Computer Science
Intent
Career Opportunities in Computer Science
Year 7 Curriculum Overview
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 8 Curriculum Overview
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 9 Curriculum Overview
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 10 Curriculum Overview
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Computer Systems and Programming | Assembly language - how systems interpret each language (high level and low level language) Computational Thinking – how we generate algorithms. Programming – Pseudocode, subroutines, functions, scope, XOR and creating programmes. | Students will be able to understand the differences between high level and low level languages (machine, binary, Python etc. ) Students will demonstrate ability to apply computational thinking to a range of given problems. Students will understand and apply Pseudocode when planning programmes. Students will be able to create a range of programmes using more advanced attributes such as sub routine and functions. | Weekly homework will assess understanding of class based topics. End of unit formative assessment. Exam based questions will be utilised throughout the term to assess knowledge and understanding. |
| Algorithms and Programming | Introduction to searches (linear, Binary) and comparing bubble and insertion sorting methods. Merge sorting – how it works within code and how it differs to other sorting. Programming – string handling, how we concatenate effectively | I will be able to demonstrate understanding of searching within an unplugged situation and with a programme. I will be able to show understanding of sorting is done, and effectively use “Passes” to sort data. I will understand how merge sorting takes place, and how I can use it effectively. Students will create pieces of code that uses string manipulation. | Weekly homework will assess understanding of class based topics. End of unit formative assessment. Exam based questions will be utilised throughout the term to assess knowledge and understanding |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 11 Curriculum Overview
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Computational thinking | Key Concepts of Computational ThinkingDecomposition: Breaking down complex problems into smaller, manageable parts. Pattern Recognition: Identifying similarities or trends to simplify problem-solving. Abstraction: Focusing on important details and ignoring irrelevant ones. Algorithms: Understanding and creating problems. Data RepresentationBasics of binary, ASCII, and simple data structures like arrays and lists. Understanding variables, constants, and data types (e. g. , integers, strings). Logical ThinkingBoolean logic: AND, OR, NOT operations. Truth tables and their role in decision-making processes. Application of logic gates in computing. Programming FundamentalsKey concepts like loops, conditionals, functions, and recursion. Debugging techniques and error handling. Problem-Solving StrategiesFlowcharts and pseudocode for planning solutions. The iterative process of testing and refining solutions. | I will be able to break down problems, prioritize steps, and organize code effectively. I will be able to identify patterns, and focus sharply on information, discarding unnecessary information. I will be able to create efficient, optimized algorithms, and accurately produced Pseudocode/flowcharts to explain logic of algorithms. I will demonstrate understanding of logical thinking using appropriate aspects that relate to the problem given. | Through verbal Q and A in class, worksheets working as a group or individual. As part of end of unit assessment that is exam based questions. |
| Revision | Structure and layout of the examination papers. How to deconstruct questions and identify key elements needed. How to use mark schemes and examiners reports effectively to support understanding of what is required for questions. Scenario based problems – applying programming to the scenarios given and robustly testing. | Students will be able identify the key structures of the examination papers 1 & 2. Students will be confident to deconstruct questions and build answers to them. Students will be able to utilise key aspects of a mark scheme to identify areas of weakness in knowledge and improve understanding. Students will effectively complete working programmes that meet the requirements of the scenarios. | Exam questions throughout. Producing working programs. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
