Computer Science Autumn 2024

During the coding club sessions, we have been engaging in exciting hands-on activities such as: LEGO Spike and Micro:bit robotic kits. 

 

Through these sessions, we have delved into the world of robotics, exploring coding principles, design thinking, and problem-solving. Using the LEGO Spike and Micro:bit kits, we've been programing these robots, creating innovative solutions and bringing our ideas to life. 

 

From mastering programming languages to constructing and programming robots for various tasks, our coding club has provided an immersive and collaborative learning environment where members develop valuable STEM skills while having fun with robotics.

 

Bletchley Park STEM Trip

As part of the IT curriculum, we are offered a non-compulsory trip to Bletchley Park, the home to a computing museum, showcasing old marvels which were used in World War 1 and 2. We looked at things such as The Bombe, a device that helped the British to decipher German Enigma encrypted messages. We also looked at The Enigma, which used a typewriter-like interface to encrypt messages. While those may seem boring, we had some fun with AI, where we found out that AI is not quite as smart as everybody seems to think it is. It often overlooks small details, such as 'How many r's are in strawberry' which came up with the wrong answer. We also tried Google's QuickDraw, an AI that can detect what you are drawing, but you have to be quite a good artist for it to work! We then explored the depths of the VR world, where we played Keep Talking and Nobody Explodes, a puzzle bomb defusal game, where one person wore a VR headset, and the other had a set of instructions which we had to follow to successfully defuse the bomb, otherwise leading to us losing. We got to test out the TNMOC Mate Digital Museum Guide, which uses Midjourney AI, to create 'realistic' movement of people who have contributed to our technological advancement. I found that it was pretty good (other than the movement) in regards to teaching me information about whichever section I am in. And to wrap things up, we played some retro games such as Sonic the Hedgehog, and many others. Loved it! - Richard M Year 8

I really enjoyed going to Bletchley Park, because we got to see so many cool things related to IT! We saw one of the Enigma machines, and some of us briefly used it! We also got to experiment with some Virtual Reality goggles, and we played Keep talking and no-one explodes, a bomb-defusal VR game. There was a session where we taught AI how to differentiate between different fruits using images, but mine didn't work very well! The final session was a very fun session. We got to go into the PC gallery and play old, retro video-games like Sonic the Hedgehog, Doom, and Pac-Man! - Liam K Year 8

Intent

Computer Science & Creative I-Media

Both Key stage 3 and 4 are taught with a project based approach. IT and Computing is seen as a practical subject with real world applications, a tool for everyday living in our technological society.  Digital Literacy is taught not as a discrete subject, rather it is integrated into each topic, seen as a tool and not an end unto itself.

Coding and computational thinking is delivered throughout the 5 years, mainly using python, html and some block based programming.

 Extra-curricular clubs such as robotics and programming club are key to producing robust enthused pupils that can become the future of the tech industry.

Implementation

Key Stage 3 (Years. 7-9)

All years begin with E Safety training, reminding students how to use computers, the Internet, social networking, email etc, safely and responsibly. They are also taught how to seek help and support when confronted with unsuitable material or e bullying.

Year 7

Goes on to study in the first term Fundamentals of computer science and the basics of how computers work. This is followed by an introduction to coding/programming.  The spring term introduces block based programming using the BBC Micro: bit while learning how computers think, covering logic and algorithms.  The summer term looks at the history of computers and computing and how computers have influenced human development and our everyday lives.  The year ends with students exploring software used in the workplace, such as Sketch Up and Adobe Photoshop.

Year 8

Follows E safety with a review of block based coding/programming, while looking at logic and logic gates, and introducing binary. Next comes fundamentals of computer systems including system architecture and use of the LMC (Little Man Computer) simulator.  In the spring term study of the Internet and the World Wide Web also introduces HTML, the language of web pages, providing students the opportunity to create a web page ‘from scratch’.  This leads into networks and networking and the technical issues involved.  The summer term topic ‘How computer games are made’ looks at the process from beginning to end, resulting in students creating their own game.  ‘Computers have enhanced our everyday lives. True or False’ is the basis of the end of term project.  Students research through surveys, personal observations and experiences and Internet research to come up with the answer.

Year 9

After E safety, a continuation of Python programming, creating programs to solve everyday problems. This if followed in the spring term by databases, especially their relationship to programming and everyday applications.  In the summer term the projects are set dependent on the students’ GCSE option choices, including advanced Python or data based project or creation of a website using HTML coding.

Implementation

Key Stage 4 (Year 10-11)
 

Computer Science

Follows the OCR GCSE (9-1) specification.

The qualification will build on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of understanding but to engage learners and get them thinking about real world application

OCR’s GCSE (9–1) Computer Science specification encourages learners to be inspired, and challenged through completing a coherent, satisfying and worthwhile course of study. The specification will help learners to gain an insight into related sectors. It will prepare learners to make informed decisions about further learning opportunities and career choices.

The Computer Science is developed into two exams at 50% each, these include:

Computer systems (50%) (1 hour 30-minute exam)

• Systems Architecture
• Memory
• Storage
• Wired and wireless networks
• Network topologies, protocols and layers
• System security
• System software
• Ethical, legal, cultural and environmental concerns

Computational thinking, algorithms and programming (50%) (1 hour 30-minute exam)

• Algorithms
• Programming techniques
• Producing robust programs
• Computational logic
• Translators and facilities of languages
• Data representation

Creative iMedia

What is it?

If you like creating things on the computer, then Creative iMedia is the course you might choose.

Cambridge National in Creative iMedia is a qualification that equips students with the wide range of knowledge and skills needed to work in the creative digital media sector. Pupils start at pre-production and develop their skills through practical assignments as they create final multimedia products.

Creative iMedia has 4 units, 3 of them are based on your coursework in making and changing images using Photoshop and making games. One unit has a written exam to do, which is done in January of Year 10, but may be retaken if needed. All the 4 units are wort

Impact 

As a department we subscribe to delivering a bespoke and diverse curriculum that both non-specialists and specialists alike can provide key focuses to programming and computational thinking. All KS3 pupils have at 2 IT lessons per fortnight. This focus on programming and computational thinking, encourages pupils of all ability to engage and provide increasing success. 

18/19   

Computer Science (APS 4.37) 

4+  63 %               5+  37 %             7+ 14.8 % 

IT National (APS 4.07) 

Pass+  65.6  %            Merit+ 31.3 %              Distinction+ 3.1 % 

19/20 (CAGS)   

Computer Science (APS 5.36) 

4+  97 %               5+  69.7 %             7+ 15.2% 

IT National (APS 4.21) 

Pass+  73.5  %            Merit+ 32.4 %              Distinction+ 2.9 % 

20/21 (TAGS)    

Computer Science (APS 6.16) 

4+  100 %               5+  88 %             7+ 36% 

Creative I-media National (APS 4.75) 

Pass+  92.6%            Merit+ 44.4 %              Distinction+ 11.1 % 

21/22  

Computer Science (APS 4.70) 

4+  74.4%               5+  48.8%             7+ 20.9% 

Creative I-media National (APS 4.72) 

Pass+  83.8%            Merit+ 48.6%              Distinction+ 18.9% 

22/23  

Computer Science (APS 3.20) 

4+  40%               5+  22%             7+ 2% 

Creative I-media National (APS 4.72) 

Pass+  77.3%            Merit+ 56.8%              Distinction+ 31.8% 

23/24  

Computer Science (APS 4.33) 

4+  56.4%               5+  43.6%             7+ 10% 

Creative I-media National (APS 4.34) 

Pass+  69.7%            Merit+ 45.5%              Distinction+ 15% 

 Careers

Progression in Computer Science and Creative I-Media can lead into a range of careers, a few example are shown below.

Further career opportunities can be found here