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INFORMATION COMMUNICATION TECHNOLOGY

 

Once a new technology rolls over you, if you're not part of the steamroller, you're part of the road.
-- Stewart Brand

Contact

Head of ICT: Mr D Weaver - weaverd@harpergreen.net 

Subject overview

We believe that all children who attend Harper Green School should be adequately skilled when it comes to understanding and using computers, so that they are ready for their wider education and equipped for the world of work.

Computing expertise has become one of the most important areas of contemporary learning and it is essential that our pupils learn and can apply the theories of computational thinking and become computer literate in the process.

Students will have access to ICT education throughout their time with us at Harper Green, regardless of whether they choose to deepen their study at Key Stage 4 or not.

 Key Stage 3 overview

  We follow the National Curriculum for ICT at Key Stage 3. 

Our units of work aim to equip our young people with the skills that they need to excel in their studies and futures. We have structured our programmes of study to ensure that Harper Green students:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology

Year 7

 

Half Term 1 and 2 Half Term 3 and 4 Half Term 5 and 6
  • E-Safety
  • Using Office software
  • Computer Science 
  • Programming
  • Scratch Programming Project
  • The WWW

Using Office software

Students will be introduced to the ways that Microsoft Office can support their learning across all subjects, and in later life. 

They will learn to create and format documents using:

  • word processing,
  • spreadsheet,
  • presentation,
  • desktop publishing software.

Students will be introduced to the school IT system, which will include:

  • Use of Outlook,
  • Use of  Office365,
  • Using Teams for remote learning.

 

E-Safety

This unit of study helps students to understand the risks that come with having an online presence. 

 

We also teach students how to ensure that they are staying safe and responsible when playing video games.

 

Key Ideas, Skills and Knowledge: 

  • Staying safe when using computers and being online,
  • System structure including files and folders,
  • What makes a good password,
  • What to do in the event of cyberbullying occurring or being witnessed,
  • Knowledge of office applications and their differences,
  • What the cloud is.
  • Getting used to the school network including first login,
  • Effectively using files and folders on the school network including saving and migration,
  • Sending of emails and attachments,
  • Using cloud storage effectively,
  • Be able to use word processing, spreadsheet, presentation and desktop publishing software.

Computer Science 

Students will enjoy an introduction to computer science. They will be tasked with identifying and understanding basic computer parts, including:

  • CPU,
  • RAM,
  • HDD,
  • motherboard
  • graphics card.

 

They will learn about input and output devices, including shared peripherals, as well as storage devices and capacity.

 

Programming

Students will learn about how computers need to rely on ordered sequences, which mirror real life examples.

 

Students will be introduced to algorithms.

 

Practical programming tasks including code.org block coding challenges and debugging tasks.

 

Key Ideas, Skills and Knowledge:

  • The difference between hardware and software,
  • A range of different devices used in computing,
  • Input and output devices,
  • The difference between storage and memory,
  • What is a network?,
  • Data representation e.g. binary,
  • Identification of different parts of computing equipment,
  • Identification of various input and output devices,
  • Calculations involving binary and denary and vice versa,
  • Be able to build a network topology choosing the correct equipment with justification.

Scratch Programming Project

Our learners will have the opportunity to produce a new Scratch computer game across the first half of the summer term.

Key learning includes:

  • operators,
  • events,
  • variables,
  • sprites and backdrops,
  • loops and repetition.

 

The WWW

Students will finish the school year with a sharper focus on the "world wide web." They will learn all about the WWW and how computers are connected, including a focus on using the internet as a useful yet flawed source.

Students will also be given an introduction to networks, and learn about web browsing software and its features.

 

 Key Ideas, Skills and Knowledge:

  • Browsers and their function,
  • Network protocols,
  • Packet and circuit switching,
  • Websites and information,
  • Data and research,
  • Ownership and permissions,
  • Social engineering/cyber security,
  • Algorithms/flow charts.
  • Dangers of untrustworthy websites/information,
  • Recognition and choice of browsers,
  • The ability to collate and select reliable information from trustworthy sources,
  • Being able to recognise different protocols e.g. web servers, mail servers, file servers etc.,
  • Being able to produce flow charts/algorithms for problem-solving. 
Assessment:  
  • Learning checkpoints: ‘CyberBullying’ and  ‘MS Word 2’ pieces.
  • End of topic quiz x2 
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

Assessment: 

  • Learning checkpoints: ‘Computer Parts’ and  ‘Sequence of Steps 2’ pieces.
  • End of topic quiz x2
Assessment:  
  • Learning checkpoints: Interim feedback on Scratch game (between weeks 3 and 4) with recommendations for additions/improvements, and  ‘Reliable Sources’ piece.
  • End of topic quiz x2 
  • Examination in June 2022 - Students will be assessed on all content taught across Year 7.

 

 

 

Year 8

 

Half Term 1 and 2 Half Term 3 and 4 Half Term 5 and 6
  • Modern Working
  • Computer Parts
  • Computer Processors
  • Digital Images
  • Networks
  • Binary Code

Key Ideas, Skills and Knowledge: 

 

Modern Working

Students will be introduced to using collaborative software. They will look at the impact of collaborative software on modern teams and businesses.

 

Students will be able to develop the skills they learned in year 7 by using Microsoft Office software. This will include using email, meeting software, and modern networks.

 

Computer Parts

This unit of study helps students to take a more in-depth look at the hardware that is used by computers, thus building on their computer science work from year 7. They will look in a more advanced way at CPU, RAM, HDD motherboard and graphics card.

 

Students will develop their knowledge of types of storage and their features, benefits, and disadvantages.

 

 

Key Ideas, Skills and Knowledge: 

 

Computer Processors

Students will take an in-depth look at how the CPU and RAM work together to carry out the Fetch-Execute cycle inside a device.

They will understand how the number of cores and CPU clock speed affect performance.

 

Digital Images

This unit looks at how computers store different types of digital image, including bitmap and vector.

 

Students will learn important theory on bitmap images and pixels, including:

  • resolution,
  • pixellation,
  • digital images on different devices,
  • metadata
  • colour depth.

 

 

Key Ideas, Skills and Knowledge: 

 

Networks

Our learners will learn how and why computers are arranged into networks, gaining an understanding of different network arrangements (topology) and the features, benefits, and disadvantages of certain types of network, such as wired vs. wireless.

They will develop a recognition and understanding of network equipment.

 

Binary Code

Students will finish the school year by looking at how computers convert and use binary digits to store information.

 

They will look at how and why numbers are converted between binary and decimal.

 

They will also learn how computers add binary numbers and identifying overflow errors.

  

Assessment:  
  • Learning checkpoints: ‘Modern Networks’  and  ‘Different types of storage’ pieces.
  • End of topic quiz x2 
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

Assessment: 

  • Learning checkpoints: ‘The CPU and the FDE cycle’ and ‘Digital Images 2’ pieces.
  • End of topic quiz x2
Assessment:  
  • Learning checkpoints: ‘Network Topologies’ and ‘Binary addition’ pieces.
  • End of topic quiz x2 
  • Examination in June 2022 - Students will be assessed on all content taught across Year 8.

 

Year 9

 

 

Half Term 1 and 2 Half Term 3 and 4 Half Term 5 and 6
  • Business and Computing
  • Computer Science
  • Digital IT

Key Ideas, Skills and Knowledge: 

 

Students will look at the theory of online business, how enterprises use different types of network including LAN and WAN, the use of social media, online marketing and issues such as cybersecurity and IT legislation.

 

They will learn how businesses use social media, IT and networks to help support their projects and achieve their goals.

 

They will also explore how e-businesses model in different ways e.g. advertising revenue, sales revenue etc.

 

Students will consider the business of computing – looking at the big players across the computing industry from a range of sectors.

 

 

Key Ideas, Skills and Knowledge: 

 

Students will develop their knowledge of computational thinking and will learn two programming languages in a practical way: Scratch and Python.

 

They will learn about the hardware surrounding computing, such as parts of a computer as well as developing their knowledge of: 

  • algorithmic thinking,
  • data representation
  • Boolean logic
  • binary code,
  • operating systems,
  • sorting algorithms such as bubble sort

  • programming skills, for example:
    •  sequence,
    • selection,
    • iteration,
    • introduction to python programming.

 

There is also the chance to look at environmental, legal and cultural issues. 

Key Ideas, Skills and Knowledge: 

 

This term, our learners will focus more on IT and on how IT companies develop hardware and software for users of different types, including an introduction to user interfaces and how they are developed to meet user requirements.

 

This topic focuses far more on the design principles involved in IT and looks at apps, operating systems and technology around the home.

  

Assessment:  
  • Learning checkpoint: ‘How businesses use networks’
  • End of topic quiz
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

Assessment: 

  • Learning checkpoint
  • End of topic quiz
Assessment:  
  • Learning checkpoint
  • End of topic quiz 
  • Examination in June 2022 - Students will be assessed on all content taught across Year  9.

 Key Stage 4 overview

  We follow the National Curriculum for ICT at Key Stage 4. 

The ICT faculty delivers a number of options for students at Key Stage 4. Our guided choices process supports young people and their families to select courses that best support their aspirations and passions.

 

Level 2 Tech Award in Digital Information Technology

 The BTEC Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment.

 Please look at the Edexcel specification for more information about the Level 2 Tech Award in Digital Information Technology course content

Year 10

 

Half Term 1

Half Term 2

Half Term 3

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Assignment 1 - Learning Aim A: Investigate user interface design for individuals and organisations

 

Key Ideas, Skills and Knowledge:

  • What is a user interface. Types e.g. GUI, text-based, sensor, menu-based etc.

  • Audience needs e.g. accessibility, skill level, demographics etc.

  •  Design Principles e.g. colour, font, language layout etc.

 

At the end of this half term, students will complete assignment 1.

Assignment 2 - Learning Aim B: SMART project planning

 

 

Key Ideas, Skills and Knowledge:

Students will learn important project planning skills and techniques, including:

  • task lists,
  • written descriptions
  • graphical descriptions,
  • Gantt charts,
  • critical path,
  • PERT charts,
  • mood boards,
  • mind maps

 

Student will create a project plan using:

  • SMART objectives,
  • audience,
  • timescale,
  • constraints,
  • risks

 

At the end of half term 3, students will complete assignment 2 and resubmit assignments where appropriate.

Half Term 4

Half Term 5

Half Term 6

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Component 3: Effective Digital Working Practices

Assignment 3 - Learning Aim C: Develop and review a user interface

 

Key Ideas, Skills and Knowledge: 

This unit sees students developing a user interface with a focus on features, such as:

  • awareness of intended device,
  • look/feel,
  • user requirements,
  • inputs/outputs,
  • navigation methods,
  • ease of use.

 

Students will work on refining the user interface by thinking of:

  • user feedback,
  • iteration,
  • accurate documentation.

 

 At the end of half term 5, students will complete assignment 3 and resubmit assignments  where appropriate.

Learning Aim A: Modern Technologies

 

Key Ideas, Skills and Knowledge: 

A1. Modern Technologies, for example:

  • communication technologies,
  • features and uses of cloud storage and cloud computing,
  • impacts on the use of cloud technologies,
  • cloud and traditional systems together,
  • implications for organisations.

 

A2. Impact of modern technologies, for example:

  • modern teams,
  • how organisations use modern technologies for communication,
  • inclusivity and accessibility,
  • positive and negative impacts on individuals and organisations.

Year 11

 

Half Term 1

Half Term 2

Half Term 3

Component 3: Effective Digital Working Practices

Learning Aim B. Cyber Security

 

 

Key Ideas, Skills and Knowledge: 

B1. Threats to data, for example:

  • motivation for attacks,
  • internal threats,
  • external threats,
  • impact of breaches

 

B2. Prevention and management of threats, for example:

  • user access,
  • data level protection,
  • finding weaknesses and improving security

 

B3. Policy, for example:

  • defining responsibilities,
  • defining security parameters,
  • disaster recovery,
  • actions following an attack.

 

Learning Aim C. The wider implications of digital systems

 

Key Ideas, Skills and Knowledge:

C1. Responsible use, for example:

  • shared data,
  • environmental

 

C2. Legal and ethical, for example:

  • equal access to services and information,
  • net neutrality,
  • acceptable use policies,
  • blurring of social and business boundaries,
  • data protection,
  • intellectual property,
  • criminal use of computer systems.

 

Learning Aim D. Planning and communication in digital systems

 

 Key Ideas, Skills and Knowledge:

D1. Forms of notation, for example:

  • data flow diagrams,
  • flowcharts,
  • system diagrams,
  • tables,
  • written information.

 

 

 

External assessment: Component 3 - February 2022 (resit possible in June session)

Half Term 4

Half Term 5

Half Term 6

Component 2: Collecting, Presenting and Interpreting Data

Assignment 1 - Learning Aim A: Investigate the role and impact of using data on individuals and organisations

 

Key Ideas, Skills and Knowledge:

Characteristics of data and information, for example: 

  • data having no meaning, no structure, no context, unprocessed.
  • Information has meaning, structure, context and is processed.
  • Representing information

 

Ensuring data is suitable for processing, for example: 

  • validation methods 
  • lookup,
  • data type,
  • presence and length checks,
  • verification methods

 

Data collection including data collection methods for primary and secondary data, data collection features, for example:

  • sample size,
  • who was in the sample,
  • where and when data was collected,
  • methods used,

 

Big data including definition and collection of big data for example:

  • social media,
  • retail loyalty schemes,
  • census,
  • sensors,
  • cash machines,
  • mobile networks,
  • Wi-Fi points,
  • digital TV,
  • search engine data,
  • e-commerce.

Assignment 1 - Learning Aim A: Investigate the role and impact of using data on individuals and organisations

 

Key Ideas, Skills and Knowledge:

Quality of information and its impact on decision making, for example:

  • source/collection method,
  • accuracy,
  • age,
  • completeness,
  • amount of detail,
  • format/presentation,
  • volume.

 

Sectors that use data modelling, for example:

  • transport,
  • education,
  • retail,
  • banking,
  • entertainment,
  • government,
  • health care,
  • construction,
  • communication,
  • health and safety.

 

Data modelling in decision making, for example:

  • which customers to target in advertising,
  • where to deploy staff when busy,
  • just-in-time delivery,
  • where/when to adapt transport schedules,
  • financial management,
  • accident prevention,
  • demographic analysis.

 

Threats to individuals, for example:

  • invasion of privacy,
  • fraud,
  • targeting vulnerable groups of people,
  • inaccurate data could be stored.

 

 

Assignment 2 - Learning Aim B: Create a dashboard using data manipulation tools

 

Key Ideas, Skills and Knowledge:

Data processing methods including data manipulation methods such as importing data, for example:

  • from other files,
  • the internet,
  • formulae
  • decision-making functions
  • lookup functions
  • string operation functions
  • count functions
  • logical operators
  • sorting
  • filtering
  • text to columns
  • other processing methods
  • data validation
  • multiple and linking worksheets
  • alternative views
  • conditional formatting

Assignment 2 - Learning Aim B: Create a dashboard using data manipulation tools

 

Key Ideas, Skills and Knowledge:

Produce a dashboard

  • Show data summaries from the data set, including:
    • totals,
    • counts,
    • percentages,
    • sales breakdowns,
    • departmental breakdown,
    • time allocations,
    • budget allocations.

 

Appropriate presentation methods, for example: 

  • form controls, for example:
    • dropdown menus,
    • spinners,
    • tick boxes,
    • radio buttons,
    • graphs/charts, including dynamic charts/graphs,
    • pivot tables,
    • conditional formatting,
    • select data/range.

 

Use appropriate presentation features, for example: 

  • font size,
  • style and colour,
  • cell borders and shading, 
  • graphics,
  • axis labels,
  • titles, including overall and section titles.

 

Assignment 3/Learning Aim C: Draw conclusions and review data presentation methods

 

Key Ideas, Skills and Knowledge:

Drawing conclusions based on the data including drawing conclusions, for example:

  • trends,
  • patterns,
  • anomalies,
  • possible errors.

 

Making recommendations, for example:

  • which customers/areas to target for advertisements,
  • where to deploy staff to deal with increased demand,
  • how/when to adapt to transport schedules.

How presentation affects understanding, for example:

  • information being misinterpreted,
  • information being biased,
  • inaccurate conclusions being made.

 

BTEC Level 2 Tech Award in ENTERPRISE

This qualification is for learners who wish to acquire knowledge and skills through vocational contexts by studying the knowledge, behaviours and skills related to researching, planning, pitching and reviewing an enterprise idea. Please look at the Edexcel specification for more information about the Level 2 BTEC Tech Award in ENTERPRISE course content

Year 10

Half Term 1

Half Term 2

Half Term 3

Component 1: Exploring Enterprises

Learning Aim A - Assignment 1 “Examine the characteristics of enterprises”

 

Key Ideas, Skills and Knowledge:

A1 What is an enterprise?

  • Goods, services or both
  • Competition
  • Attracting and keeping customers 
  • The role of customer service 
  • creativity and innovation
  • Reasons why some enterprises fail

 

A2 Types and characteristics of SMEs

  • Definition of SMEs 
  • Characteristics of SMEs

 

A3 The purpose of enterprises

  • making a profit,
  • surviving,
  • expanding,
  • maximising sales,
  • providing  a voluntary or charitable service,
  • being environmentally friendly,
  • being ethical.
  • challenges and targets 
  • social and political pressures 
  • range of the types of products and services provided by enterprises
  • selling products

 

A4 Entrepreneurs

  • Reasons for starting own enterprise:
  • Characteristics of entrepreneurs
  • Skills for success

 

At the end of this half term, students will complete assignment 1.

Learning Aim B - Assignment 2

“Explore how market research helps enterprises to meet customer needs and understand competitor behaviour”

 

Key Ideas, Skills and Knowledge:

B1 Customer needs

  • The importance of anticipating and identifying customer needs.
  • Identifying customer expectations
  • The ways in which different products can be linked to different kinds of customers.

 

B2 Using market research to understand customers

  • Qualitative research
  • Quantitative research
  • Primary research
  • Types of primary research
  • Secondary research

 

B3 Understanding competitors

  • The main features which make products competitive
  • Identifying competitors.

 

At the end of this half term, students will complete assignment and any resubmissions.

Learning Aim C - Assignment 3

“Investigate the factors that contribute to the success of an enterprise”

 

Key Ideas, Skills and Knowledge:

C1 Internal factors

  • Factors within the control of the enterprise that can impact positively or negatively on costs

 

C2 External factors

  • Factors outside the control of the enterprise that can impact positively or negatively on costs
  • Factors outside the control of the enterprise that can impact positively or negatively on revenues

 

C3 Situational analysis

Using situational analysis:

  • SWOT analysis 
  • PEST analysis 

 

C4 Measuring the success of an SME

  • Measures of success of SMEs
  • Reasons for the success of SMEs:
  • Methods of measuring success

 

 

 


 

 

Half Term 4

Half Term 5

Half Term 6

Component 3: Promotion and Finance for Enterprise

Learning Aim A: Promotion

 

Key Ideas, Skills and Knowledge:

A1 Elements of the promotional mix and their purposes

  • The use of advertising to persuade and inform.
  • The two basic aspects of advertising are:
    • the message: what the communication needs to say
    • the medium: how to get the message across.
  • Advertising methods
  • Sales promotion: providing incentives to customers
  • Personal selling
  • Public relations activities
  • Direct marketing.

 

A2 Targeting and segmenting the market

Types of market:

  • Business to Business (B2B),
  • Business to Consumer (B2C).

 

Segmenting the market to identify which customers its promotions will target through:

  • demographics
  • geographic
  • psychographic
  • behavioural

 

A3 Factors influencing the choice of promotional methods

Learners will consider the factors affecting the choice of promotional method for an enterprise:

  • Size of enterprise.
  • Budgetary constraints.
  • Appropriateness for product/service.
  • Target market.

Learning Aim B: Financial records

 

Key Ideas, Skills and Knowledge:

B1 Financial documents

  • Types:
    • invoices,
    • delivery notes,
    • purchase orders,
    • credit notes,
    • receipts, 
    • statement of account.
  • Importance to a business of accuracy when these documents are being used.

 

B2 Payment methods

  • Payment methods
  • Impact on customers and enterprises of using different methods.

 

B3 Sources of revenue and costs

  • Income from sales and from assets.
  • Start-up costs and running costs.

 

B4 Terminology in financial statements

  • Turnover (net sales)
  • Cost of sales (cost of goods sold).
  • Gross profit, expenses, net profit, retained profit.
  • Fixed assets and current assets.
  • Current liabilities and long-term liabilities.
  • Debtors and creditors.
  • Net current assets.
  • Capital.

 

B5 Statement of comprehensive income

  • Complete and interpret a statement of comprehensive income using given figures, and suggest appropriate actions.
  • Statement of comprehensive income
  • Calculate profit/loss

 

B6 Statement of financial position

  • Statement of financial position
  • Categorise total assets and liabilities using a statement of financial position.

 

Key Ideas, Skills and Knowledge:

B7 Profitability and liquidity

 

  • Interpret statements of comprehensive income and of financial position to  calculate ratios.
  • The difference between cash and profit.
  • The difference between liquidity and profitability.
  • Calculate profitability ratios from given formulae:
    • gross profit margin percentage (GPM): (gross profit/revenue) × 100
    • net profit margin percentage (NPM): (net profit/revenue) × 100.
  • Calculate liquidity ratios from given formulae:
    • current ratio: current assets/current liabilities
    • liquid capital ratio: (current assets – inventory)/current liabilities.

 

Year 11

 

Half Term 1

Half Term 2

Half Term 3

Component 3: Promotion and Finance for Enterprise

Component 2: Planning for and Pitching an Enterprise Activity

Learning Aim C: Financial planning and forecasting

 

Key Ideas, Skills and Knowledge:

C1 Using cash flow data

  • Cash 
  • Cash flow
  • Difference between sales and purchases.
  • Cash flow statement
  • Cash flow forecast

 

C2 Financial forecasting

Purpose of a cash flow forecast:

  • to identify money coming in (inflows) and going out (outflows) of the enterprise over time
  • to determine net current asset requirements and make business decisions.

Inflows:

  • sales,
  • capital introduced,
  • loans.

Outflows:

  • purchases,
  • running costs.

 Learning Aim C: Financial planning and forecasting

 

 Key Ideas, Skills and Knowledge:

C3 Suggesting improvements to cash flow problems

  • Analysis of cash flow information
  • Cash flow problems
  • Impact of timings of inflows and outflows, and suggested solutions to problems

 

C4 Break-even analysis and break-even point

  • Construct and interpret a break-even chart, and recognise its limitations.
  • Costs
  • Sales
  • Margin of safety
  • Break-even 
  • Break-even point.
  • Limitations of break-even analysis.

 

C5 Sources of business finance

  • Consider why enterprises may plan different sources of finance for different purposes or at different stages and the relevance of each source.
  • Sources of finance
  • Advantages and disadvantages of each source.

 Assignment 1 - Learning aim A: Explore ideas and plan for a micro-enterprise activity

 

Key Ideas, Skills and Knowledge:

 

A1 Generating ideas for a micro-enterprise activity

  • Learners will independently generate ideas and choose one idea for a realistic micro-enterprise.
  • Factors to be considered when selecting final idea
  • A skills audit by learners

 

A2 Plan for a micro-enterprise activity Learners will draw up an implementation plan for their chosen idea, to include:

  • Aims of the micro-enterprise:
  • Product or service to be sold
  • Identifying the target market:
  • Methods of communication with the customer
  • selection of methods,
  • cost effectiveness
  • design of promotional materials
  • Resources required:
  • Physical resources
  • Financial resources
  • Production costs/cost of sales 
  • Risk assessment, and contingency plans, for example
  • Sourcing resources
  • Quality control issues:

 

Completion of assignment 1 and re-submissions.

 

Half Term 4

Half Term 5

Component 2: Planning for and Pitching an Enterprise Activity

 Assignment 2 - Learning aim B: Pitch a micro-enterprise activity

 

Key Ideas, Skills and Knowledge:

B1 Pitching a micro-enterprise activity

  • Pitching: presenting key elements of a business plan logically.

B2 Presenting a business pitch

Presentation skills:

  • professional behaviour and conduct of presenter 
  • positive attitude
  • well-rehearsed and prepared
  • considerate of the needs and interests of the audience
  • use of visual aids

Communication skills:

  • body language, gestures and eye contact
  • language and tone, pace, volume and projection
  • use of business terminology
  • listening, handling questions and formulating appropriate responses.

 

Completion of assignment 2 and re-submissions

Assignment 3/Learning Aim C: Review own pitch for a micro-enterprise activity

 

Key Ideas, Skills and Knowledge:

C1 Using feedback and review to identify possible changes to the pitch

Receive feedback from audience on:

  • the business content of the pitch 
  • the presentation and communication skills demonstrated.

Reviewing plan and personal performance, reflecting on feedback gathered from others:

  • what went well, e.g. clear synopsis of plan, demonstration of skills
  • what went less well or did not go to plan, e.g. not clearly explaining plan, lack of presentation and communication skills.

Recommending improvements:

  • to the contents of the plan
  • to own performance.

GCSE Computer Science

 

The Computer Science GCSE is engaging and practical, encouraging creativity and problem solving. It encourages our young people to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions.

This is an excellent choice for students who have enjoyed the computer science units taught in Key Stage 3 and want to develop their understanding and skillset.

 Please look at the OCR specification for more information about the GCSE Computer Science course content

Year 10

 

Half Term 1  Half Term 2 Half Term 3
  • Topic 1.3 Networks, Connections and Protocols

  • Topic 1.4 Network Security

  • Topic 1.1 Systems Architecture

Key Ideas, Skills and Knowledge: 

 

Networks and topologies

  • Types of network
  • Factors that affect the performance of networks
  • The different roles of computers in a client-server and a peer-to-peer network
  • The hardware needed to connect stand-alone computers into a Local Area Network:
  • Transmission media
  • The Internet as a worldwide collection of computer networks
  • Star and Mesh network topologies

 

Wired and wireless networks, protocols and layers

  • Modes of connection
  • Encryption
  • IP addressing and MAC addressing
  • Standards
  • Common protocols including
  • The concept of layers

Key Ideas, Skills and Knowledge: 

 

Threats to computer systems and networks

Forms of attack:

  • Malware
  • Social engineering, e.g. phishing, people as the ‘weak point’
  • -Brute-force attacks
  • Denial of service attacks
  • Data interception and theft
  • The concept of SQL injection

Identifying and preventing vulnerabilities

Common prevention methods:

  • Penetration testing
  • Anti-malware software
  • Firewalls
  • User access levels
  • Passwords
  • Encryption
  • Physical security

Key Ideas, Skills and Knowledge: 

 

Architecture of the CPU:

 

  • The purpose of the CPU
  • Common CPU components and their function
  • Von Neumann architecture

 

CPU performance:

How common characteristics of CPUs affect their performance:

  • Clock speed
  • Cache size
  • Number of cores

Embedded Systems

  • The purpose and characteristics of embedded systems
  • Examples of embedded systems

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.
Assessment: Full examination in January 2022 - Students will be assessed on topics studied during Term 1. This will be a GCSE paper.
Half Term 4 Half Term 5 Half Term 6
  • Topic 1.2 Memory and Storage

  • Topic 1.6 Ethical, legal, cultural and environmental impacts of digital technology

  • Topic 1.5 Systems Software

Key Ideas, Skills and Knowledge: 

 

 

Primary Storage

  • The need for primary storage
  • The difference between RAM and ROM
  • The purpose of ROM in a computer system
  • The purpose of RAM in a computer system
  • Virtual memory

 

Secondary storage

  • The need for secondary storage
  • Common types of storage:
  • Suitable storage devices and storage media for a given application
  • The advantages and disadvantages of different storage devices and storage media

 

Units

  • The units of data storage
  • How data needs to be converted into a binary format to be processed by a computer
  • Data capacity and calculation of data capacity requirements

 

Data Storage

  • How to convert positive denary whole numbers to binary numbers (up to and including 8 bits) and vice versa
  • How to add two binary integers together (up to and including 8 bits) and explain overflow errors which may occur
  • How to convert positive denary whole numbers into 2-digit hexadecimal numbers and vice versa
  • How to convert binary integers to their hexadecimal equivalents and vice versa
  • Binary shifts

Characters

  • The use of binary codes to represent characters
  • The term ‘character set’
  • The relationship between the number of bits per character in a character set, and the number of characters which can be represented

Images

  • How an image is represented as a series of pixels, represented in binary
  • Metadata
  • The effect of colour depth and resolution on:
    • The quality of the image
    • The size of an image file

Sound

  • How sound can be sampled and stored in digital form
  • The effect of sample rate, duration and bit depth on:
    • The playback quality
    • The size of a sound file

Compression

  • The need for compression
  • Types of compression

Key Ideas, Skills and Knowledge: 

 

Topic 1.6 Ethical, legal, cultural and environmental impacts of digital technology

Ethical, legal, cultural and environmental impact

  • Impacts of digital technology on wider society including:
  • Legislation relevant to Computer Science:
    • The Data Protection Act 2018
    • Computer Misuse Act 1990
    • Copyright Designs and Patents Act 1988
    • Software licences (i.e. open source and proprietary)

Key Ideas, Skills and Knowledge: 

 

Topic 1.5 Systems Software

Operating systems

The purpose and functionality of operating systems:

  • User interface
  • Memory management and multitasking
  • Peripheral management and drivers
  • User management
  • File management

Utility software

  • The purpose and functionality of utility software
  • Utility system software:
    • Encryption software
    • Defragmentation
    • Data compression

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.
  • Full examination in June 2022 - Students will be assessed on topics studied during the year. This will be a GCSE paper

 

 

Year 11

Half Term 1  Half Term 2 Half Term 3
  • Topic 2.4 Boolean Logic

  • Topic 2.1 Algorithms

  • Topic 2.2 Programming Fundamentals

Key Ideas, Skills and Knowledge: 

 

 

Boolean logic

  • Simple logic diagrams using the operators AND, OR and NOT
  • Truth tables
  • Combining
  • Boolean operators using AND, OR and NOT
  • Applying logical operators in truth tables to solve problems

Key Ideas, Skills and Knowledge: 

 

Computational thinking

  • Principles of computational thinking

 

Designing, creating and refining algorithms

  • Identify the inputs, processes, and outputs for a problem
  • Structure diagrams
  • Create, interpret, correct,         complete, and refine algorithms using:
  • Pseudocode
  • Flowcharts
  • Reference language/high-level programming language
  • Identify common errors
  • Trace tables

 

Searching and sorting algorithms

  • Standard searching algorithms
  • Standard sorting algorithms:

Key Ideas, Skills and Knowledge: 

 

Programming fundamentals

  • The use of variables, constants, operators, inputs, outputs and assignments
  • The use of the three basic programming constructs used to control the flow of a program
  • The common arithmetic operators
  • The common Boolean operators AND, OR and NOT

 

Data types

  • The use of data types

 

Additional programming techniques

  • The use of basic string manipulation
  • The use of basic file handling operations:
  • The use of records to store data
  • The use of SQL to search for data
  • The use of arrayswhen solving problems, including both one-dimensional (1D) and two-dimensional arrays (2D)
  • How to use sub programs to produce structured code
  • Random number generation

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.
  • Full Pre-Public Examination (PPE) in late November/early December 2022. This will be a GCSE paper and students will receive full diagnostic feedback afterwards.
Assessment: 
  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.
Half Term 4 Half Term 5
  • Topic 2.3 Producing robust programs

  • Topic 2.5 Programming Languages and Integrated Development Environments

Key Ideas, Skills and Knowledge: 

 

 

Defensive design

  •  Defensive design considerations
  •  Input validation
  •  Maintainability

Testing

  • The purpose of testing
  • Types of testing:
  • Identify syntax and logic errors
  • Selecting and using suitable test data:
  • Refining algorithms

Key Ideas, Skills and Knowledge: 

 

Languages

  • Characteristics and purpose of different levels of programming language
  • The purpose of translators
  • The characteristics of a compiler and an interpreter

The Integrated Development Environment (IDE)

  • Common tools and facilities available in an Integrated Development Environment 

 

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.
  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.
  • Full Pre-Public Examination (PPE) in March 2022. This will be a full mock examination series, helping students to get a "practice run" at the GCSE examination, along with full diagnostic feedback afterwards.

Assessment: 

  • Learning checkpoints will take the form of knowledge tests and exam questions after each key topic.