> Click here to view our Intent, Implementation, Impacy Statement for ICT
Click below to view our learning journey map which shows how units are sequenced to deliver the skills, knowledge and understanding that students need to succeed.
> Click here for our IT & Computing Curriculum Map
The information below shows more about the teaching of ICT at our school.
KS3
Year 7
In Year 7 students begin with an important unit about understanding computing – a journey through Office 365 and media literacy. This will include passwords and the understanding of using folders.
Following on from their experience at primary school, we will look at various forms of programming including online software such as scratch, and the varied programming languages. The students learn this by creating solutions to mini problems like making a simple game or creating a maze/puzzle, adding a score and or creating a storyboard.
In the Spring term, students will study and learn how to produce Excel spreadsheets (using mathematical formulae) to complete mathematical problems as well as gain an understanding of how to use conditional formatting and charts/graphs. This serves as an initial introduction of basic employability skills that students may require in the world of work.
This will be followed by an introduction to Microbits and physical programming. Microbits are an excellent way of allowing pupils to see a direct outcome from programming.
Year 8
Students will start the year with an introduction to designing with Inkscape which is a vector program allowing pupils to be creative. Vector designs are key to the development of skills needed to understand the graphics industry and the different forms of image types that populate our media. The Inkscape course offers the students the chance to develop their design skills alongside industry standard software.
The students then develop their programming skills with an app designing program that integrates the design and coding development skills using block based programming based on JAVA. This allows the students to appreciate the interrelationship between the is visual activity in the app and the structure of the programming behind. The software allows live updating of design and coding to understand how functionality can be built into design.
Following the students immersion into the world of programming they begin to learn the fundamentals of PYTHON. A high-level language, such as Python is supported throughout the industry and provides an initiation into coding and understanding of what happens in the ‘backend’ of computers and how they process data.
The students then focus on understanding the binary process that computers operate. Binary is the core of computing and understanding its roles and development is key to the development of languages and modern systems. The students cement the maths link with computing and answer specific questions about the processing and analysis of data forms.
Finally, the students look at the development and usage of HTML as a structure for websites. Including an understanding of basic CSS programming will allow students to see how the framework of modern-day web pages are constructed. The students will also develop an understanding of a WISIWIG program called Rocket Cake where they can construct and design usable websites.
Year 9
Building on topics covered in previous years, pupils are introduced to Adobe Photoshop where they are asked to become familiar with a number of techniques to develop an understanding of the raster image format and its use within the graphic industry. Starting with Bitmap fundamentals the course develops an understanding of the structure and measurement of the images, and the use of Industry led programs, such as Photoshop, to develop and alter them.
The students will then delve into the world of Cybersecurity to understand the terminology and growing risks within the industry. The student will be introduced to industry standard terms for a growing market.
Physical computing helps the students relate coding to the use of computing in everyday objects. The BBC Microbits combined with their Python based editing program allows the students to develop real world skills in programming and understanding of the function of computers.
A key skill in any portfolio is the analysis of data and the ability to use statistics. The data unit allows students to begin to understand the importance of data in the mapping of fundamental decisions. With links to maths and other base subjects the analysis of date is useful throughout the KS4 development.
The students finish the year by honing their Inkscape vector design and Photoshop development skills for the Imedia course where their design skills will be put to use.
In order to prepare students for the opportunity to take iMedia at Key Stage 4, key topics will be covered during the Spring and Summer terms including an introduction to digital photography, animation development and website design.
GCSE (KS4) – Creative iMedia
Cambridge Nationals in iMedia (Level 1/2)
Cambridge Nationals in Creative iMedia are media sector-focused, including film, television, web development, gaming and animation, and have IT at their heart. They provide knowledge in a number of key areas in this field from pre-production skills to digital animation, and have a motivating, hands-on approach to both teaching and learning. Cambridge Nationals deliver skills across the whole range of learning styles and abilities, effectively engaging and inspiring all students to achieve great things. Cambridge Nationals in Creative iMedia consist of two qualifications: an Award (60 GLH* requiring two units), and a Certificate (120 GLH* requiring four units).
*Guided Learning Hours
R097: Interactive Digital Media
This is a compulsory unit, based on all aspects of planning projects, from Mood boards to Gantt Charts. Unit R097 requires students to create an interactive digital media product. This could be any of the following:
a website
an information point
a mobile app
an e-learning product
a digital map
a game
Students will need to develop an understanding of all of these products so that they are able to choose which one to produce independently in the NEA, based on the client requirements. They will also need knowledge of pre-production documentation in order to plan their product. Time will be needed to teach the technical skills to create each of the interactive digital media product. Finally, students will need to be able to test and review their work and offer improvement and further developments.
R094: Developing a visual identity
R094 is all about developing a visual identity, planning a digital graphic that fits with this identity and then creating the visual identity and digital graphic.
In the module pupils will rely on the knowledge that they have already studied for module R093.
To succeed in this module pupils will need to create a portfolio covering the main points of the set assignment which should be written in their own words.
You will also create a digital graphic using appropriate software and technical skill and save the graphic in an appropriate format for the assignment specification.
R093: The exam component
R093 is the exam component of the J834 course and is worth 40% of your overall grade. The theory that you learn will help you in your other 2 coursework modules.
The R093 exam module is mandatory for the course – you have to complete the exam.
The exam is marked out of 70 marks and you will be given 1 hour and 30 minutes to complete it.
Schools can choose to sit the exam either in the January exam series or the Summer exam series but this is the choice of the individual schools.