ICT
ICT Department
| # | Name |
|---|---|
| Subject Leader ICT | Miss C Shea |
| ICT Teachers | Mr L Challenor Mrs C Gouli |
INTRODUCTION
Over the last few years there has been a dramatic change to the curriculum in ICT. The subject has moved from having one main strand, to 3 equally important strands, which are ICT, Digital Literacy and Computer Science. We prepare students for the ever changing technological environment. We help students understand the pivotal role technology plays in the modern day world.
HOW PARENTS CAN HELP
Parents are encouraged to discuss the project topics and explain how technology has continually changed over the decades. Commenting on the use of computers in daily life and how important they are to everyday life. This will help students to see ICT as a skill that they cannot do without. They can also ensure students complete their electronic homework.
ICT AT KNOLE ACADEMY
In Years 7 and 8 there is an introduction to all 3 strands in the ICT/Computer Science curriculum. Students will complete a number of different units ranging from multimedia to programming.
When students reach Year 9, if they choose ICT as an option, they will start their GCSE preparation- we deliver mini projects similar to those they will complete for GCSE so it gives them an understanding of what the course will be like at GCSE.
Key Stage 3
MODULES
The programme of study is split into a variety of different topics which link with all three strands. At the end of each unit, students will be assessed.
|
Year 7 Term 1 |
In this topic students will be introduced to our compier system and will also be taught how to stay safe online and what to consider when online. |
|
Year 7 Term 2 |
Students will learn about the components that make a working PC to identify what they do, as well as how to upgrade a PC. This will help students understand how a PC works and what to look for when buying or upgrading a PC. Students will study the following topics Computer Systems - Peripherals and Storage Devices |
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Year 7 Term 3 |
Spreadsheets - Building a model |
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Year 7 Term 4 |
Students will learn about the power of databases to store and analyse large amounts of data and learn about running searches and queries. By the end of the topic they will understand - The difference between paper based and computer based databases |
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Year 7 Term 5 |
Students will use Scratch to develop their programming skills. This time students will be using block coding to develop their understanding of sequencing. Students will study - Game making |
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Year 7 Term 6 |
Students will learn to program using variables and data types in python and will be encourage to plan, create and evaluate a series of programs based on computational thinking. By the end of the term students will have studied - Steps to write a simple computer program |
Assessment Information
Students will sit a short examination at the end of every topic, each topic lasts a ½ term. The examinations vary depending on the topic some are written and some are practical. To revise for the examinations students will need to use their knowledge organisers and the list of key topics above.
Year 7
Term 1 – Baseline test – Week 2 – Test is out of 70 marks. It has multiple choice and some short answer questions. Testing general terms and topics to have an understanding of what they learnt at primary school. There will be no end of topic test on e-safety.
Term 2 – Hardware and Network – Students will have to create an interactive PowerPoint in order to understand about computer hardware and networks. They will have to create a page for each of the following: input devices, output devices, processing, primary and secondary storage, what is a computer network, different type of topologies, types of operating systems and advantages.
Term 3 – Spreadsheets – Students will be given a written test where they complete short and long answer questions based on databases, why they are used and how they work.
Term 4 - Databases – Students will have to complete a multiple choice test based on the lessons covered in the class.
Term 5 – Scratch – students will have a practical assessment to complete. In this test they will be given instructions and they need to apply what they have learnt to complete the assessment. They will be required to code multiple sprites and background to make a working game.
Term 6 - Python – Students will be given a test which contains a mixture of short and long answer questions. They will also be asked to write short programs of code similar to what was completed in lesson.
YEAR 8
|
Year 8 Term 1 Spreadsheets |
Spreadsheets
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| Year 8 Term 2 Control Flow |
Pupils are introduced to the basics of computational thinking, programming and computer systems to ensure a shared level of understanding. How to create and use sub-routines in complex control systems - Animation and decomposition |
| Year 8 Term 3 Website |
Introduction to IMEDIA Students will investigate three existing websites and analyse what makes a good one based on target audience, contents, house style. Then they will create their own website using a number of different techniques like rollover images, animated marquee, appropriate house style and navigational toolbar. |
| Year 8 Term 4 HTML |
Students will learn to use HTML tags which is the fundamental language of developing a website and they have the opportunity to create their own website. |
| Year 8 Term 5 Microbits/Flowol |
Students will learn the very basic level of programming using a program, create flow charts and will learn how to write pseudocode (including INPUT, OUTPUT, IF) - What a control system is and identify them from everyday life |
| Year 8 Term 6 Python |
This project has a variety of different tasks used to enhance the ICT skills taught throughout the students first two years at Knole. They have to complete different tasks including poster, spreadsheet and a business letter. |
Assessment Information
Students will sit a short examination at the end of every topic, each topic lasts a ½ term. The examinations vary depending on the topic some are written and some are practical. To revise for the examinations students will need to use their knowledge organisers and the list of key topics above.
Year 8
Term 1 – Spreadsheets – Students will sit a practical exam. It includes the formulas and functions that were learnt throughout the term. Some of the key terms and formulas are on the knowledge organiser. The test will be practical and use Microsoft Excel.
Term 2 –Control Algorithm– students will sit a test based on the key terms and concepts learnt this term. They will need to provide a control flowchart solution for a simple problem.
Term 3 – Website – the test will be in two parts students will sit a short theory exam testing them on key definitions and terms and the use of website features. They will also be asked to sit a short practical examination and make a mini website.
Term 4 – HTML – The students will sit a combination of multiple choice and short answer test. It will require for them to demonstrate what they have learnt during the lessons this term.
Term 5- Microbits – students will set a practical examination linked with microbits, they will need to code the microbits to meet certain requirements. It will require using the skills they have been taught during the term.
Term 6 – End of Year Examination – Students will complete an end of year test at the start of this final term. It will be out of 70 and consists of a number of multiple choice and short answer questions. It will cover ICT basics and a combination of topics that have been covered since starting at Knole.
Flowol/ Pseudocode – Students will complete an assessment out of 50 marks which links to flowcharts and pseudocode. They will need to explain what a flowchart is doing, compare two flowcharts and explain the differences.
Year 9
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Year 9 Term 1 Website Design |
This unit introduces learners to the creation of websites for a chosen purpose. Learners identify what makes a good web page and use this information to design and evaluate their own website using Serif Webplus. |
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Year 9 Term 2 Spreadsheet modelling |
Students will learn the concept of spreadsheets and why spreadsheets are useful. They will learn how to navigate a spreadsheet via its rows and columns and become familiar with the cell referencing system. They will locate and select ranges of cells and change cells’ background colour and border properties. As well as learning how to automatically create charts from data, they will be introduced to four functions: SUM, MAX, MIN, and COUNTA. The functions covered in this unit are used to calculate totals, find the maximum and minimum values in a range, and count populated (i.e. non-blank) cells. |
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Year 9 Term 3 Database |
Students will be able to describe various non-relational database systems and compare between relational and non-relational database design and model. Students should be able to implement and manipulate documents into a database system and demonstrate graph query processing. |
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Year 9 Term 4 Graphics |
Students will learn how to create and edit a variety of graphics. They will learn how to layer and merge them and apply numerous other techniques to the image to make a complete whole. |
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Year 9 Term 5 Advanced Presentation |
Investigate how and where different interactive multimedia products are used and their purposes across different industry sectors. Based on this research they will create a multimedia product of their own to fit a given scenario. |
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Year 9 Term 6 Final Project |
Students will use the skills learnt throughout this year to build complete another project and further enhance their skills. |
Assessment Information
Students will sit a short examination at the end of every topic, each topic lasts a ½ term. The examinations vary depending on the topic some are written and some are practical. To revise for the examinations students will need to use their knowledge organisers and the list of key topics above.
Year 9
Term 1 – Website design – Students will complete a written exam at the end of this term. It will link to all the Pre-Production documents learnt about. They will need to know the purpose of the document and the content. They will also need to be able to develop the different types of document. It will be similar questions to the GCSE paper so students can see what the GCSE is like.
Terms 2 - 6 – Students will be given a scenario and based on the skills learnt for each topic they need to make a project that meets the needs of the client. They will be marked based on the quality of the project they make.
Key Stage 4
ICT
Year 10 and 11 Option WJEC VOCATIONAL ICT
AIM OF THE COURSE
Vocational context ICT usage is becoming increasingly widespread in day-to-day life, as people become progressively dependent on their digital devices. In 2018, Ofcom6 reported that 78% of UK adults owned a smartphone and 64% of adults described the internet as ‘an essential part of their life’.
In the workplace, ICT is also vital for the smooth running of many everyday tasks as well as enabling organisations to operate in a more efficient manner. There are a number of key skills that employers look for which centre around having an understanding of, and the practical ability to use, a range of computer programmes, software and other applications.
Jobs in ICT exist in a variety of contexts. However, there are key areas of knowledge that any ICT specialist will be required to know. This base knowledge allows them to provide the best service and advice possible for their clients and the industries they are working in
GENERAL DESCRIPTION
The qualification is made up of 2 units. The course has been created with the following aims / foci
· Explore the wide range of uses of hardware, application and specialist software in society.
· Investigate how information technology is used in a range of contexts, including business and organisations, education and homes.
· Gain a working knowledge of databases, spreadsheets, automated documents and images.
· Learn to apply your knowledge and understanding to solve problems in vocational settings
ASSESSMENT information
There are 2 components which make up the WJEC qualification in IT application skills.
| Component | Assessment Type | Weighting | Unit Description |
| Unit 1: ICT in Society | Exam | 40% |
This unit allows learners to explore the wide range of uses of hardware, application and specialist software in society.
|
| Unit 2: ICT in Context | Coursework | 60% | This unit enables learners to gain a broad working knowledge of databases, spreadsheets, automated documents and images and to apply their knowledge and understanding to solve problems in vocational settings. Learners will need to draw on knowledge of: · How IT can be used to fulfil the needs of organisations and individuals |
GRADING STRUCTURE
You will be assessed through a mixture of exams and controlled assessments.
Unit 1 will be assessed through an exam which is worth 40% of your qualification. The exam will last 1 hour and 20 minutes, it will be made up of short and extended response questions.
Unit 2 will be assessed with project work which is worth 60% of your qualification. As part of this assessment, you will be given a scenario and will need to undertake a number of tasks.
Students will be awarded a grade from Pass at Level 1 through to Distinction* at level 2.
Future Opportunities
The new curriculum requires that every child leaves school 'digitally literate' – and the Vocational Award in ICT is an important building block, equipping students with the digital skills they’ll need as they progress to further education and employment.
H Band Option
GCSE Equivalent - BCS ICDL
ICDL is proof of digital literacy. It is an internationally-recognised qualification, validated and approved by academic and global experts, and valued by employers around the world. Students are equipped with the skills to use a computer confidently and effectively, building on existing knowledge and motivating further learning.
Students study the units listed below -
· Word Processing Software
· Presentation Software
· Spreadsheet Software
· Improving Productivity
AIM OF THE COURSE
The aim of this qualification is to recognise the application of a range of IT user skills and knowledge in the workplace, and to meet employer workforce demands. ICDL in IT Application Skills is a fixed combination qualification, which builds on existing knowledge of key software applications including word processing, spreadsheets, presentations and improving productivity.
GENERAL DESCRIPTION
ICDL is the benchmark for digital literacy in educational systems around the globe. ICDL teaches students how to use a computer confidently and effectively, whilst building a more productive, efficient learner and encouraging problem-solving, creativity and communication. This course is the qualification that employers recognise and look for as proof of IT user competence.
ASSESSMENT INFORMATION
There are 4 components which make up the BCS ICDL qualification in IT application skills. Each component is worth 25% of the qualification and is assessed by an exam.
| Component | Unit Description | Skills Gained |
|---|---|---|
| Presentation software | Shows the learner how to produce high-quality presentations using a variety of tools including charts, graphs and drawn objects. | Using the Application - Working with Presentations, Enhancing Productivity. Developing a Presentation - Presentation Views, Slides, Master Slide. |
| Word processing | Develops the learner’s ability to create word-processed documents: entering text, editing and formatting work, using graphs, tables and pictures for a professional finish, and effectively using tools such as the spell-checker and mail merge. | Using the application – Working with Documents, Enhancing Productivity. Document Creation - Enter Text, Select, Edit. Formatting – Text, Paragraphs, Styles. Objects - Table Creation, Table Formatting, Graphical Object. Mail Merge - Preparation, Outputs. Prepare Outputs – Setup, Check and Print. |
| Spreadsheet software | Helps the learner develop a working knowledge of spreadsheets, from entering data and formatting worksheets, to creating charts and producing high-quality documents. | Using the Application - Working with Spreadsheets, Enhancing Productivity. Cells - Insert, Select, Edit, Sort, Copy, Move, Delete. Managing Worksheets - Rows and Columns, Worksheets Formulas and Functions - Arithmetic Formulas, Functions. Formatting - Numbers/Dates, Contents, Alignment, Border effects. Charts - Create, Edit. Prepare Outputs - Setup, Check and Print. |
| Improving productivity using IT | Enables the learner to work more effectively with IT. This unit looks at using tools to save time and effort when producing word processed document, presentations and spreadsheets. | Plan and Select Create Solution Review and adapt Develop and Test |
GRADING STRUCTURE
The BCS ICDL IT Application Skills is a graded qualification. The grading structure provided is
Pass/Fail.
The qualification grade will be determined by the average score across all units within the qualification.
The pass mark across all units is 75% and each assessment is pass/fail.
Key Stage 5
KS5 ICT
Year 12 Digital Society
Qualification Aims and Objectives
IB Digital Society is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitised information at the local and global level. It provides a framework for the student to make informed judgements and decisions about the use of IT within social contexts.
This course enables the student to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organisations and societies at the local and global level.
Further, it develops the student’s understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders.
Course Outline
Subjects covered:
· Strand 1: Social and Ethical Significance SL/HL core
· Strand 2: Application to specified scenarios SL/HL core
· Strand 3: IT systems SL/HL core
· The project (practical application of IT skills)
Assessment:
· External assessment for (4 hours 45 minutes): 80%
· Paper 1 (2 hours 15 minutes): 35%
· Paper 2 (1 hour 15 minutes): 20%
· Paper 3 (1 hour 15 minutes): 25%
· Internally Assessed Project (30 hours): 20%
The IB aims to develop in students the knowledge, skills and attitudes they will need to fulfil the aims of the IB, as expressed in the organisation’s mission statement and the learner profile. Teaching and learning in the IB represents the reality in daily practice of the organisation’s educational philosophy.
Digital Society requires students to develop a product that would be suitable for a client. The aim of this assessment is to prepare students for the workplace.
· It is the perfect platform to study social informatics at university level.
· The course is based on three interconnected strands: social and ethical significance, application to specified scenarios, and IT systems.
· The triangle lies at the heart of the pedagogy. With an understanding of the information technologies, students must be able to evaluate social/ethical issues in specified scenarios.
· It requires students to have strong research and higher order thinking skills.
YEAR 13 - ITGS
Qualification Aims and Objectives
IB Information Technology in a Global Society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. ITGS explores the advantages and disadvantages of the access and use of digitised information at the local and global level. ITGS provides a framework for the student to make informed judgements and decisions about the use of IT within social contexts.
This course enables the student to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organisations and societies at the local and global level.
Further it develops the students' understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders.
COURSE OUTLINE
Subjects covered:
Strand 1: Social and Ethical Significance SL/HL core
Strand 2: Application to specified scenarios SL/HL core
Strand 3: IT systems SL/HL core
The project (practical application of IT skills)
ASSESSMENT:
| Type of assessment | Format of assessment | Time (hours) | Weighting of final grade (%) |
|---|---|---|---|
| External | 4.95 | 80 | |
| Paper 1 | Four structured responses | 2.25 | 35 |
| Paper 2 | Written response to previously unseen article | 1.25 | 20 |
| Paper 3 | Four questions based on pre-seen case study | 1.25 | 25 |
| Internal | 30 | 20 | |
| Coursework | Development of an original IT product for a specified client |
The IBCP aims to develop in students the knowledge, skills and attitudes they will need to fulfil the aims of the IB, as expressed in the organisation’s mission statement and the learner profile. Teaching and learning in the IBCP represents the reality in daily practice of the organisation’s educational philosophy. ITGS requires students to develop a product that would be suitable for a client. The aim of this assessment is to prepare students for the workplace.
· ITGS is the perfect platform to study social informatics at university level.
· The ITGS course is based on three interconnected strands: social and ethical significance, application to specified scenarios, and IT systems.
· The ITGS triangle lies at the heart of the pedagogy. With an understanding of the information technologies, students must be able to evaluate social/ethical issues in specified scenarios.
· ITGS requires students to have strong research and higher order thinking skills.
