Computing & iMedia
Curriculum Intent
The Computing department provides an engaging and futuristic curriculum which encourages students to develop an interest in, and the skills required, to use the technology around them. Computing can be hands on and enhances resilience. It develops problem solving skills and opens student’s eyes to the digital world. This can engage, enthuse and create a real spark for students.
Computing underpins the digital world our students live in, as technology continues to develop, Computing is at the core of new developments and the careers our students will be seeking. Our students need to be equipped with the skills to solve problems in technology which do not yet exist. Whether it’s using the phone in their pocket or launching rockets into space, Computing and technology are at the heart of our student’s world.
Students in Key Stage 3 study a range of Computing, IT and Digital Literacy skills. Students build on their knowledge for each of these strands as they progress through each year. Each unit includes a formal or practical assessment. We follow a curriculum developed by the National Centre for Computing Education, who are funded by the Department of Education and run by a consortium made up of STEM Learning, Raspberry Pi and the British Computing Society.
Students in Key Stage 4 have the opportunity to choose between GCSE Computer Science or a Level 2 Certificate in Creative iMedia. Students studying GCSE Computer Science study Computational Thinking, Data, Inside the Computer, Networks, Issues and Impact as well as learning the practical application of Python programming. For those students studying iMedia, the course offers the opportunity to learn a range of creative software while analysing existing products, planning, creating and evaluating a range of digital products.
Students are taught in mixed ability sets in Key Stage 3 and 4. The curriculum is designed to be inclusive and allow all students, whatever their needs, to make maximum progress. Teachers differentiate work to support and challenge all students in the classroom. To ensure lessons are engaging teachers employ a range of strategies such as pair and group work, interactive resources, questioning and real-life examples. Successful students have a desire to learn and interest in the technology around them. We focus on positives, such as effort and attainment, which are always celebrated.
The Computing department offers Key Stage 3 Computing Club undertaking a range of activities and projects to enhance skills and knowledge learnt in the classroom. At Key Stage 4 students have access to after school support to review classwork and develop their understanding of the topics covered. We work closely with local organisations and when possible arrange for students to visit real life work places often including practical workshops linked to their program of study.
Within Computing, we work hard to ensure students have the essential skills and knowledge to equip them with the transition from Key Stage 3 to Key Stage 4, as well as from Key Stage 4 to their next steps in education. In addition, we ensure that students leave school with the digital literacy skills required to secure future employment and interact with the technological world around them.
There are two full time and one part time Computing teachers, all of whom are subject specialists. The faculty consists of five dedicated Computing suites all equipped with enough desktop computers for students to work independently on their own computer. Every room has an interactive Smartboard, air conditioning and both colour and black and white printers.
Curriculum Overiew
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Autumn 1 |
Autumn 2 |
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Spring 2 |
Summer 1 |
Summer 2 |
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Y7
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Collaborating Online Respectfully Introduction to school system Introduction to school email Collaborating safely online and effectively face to face |
Creating Documents Students learn about features in Office 365 including Word and Publisher |
How Computers Work Students identify input and devices as well as the basic hardware inside a computer and its purpose.
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Computational Thinking Learning about decomposition, pattern recognition, abstraction and algorithms |
Networks Students learn about inputs, outputs and processes in a system as well as the advantages of networking and the hardware used. |
Introduction to Scratch Use the Scratch environment to learn about the core components of programming including sequence, selection and iteration. |
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Y8
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Collaborating Online Respectfully Introduction to school system Introduction to school email Collaborating safely online and effectively face to face |
Creating Documents Students learn about features in Office 365 including Word and Publisher |
Introduction to Scratch Use the Scratch environment to learn about the core components of programming including sequence, selection and iteration. selection and iteration. |
Networks Students learn about the internet and how information is shared across networks. They identify the vulnerabilities when networking and consider the rules when using content online. |
Networks Students identify the roles of computer systems and identify the human elements of a system and its benefits
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Websites Students learn the basic skills needed to create their own webpage and export it as an HTML document. |
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Y9
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Introduction to Scratch Students use the Scratch environment to learn about the core components of programming including sequence, selection and iteration |
Graphics Students learn the key features of editing graphics using an online graphics editor |
Introduction to Python Using a text-based programming language students build on their programming knowledge of sequence, selection and iteration |
Websites Students learn the basic skills needed to create their own webpage and export it as an HTML document. |
Gaining Support for a Cause Students Through planning a Blog using Office 365 students recognise the suitability of text and images for a given audience while considering the laws which apply to the content they wish to use. |
iDEA Students work towards the Inspiring Digital Enterprise Award, known as iDEA. An international award winning programme that helps students develop digital, enterprise and employability skills.
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Y10 iMedia
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R081 – Pre Production Skills Students learn about pre-production skills used in the creative and digital media sector. They develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. |
R081 – Pre Production Skills Students learn about pre-production skills used in the creative and digital media sector. They develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. |
R081 – Pre Production Skills Students learn about pre-production skills used in the creative and digital media sector. They develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. |
R082 – Creating Digital Graphics Students learn about the basics of digital graphics editing for the creative and digital media sector. They_ will learn where and why_ digital graphics are used and what techniques are involved in their creation. |
R082 – Creating Digital Graphics Students learn about the basics of digital graphics editing for the creative and digital media sector. They_ will learn where and why_ digital graphics are used and what techniques are involved in their creation. |
R082 – Creating Digital Graphics Students learn about the basics of digital graphics editing for the creative and digital media sector. They_ will learn where and why_ digital graphics are used and what techniques are involved in their creation. |
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Year 10 Computer Science |
Algorithms Data types in Programming Students learn what algorithms are, what they are used for and how they work; as well as how to follow, amend and write algorithms. Students also learn the different data types.
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Data theory Students learn about binary, data representation, data storage and compression. |
Programming Concepts in Python Students read, write, analyse and refine programs written in the Python programming language.
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Memory, Storage and Operating Systems Students learn about the von Neumann stored program concept and the role of main memory. They also learn about the purpose and functionality of an operating system |
String Manipulation and Networking Students read, write, analyse and refine programs written in the Python programming language. They also learn about computer networks |
Networking and Data Structures Students learn about network security. They also understand the need for and learn to be able to follow and write algorithms that use variables and constants and one- and two-dimensional data structures (strings, records, arrays) |
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Y11 iMedia
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R087 – Creating Interactive Multimedia Products This unit will enable learners to understand the basics of interactive multimedia products for the creative and digital media sector. They will learn where and why interactive multimedia is used and what features are needed for a given purpose. |
R087 – Creating Interactive Multimedia Products This unit will enable learners to understand the basics of interactive multimedia products for the creative and digital media sector. They will learn where and why interactive multimedia is used and what features are needed for a given purpose. |
R087 – Creating Interactive Multimedia Products This unit will enable learners to understand the basics of interactive multimedia products for the creative and digital media sector. They will learn where and why interactive multimedia is used and what features are needed for a given purpose. |
R084 – Storytelling with a Comic Strip This unit will enable learners to understand the basics of comic strip creation. It will enable them to interpret a client brief, use planning and preparation techniques and to create their own comic strip using digital techniques. |
R084 – Storytelling with a Comic Strip This unit will enable learners to understand the basics of comic strip creation. It will enable them to interpret a client brief, use planning and preparation techniques and to create their own comic strip using digital techniques. |
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Year 11 Computer Science |
Algorithms Students learn what algorithms are, what they are used for and how they work; they develop the ability to follow, amend and write algorithms and to construct truth tables. |
Storage and Operating Systems Students learn about the role of main memory as well as the purpose and functionality of an operating system |
Programming Languages Students learn about the characteristics and purposes of low-level and high-level programming languages. They understand how an interpreter differs from a compiler in the way it translates high-level code into machine code |
Networks Students learn about computer networks and network security |
Issues and Impact Students develop an awareness of emerging trends in computing technologies, and the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues. |
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GCSE Computer Science Specification
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Subject Leader: |
Ms Fenton-Hall |
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Contact: |
jfenton@sunburymanor.surrey.sch.uk |
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Exam Specification: |
OCR GCSE Computer Science J276 |
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QN Code: |
601/8355/X |
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Summary of course content This course is assessed through 3 units of work over 2 years. Upon completion students will gain the GCSE Computing qualification. Unit 1: Computer systems This unit covers the body of knowledge about computer systems including the central processing unit, computer memory and storage, wired and wireless networks, network topologies, system security and system software. It will explore the impact of Computer Science in a global context through the study of the ethical, legal, cultural and environmental concerns associated with Computer Science. Unit 2: Computational thinking, algorithms and programming This unit covers algorithms and programming, learning about programming techniques, how to produce robust programs, computational logic, translators and facilities of computing languages and data representation. Learners will become familiar with computing related mathematics. Unit 3: Programming project Students will need to:
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Assessment Unit 1: Computer systems 1hr 30 min written paper (50% of the qualification) This question paper comprises short answer and extended response questions. Unit 2: Computational thinking, algorithms and programming 1hr 30 min written paper (50% of the qualification) This question paper comprises short answer and extended response questions. Unit 3: Programming project Programming Project – Compulsory A 20 hour, OCR set, controlled assessment task that assess analysing, designing, developing, testing and evaluating a solution to a given problem. |
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What type of activities take place in lessons? Independent, paired and group activities. Research via the internet and books. Teacher led activities. |
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What type of homework tasks will be set? Homework tasks will involve extension of classroom activities, further research, reading current computing based news articles, gaining feedback from users and creating designs (depending on the unit of work). Homework will be set according to the homework timetable. |
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How will it help me in the future? GCSE Computing will enable students to work in ANY industry in the future. It will also enable students to develop their understanding of current and emerging technologies and how they work. Students will look at algorithms in computer programs, develop computer programs to solve programs, evaluate the effectiveness of computer programs\solutions and the impact of computer technology upon society. The program language used is Python. This course provides a natural progression onto Computer Science\ICT courses in further and higher education. |
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How will this course build on what I have studied in Year 9? At key stage 3 students gained skills in computer hardware, computer software, computer systems, number systems and coding in visual and textual languages. Additionally students gained Digital Literacy and ICT skills. This course consolidates all of these skills. |
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What skills will I develop? Students will develop critical thinking, analysis, problem solving and computational thinking skills, which can be transferred to a variety of subjects and situations in everyday life. |
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Cambridge National Certificate in iMedia Specification
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Subject Leader: |
Ms J Fenton-Hall |
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Contact: |
jfenton@sunburymanor.surrey.sch.uk |
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Exam Specification: |
OCR Cambridge National Certificate in iMedia – Level 2 J817 |
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QN Code: |
600/7043/2 |
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Summary of course content This course is assessed through 4 units of work over 2 years. Upon completion students will gain the Cambridge Nationals Certificate in iMedia qualification Level 2.
Unit R081 – Pre-Production Skills This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application. On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents. Learners studying the optional units will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of those units. This unit also provides excellent transferable skills such as project planning which will be useful in a wide variety of contexts. This unit is externally assessed through an OCR set and marked 1 hour 15-minute exam.
Unit R082 – Creating Digital Graphics This unit builds on unit R081 and learners will be able to apply the skills, knowledge and understanding gained in that unit. Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.
Unit R085 - Creating a Multipage Website This unit builds on units R081 and R082 and learners will be able to apply skills, knowledge and understanding gained in those units. Multipage websites are the basis of internet content and are therefore used extensively in the creative digital media sector, whether for mobile phones or computers in all their forms. This unit will enable learners to understand the basics of creating multipage websites. It will enable learners to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website. It will allow them to interpret a client brief and to use planning and preparation techniques when developing a multipage website. On completion of this unit, learners will be able to explore and understand the different properties, purposes and features of multipage websites, plan and create a multipage website and review the final website against a specific brief.
Unit R088 – Creating a Digital Sound Sequencev This unit builds on units R081 and R082 and learners will be able to apply the skills, knowledge and understanding gained in those units. Gaming technologies, mobile phones and multimedia websites all use digital sound sequences to enhance and inform their content. This unit will enable learners to understand where digital sound sequences are used in the media industry such as radio, film, web applications or computer gaming. The learner will also learn how these technologies are developed to reach an identified target audience. On completion of this unit, learners will understand the purpose of digital audio products and where they are used. They will be able to plan a digital sound sequence, create and edit a digital sound sequence and review the final sound sequence against a specific brief |
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Assessment Unit R081 – Pre-Production Skills 1 hour 15-minute written paper (25% of the qualification) This question paper is based on a pre-release case study comprising short answer and extended response questions. Unit R082 – Creating Digital Graphics Controlled Assessment task (25% of the qualification) Unit R085 - Creating a Multipage Website Controlled Assessment task (25% of the qualification) Unit R088 – Creating a Digital Sound Sequence Controlled Assessment task (25% of the qualification) |
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What type of activities take place in lessons? Independent, paired and group activities. Research via the internet and books. Teacher led activities. |
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What type of homework tasks will be set? Homework tasks will involve extension of classroom activities, further research, reading current ICT based news articles, collecting research from users, gaining feedback from users and creating designs (depending on the unit of work). Homework will be set according to the homework timetable. |
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How will it help me in the future? The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products. The qualification’s hands-on approach has strong relevance to the way young people use the technology required in creative media. |
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How will this course build on what I have studied in Year 9? In key stage 3 students have gained skills and knowledge in graphics, websites, sound and interactive products as well as planning. Students have also learnt about target audience and ensuring that products are fit for purpose. Additionally, students gained Digital Literacy and ICT skills. This course builds on and consolidates all of these skills. |
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What skills will I develop? Students will further develop their understanding of analysing existing media products, planning, creating and evaluating their own media products as well as developing the theoretical and practical aspects of digital graphics, websites and sound. |
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