Systems, Connectivity Methods, Communication Hardware, Hardware Troubleshooting, Units of Measurements, Number Systems, Number Conversion

LO2 – Types of Software ,Application Software, Utility Software, Operating Systems, Communication Methods, Software Troubleshooting, Protocols

LO3 – Types of Servers, Virtualisation, Network Characteristics, Connectivity Methods, Business Systems

Unit 6 LO2 and LO3   

Understand how to present application solutions to meet client and user requirements.  Finish coursework and all improvements.

 

Module 2 – Unit 2 LO4, LO5 and LO6

LO4 – Communication Skills, Communication Technology, Personal Attributes, Ready for Work, Job Roles, Professional Bodies,  Industry Certification.

LO5 – Ethical Issues, Operational Issues, Threats, Physical Security, Digital Security, Safe Disposal of, Data and Computing Equipment.

NEA analysis and practice.

Unit 6 moderation Unit 2 resit

Unit 6 – improvements to coursework.  Unit 1 – revision of keywords and practice exam papers. Resit paper.

 

Module 3 – Unit 21 LO1, LO2, LO3

LO1 – Understand the Fundamentals of Web Design.  

LO2 – Be able to plan the development of an interactive website for an identified client  

LO3 – Be able to create prototype websites for an identified client.  LO4 – Be able to present the interactive website concept to an identified client.

 

Module 4 – Unit 21  LO4     

LO4 – Be able to present the interactive website concept to an identified client.