Computing

According to Douglas Engelbart (early computer pioneer) ‘the digital revolution is far more significant than the invention of writing or even printing.’ Within our ever-changing world, one whereby on the day of release, technology is instantly outdated, we want to create and empower our next generation of computer scientists and programmers with the springboard for future inventing and success whilst also ensuring computing and technological literacy, competency and safety to all students. We strive to create a high-quality computing curriculum which equips students to use computational thinking and to understand and change the world. Our curriculum is intertwined with key skills within mathematics, science and design technology and offers an exciting blend of scientific/mathematical thinking and creativity.

Throughout our curriculum we equip students with the knowledge to dissect how digital systems work – including programming – so that students themselves can create programs and systems. Our aim is to ensure our students can safely use digital platforms and express themselves digitally to ensure they remain confident and assured within future platforms and workplaces, with the transferable knowledge and skills to continue to keep up with computational advances throughout their lifetimes.

At Westhoughton, our computing curriculum is constantly developing to encompass new technologies alongside important elements of Digital Literacy. The curriculum will provide new challenges and opportunities that will excite and empower both our students and teachers, which will ultimately allow creativity, inventiveness and imagination to be nurtured. At Westhoughton, we want to create responsible, competent, confident and creative users of digital information who can evaluate and apply new or unfamiliar technologies through the base knowledge we shaped and created. Empowering our learners with this knowledge not only takes our local community forward into the next century, but allows for global opportunities for our learners within this universal language.

 

Key Stage 3

Carousel: Computing  Year 7 Year 8 Year 9
Topics
Studied
Digital Citizenship: Students learn of organisation within Computing as well as basic proficiencies within Microsoft. Safety of being online features heavily

Using Media: students learn basic software skills and legislation, trustworthiness of sources–for example: word processing, spreadsheet, desk top publishing, copyright, researching and blogging

Digital Citizenship: same content as Year 7 module (repeated due to absence of Computing due to Covid last year)

Using Media: students learn basic software skills and legislation, trustworthiness of sources–for example: word processing, spreadsheet, desk top publishing, copyright, researching and blogging (repeated due to absence of Computing due to Covid last year)

Introduction to Scratch: students explore the features of Scratch block programming software

Introduction to Data Representation: students explore the concept of Data Representation Binary and Hexadecimal Number Systems and Conversions

Introduction to Control Technologies: students learn the basic skills they need to understand algorithms, the construction of flow charts and the use and sequencing of events via Flowol

Introduction to Podcasting: students explore the rudiments of Audacity, examining how to manipulate the tools to produce high quality audio

Digital Citizenship/Using Media: same content as Year 7/8 modules (repeated due to limited exposure throughout Covid restrictions)

Introduction to how devices/computers work: input, process, output. To understand the insides of Personal Computers (PC), software/hardware, RAM/ROM and permanent storage devices

Introduction to Graphics software: Photopea

Introduction to Scratch: To explore the features of Scratch block programming software.

Python: To explore the concept of Python – a Text-Based Programming Introduction to Computer Science

Skills and
Key
Knowledge
Taught
-Creating a memorable and secure password for an account on the school network

-Recognise the attributes of a respectful email

-Describe how to communicate with peers online

-Describe cyberbullying and the effects of cyberbullying

-Understand the schools AUP log on to the school system

-E-safety (passwords, cyberbullying, stranger danger topics)

-Folder structure

-Presenting to an audience

-Understand different software features and their use

-Understand appropriate images online

-Copyright designs and patents act

-How to give peer feedback and responding to feedback

-Credibility of sources

-Recognising fake news

-Researching, acknowledging sources and creating a blog

-Recognise that computers follow the control flow of input/process/output

-Predict and modify the outcome of a simple sequence

-Predict the outcome of a simple sequence that includes variables

-Trace the values of variables within a sequence

-Make a sequence that includes a variable

-Create conditions that use comparison operators (>,<,=)

-Create conditions that use logic operators (and/or/not)

-Define iteration as a group of instructions that are repeatedly executed

-Implement count-controlled iteration in a program

-Detect and correct errors in a program (debugging)

-Binary number system (conversion of binary to denary and reversed)

-ASCII and Hex will be introduced to most able

-Algorithms and Flowol program

-Rudiments of fireworks within podcasting

-Recognise that computers follow the control flow of input/process/output

-Predict and modify the outcome of a simple sequence

-Predict the outcome of a simple sequence that includes variables

-Trace the values of variables within a sequence

-Make a sequence that includes a variable

-Create conditions that use comparison operators (>,<,=)

-Create conditions that use logic operators (and/or/not)

-Define iteration as a group of instructions that are repeatedly executed

-Implement count-controlled iteration in a program

-Detect and correct errors in a program (debugging)

-Binary number system (conversion of binary to denary and reversed)

-ASCII and Hex will be introduced to most able

-Algorithms and Flowol program

-Writing simple Python programs

-Use iteration (while loops) to control the flow of program execution

-Use variables as counters in iterative programs

-Combine iteration and selection to control the flow of program execution

Links for
Support/
Help at
Home
Use of student resources located within WHS SharePoint for students

Complete Digital Safety and Digital Literacy courses for free online to ensure students understand E-Safety

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Participation in enrichment opportunities and/or extra-curricular activities

Teacher discussions following assessments and/or reports

Facilities at home to use and practice programs on (after school clubs available to enable this)

Youtube tutorials and guidance on using programs covered within our schemes of learning

Researching key figures in the progression of computers to act as role models

Accessing STEM resources (www.stem.org.uk) for free learning at home for secondary computing and progression

Careers research: researching careers within Computing or STEM

Attending fairs, workshops or IT events

Key Stage 4