Computing and ICT
Key Stage 3
The Meadows School seeks to provide students with skills for the production and enhancement of methods of digital electronic communication whilst ensuring the students study the subject as part of a well-balanced curriculum. Students explore computational thinking and creativity to understand and change the world.
Students in KS3 follow the DfE’s national computing curriculum which is designed to develop students coding skills as well as promoting British values. They also learn how to use the Internet and devices at school and home safely and understand what to do and where to seek advice, should they be the subject of inappropriate communication.
The following topics are taught throughout Year 7 – 9. E-Safety & Cyber Crime, Animation projects using Google SketchUp and Pivot, Kodu Game Lab, Flowol, BBC: microbit, Scratch Programming, Crumble Coding, and Python. Students also take part in projects exploring crumble control boards and software to develop autonomous vehicles and also explore Bluetooth control BBC: microbit cars.
The core of computing is computer science, students 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, students are equipped to use information technology safely to create programs, systems and a range of content. The meadows tries to ensure that students 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 global digital world.
The learning aims are to:
Encourage the students by offering a variety of methods of learning
Provide students with a selection of computer skills using a wide variety of specialist software
Ensure students can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
Students can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
Ensure students can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
Ensure students are safe, responsible, competent, confident and creative users of information and communication technology.
Key stage 3 students are taught to:
design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems understand several key algorithms that reflect computational thinking;
use logical reasoning to compare the utility of alternative algorithms for the same problem. 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; design and develop modular programs that use procedures or functions understand simple Boolean logic and some of its uses in circuits and programming of real life situations;
understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers;
understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems;
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;
undertake creative projects that involve selecting, using, and combining multiple applications safely, across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users;
create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability;
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.
Key Stage 4
In Key Stage 4 students have a choice of two qualifications and AQA Entry Level ICT and European Computer Driving Licence (ECDL) Applications in IT - Level 2
European Computer Driving Licence (ECDL) Applications in IT - Level 2
ECDL equips students with the skills to use a computer confidently and effectively, building on existing knowledge and motivating further learning. The qualification is made up of 4 modules which are delivered over two years including;
Module 1: Word Processing
This module enables students to demonstrate the ability to use a word processing application to accomplish everyday tasks associated with creating, formatting and finishing small-sized word processing documents such as letters and other everyday documents.
Module 2: Spreadsheets
This module enables students to understand the concept of spreadsheets and to demonstrate the ability to use a spreadsheet application. Students will understand and be able to accomplish tasks associated with developing, formatting, modifying and using a spreadsheet, in addition to using standard formulas and functions, and demonstrate competence in creating and formatting graphs or charts.
Module 3: Presentation Software
This module enables students to demonstrate competence in using presentation tools on a computer. Students will be able to accomplish tasks such as creating, formatting, modifying and preparing presentations using different slide layouts for display and printed distribution.
Module 4: Improving Productivity Using IT
The Improving Productivity module, teaches learners about ways in which you can use Information Technology (IT) skills to improve productivity at work. The module shows how you can work more efficiently by planning the use of IT tools and systems, finding out if the tools or systems you had chosen were appropriate for achieving your goal, and then by finding solutions to work faster when using the same tools.