File management - being able to securely save, locate, and reload files.

Social Networking - understanding how social media works, the benefits and the drawbacks of using it. Networking - how networking is a key feature of modern day life.

Keeping data safe online - passwords, phishing, scamming, and how we cannot be a victim.

Using Email - personal and professional the benefits of email and how it has replaced other methods of communication.

Searching the Web - effective use of search engines, key words, and use of advanced search features.

I will be able to effectively save, open and edit my files.

I will demonstrate understanding of social media concepts, and explain the dangers of using it.

I can explain why networking is important in the modern world.

I will able to identify dangers of using the internet, and how to protect myself.

I will complete an end of unit assessment on using computer safely, and this will be multiple choice and contain 40 questions.

Completion of typing lessons to a high degree of accuracy (above 95%)

Typing speed and accuracy that has shown improvement over time, working from base levels to increasing WPM and Accuracy.

Understanding computers

Elements of a computer - CPU, RAM, hard drives, Motherboard, Network Adapters, USB connections.

The CPU - Central Processing Unit - Clock speed, frequency, number of cycles per second, Fetch-Decode-Execute Cycle.

Binary Numbers - linked to Year 7 topic, how they process through the CPU.

Binary additions and ASCII - recap learning from Year 7.

Storage devices - internal and external, benefits of each, working out file sizes and storage capabilities.

I will be able to explain the key parts of a computer device.

I will demonstrate understanding of how a CPU works and the clock speed determines how quickly it will function.

I will be able to convert binary to denary and back again.

I will demonstrate understanding of storage devices and the advantages of using them.

I will be formally assessed at end of the unit, by completing a 40 question assessment.

HTML - Hyper Text Mark-up Language, how it is structured into head and body sections, basic understanding of .

CSS - how it develops the styling of a page, colour, layout, padding, borders, spacing etc.

Designs - using tools such as alignment, hexadecimal colour codes and images/gifs to build a web page.

Development into a website - functioning pages, and/or links to external sites.

Creating a web form - allowing user to input and have details stored as an outcome.

I will be able to create a number of individual web-based pages that are saved to my personal area.

I will be able to demonstrate effectively laying out text, images, and moving content on each web page.

I will be able demonstrate how to link the pages together to make a more effective web site, that could be published.

I will be assessed throughout each lesson by producing working web-pages that demonstrate the skills learnt.

I will be formally assessed at end of the unit, by producing a working website that is fully functional.

The internet - how inter-connected networks form the internet, cable connections underground, in the oceans and wireless connections bring the internet together. Connectivity - Wi-Fi, Bluetooth and how we use a WAN and PANs.

Topologies - Bus, Star and Ring networks, advantages of each and drawbacks. Client / server networks - how they enable users to access accounts from multiple devices, benefits and drawbacks of using client / server network.

Encryption - how messages are encoded, decoded and read.

I will be able to demonstrate understanding of how the internet is devised across the globe linking to cabling and how we connect to other countries / continents.

I will be able to decipher between different types of network based on the scenario.

I will be able to select the appropriate topology for a given network, and explain why.

I will be assessed ion lesson through various activities to check my understanding including questioning from teacher, lesson activities that apply my knowledge.

Design Principles - layout, colours, whitespace, fonts, symbols.

Navigation features - linking input buttons and output screens.

Deciding on content - Film, TV, Gaming platforms.

Ease of use - breadcrumbs and how they support the user, symbols to help with specific audiences.

I will be able to apply a range of design principles to my own interface to create a fully functional interface.

I will be able to add navigational features using hyperlinks.

I will be able to determine for appropriate images and content for my interface to meet client requirements.

I will demonstrate my understanding of accessibility by adding in features to support a range of needs.

I will be assess through my final product I produce as a working interface.

I will also be formally assessed through a digitally completed assessment on Microsoft forms.

Binary, binary addition, shifts - through multiplication and division.

Signed and unsigned Binary numbers using Sign and magnitude and Two's complement binary numbers.

Bitmap and image representation.

Flow charts and how they are structured.

Students will be able to understand the basics to 1’s and 0’s and how binary is constructed and apply to basic changes from decimal to binary and back again.

Students will demonstrate ability to apply binary shifts to multiply and divide numbers and converts to decimal.

Students will understand and apply sign and magnitude and two’s compliment to binary numbers.  

Students will be able to create bitmap images and link to binary numbers and how these are created applying expressions as appropriate.

End of unit formative assessment.

Introduction to the CPU, The Fetch - Decode - Execute cycle, Secondary Storage and how data can be stored.

Optical and magnetic storage - pits and lands and how they are formed.

Computer specs and how they impact performance.

Programming - selection - While loops, Trace Tables, for loops, data validation. 

I will be able to demonstrate understanding of the FDE cycle, what happens at each stage, and what hardware is responsible for this process.

I will be able to show understanding of how files are stored within sectors of a HDD and link to how files are loaded.

I will understand performance of CPU’s, cores and how this impacts on instructions that can be processed per second.

Students will create pieces of code that uses selection (IF) and adds iteration (while loops) to create looping mechanisms within code.

Weekly homework will assess understanding of class based topics.

End of unit formative assessment.

Security and Cyber Crime

Programming

Cyber crime and hacker motivation – reasons for hacking (fun/challenge, personal revenge, financial gain, disruption, data theft, industrial espionage), security – physical and digital, software design and where are the dangers.

Programming - records and dictionaries, reading and writing to files.

Working with CSV files and how we import them.

How does technology impact us – society as a whole and individually, what laws are in place, data protection and copyright, FOI (freedom of information) act and CMI (Computer Misuse) act. Cultural impacts, technology and privacy.

Programming - Battle boats platform – exam based questions and problems, walkthrough and team challenges.

Students will be able to understand and explain the different types of hackers, link to scenarios the reasons why hackers do what they do.

Students will link to problems the ways that business and individuals can be more secure, explaining why they chose the method and how that limits risk.

Students will understand and apply a range of dictionaries in python programming, linking to reading of writing files, from given CSV (comma separated value) files.

Students will be able to discuss the different acts that are involved in using of computer systems, and where businesses can fall foul of them, and be able to explain the implications of them.

Weekly homework will assess understanding of class based topics.

End of unit formative assessment.

Exploring

User Interface

Design

Principles

and Project

Planning

techniques"

Component 1: Learning Aim A:

• What is a user interface?
• Introduction to user interfaces – basic and moving on to complex user interfaces
• Audience needs
• Design principles
• Designing an efficient user interface

Component 1: Learning Aim B:

• Project planning
• Creating a project plan
• Creating an initial design

Component 1: Learning Aim C

• Develop and review a user interface
• Refining the user interface
• Review their own work

Through verbal Q and A in class.

Practise of assignment based tasks.

As the completed piece of coursework for component 1 – issued by exam board in September. 

Environmental issues linked to business and personal use of computer systems, knowing the responsible disposal of old devices and systems – recycling centres, upgrading parts, safe disposal.

Equal access - digital divide – between those that have/know the technology and those that don’t, what the impact is and how it can split society.

Use policies within business structures – acceptable use, code of conduct etc.

Data protection laws – the six elements of data handling and how business need to ensure they follow – implications if they do not. GDPR and data handling.

I will be able to communicate what the various environmental issues are and explaining how the systems can be disposed / upgraded safely.

I will be able to explain what equal access to digital systems is, and the groups that could feel marginalised by technology.

I will be able to communicate what the data protection act covers, and how businesses can follow it – with implications if they do not.

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.

Planning and communication in digital systems

Data Flow diagrams – Information flow diagrams (IFD) and Data Flow Diagrams (level 0 and level 1) – the various symbols that create each diagram, and how we link them together with the rules for the diagram.

Flow charts – basic structure and reasoning for flow charts, understating the need for a decision making process in them and how this forms looping mechanisms.

Students will be able identify the differences between an IFD and a DFD, with clear knowledge of the components to each diagram.  

Students will be confident to create each chart for given scenario and apply logic for the construction of them.  

Students will be able construct a flow chart and demonstrate understanding of decision making and implications for outcomes.

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.