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Computers are now a part of everyday life and, for most of us, technology is essential to our lives at home and at work. Consequently, Plympton Academy students follow a Computer Science & IT curriculum that prepares them for life in modern Britain and equips them with the knowledge and qualifications to enter an ever-changing world of work.
Principles of cognition, memory and computational thinking for learning are embedded in our curriculum, as are structures to support cooperative learning. Our students are given the opportunity to explore the challenges and demands of modern life and consider how they can use programs and applications to address them. We encourage students to study the role that Computing, and Information Technology can play in improving the world around us.
To support this, digital literacy skills are explicitly taught throughout every scheme of learning to prepare student for careers in the modern workplace. Students develop an understanding of using the most efficient and proficient application for tasks such as using industry standard software like Photoshop to create a graphical poster instead of using PowerPoint to generate inferior results.
We take a long-term approach to developing students’ knowledge of Computer Science skills to enable them to design, develop and create new technologies to help shape the world in which they live. The foundations of programming start with KODU and move on to more advanced block-based programming languages like blockly. This develops the skill sets needed to progress to text based programming languages such as Python or Small Basic allowing students create bespoke programs that can be used in the modern world.
Considering the application of Information Technology in other subject areas allows students to contextualise and deepen their understanding of our curriculum. We draw on subject knowledge from across the school curriculum to offer students the opportunity to apply their knowledge of Computing and IT in other contexts and disciplines.
We want all young people to feel safe, to feel valued, to have confidence and pride in their abilities when using Information Technology in the modern world. E-safety is dominant and interleaved throughout all year group curriculums and adapted to meet the ever-changing needs of the student body.
By year 7's end, students should grasp foundational computer science concepts and practical skills. They should proficiently manage files, including creating, saving, copying, moving, renaming, and deleting them, and understand common file extensions. Knowledge of strong online passwords and digital conduct is essential, alongside awareness of social networking risks and cyberbullying. Students should handle emails, attachments, and search engines effectively. They should differentiate software types, understand user interfaces, and list operating system functions. Familiarity with security, disk organization, and system maintenance utilities is expected. Regarding hardware, students should comprehend CPU function, create basic logic diagrams, differentiate RAM from ROM, and describe RAM's role. They should explain cache and flash memory, justify input/output device needs, and recognise storage technologies like optical, magnetic, and solid-state.
By the end of year 8, students should have a solid grasp of foundational concepts in computer science, graphics, and programming. They should be able to distinguish between hardware and software, provide examples of each, and understand the components of a computer system through block diagrams. They should comprehend the purpose of permanent storage devices, differentiate between RAM and ROM, and demonstrate knowledge of binary representation for numbers and text.
In graphics, they should understand the composition of bitmap and vector images, manipulate images using various tools, and create simple artworks or designs. Additionally, in Kodu programming, they should be able to articulate key terms and concepts related to game design, modify landscapes, describe character movement techniques, explain programming concepts like selection, and demonstrate the application of behaviours for characters within a game environment. Overall, students should have a foundational understanding of computer science principles, graphic design basics, and introductory programming skills by the end of year 8.
By the end of year 9, students should have a comprehensive understanding of various aspects of computer science, including computer crime and cybersecurity, networks, and basic programming in Python. They should be able to name major Acts concerning computer use, describe dangers of personal data on social networking sites, identify signs of fraudulent emails, and adhere to copyright law. Additionally, they should know how to protect online identity, recognize health and safety hazards associated with computer use, and safely dispose of old computers. In terms of networks, students should understand that the Internet is a wide area network, define terms like "domain name" and "HTTP protocol," explain packet switching, and give examples of LANs and WANs. They should also be able to describe different network topologies, understand client-server networks and their advantages, and grasp the need for encryption, along with implementing a simple encryption algorithm. Moreover, they should be proficient in using basic programming structures, regular expressions for input validation, manipulating lists, reading from, and writing to text files, and writing, testing, and debugging programs in Python to solve simple problems.
By the end of year 10 and 11, students should have a solid understanding of various foundational concepts in computer science. They should be able to explain the purpose and function of RAM and different types of secondary storage devices, understand the basics of binary arithmetic, and convert data into binary format. They should also comprehend the nature of embedded systems and examples of such systems, as well as the composition of bitmap graphics and character sets. Additionally, they should be familiar with different units of data measurement and understand the basics of networking, including LANs, WANs, and wireless connections. Furthermore, students should be aware of security vulnerabilities and measures for preventing them, have knowledge of operating systems and utility software, and understand ethical, cultural, and environmental issues related to digital technology. They should also be acquainted with relevant legislation in the field, techniques for problem-solving and computational thinking, flowcharts and algorithms, programming concepts like Boolean operators and data types, and principles and practices of testing, debugging, and software development. This comprehensive understanding equips students with the necessary skills and knowledge to pursue further studies or careers in computer science.
OCR’s GCSE (9–1) in Computer Science will encourage students to:
Content Overview | Assessment Overview |
|---|---|
Paper 1: Computer systems
This component will assess:
• 1.1 Systems architecture • 1.2 Memory and storage • 1.3 Computer networks, connections and protocols • 1.4 Network security • 1.5 Systems software • 1.6 Ethical, legal, cultural and environmental impacts of digital technology | Written paper: 1 hour and 30 minutes 50% of total GCSE 80 marks
This is a non-calculator paper.
All questions are mandatory.
This paper consists of multiple-choice questions, short response questions and extended response questions. |
Paper 2: Computational thinking, algorithms and programming
This component will assess:
• 2.1 Algorithms • 2.2 Programming fundamentals • 2.3 Producing robust programs • 2.4 Boolean logic • 2.5 Programming languages and Integrated Development Environments | Written paper: 1 hour and 30 minutes 50% of total GCSE 80 marks
This is a non-calculator paper.
This paper has two sections: Section A and Section B. Students must answer both sections.
All questions are mandatory. In Section B, questions assessing students’ ability to write or refine algorithms must be answered using either the OCR Exam Reference Language or the high-level programming language they are familiar with. |
A computer science qualification opens a world of exciting career opportunities! With this background, you can become a software developer, creating cool apps and systems. If you love numbers and patterns, a data scientist role lets you analyse data to help companies make smart decisions. Interested in keeping information safe? Cybersecurity specialists are always needed to protect against hackers. You could also work in artificial intelligence, making smart systems that change how we live and work. Other awesome options include web development, cloud computing, IT project management, and systems architecture. The tech industry is always growing and changing, offering lots of job opportunities and great salaries.