ICT & Computer Science Curriculum Overview
Click here to view our ICT & Computer Science learning journey.
Aim
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The ICT, Business Studies and Computing curriculum is planned to enable all students to develop:
- Exceptional problem solving skills
- A High level of competency in regards to computer skills
- Basic knowledge of the difference between ICT and Computing
- Business Studies knowledge to help understand the way businesses work in real-life situations
- Passion for the curriculum and interest in future careers in the relevant industries
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Resilience (Aiming High, Staying Positive, Learning from Mistakes)
- Collaboration (Teamwork Leadership Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Sequence and structure
Our curriculum is split in to Key Stage 3 (years 7 and 8) and Key Stage 4 (years 9, 10 and 11). Whereas we have condensed the traditional KS3 into two years, we have lengthened the school day. This gives ample opportunities for coverage of all subject areas within the national curriculum, and others which we believe reflect the needs of the community we serve.
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Key Stage 3 Curriculum
Our Key Stage 3 Curriculum includes the following areas:
KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 7 Students will understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy. They will recognise inappropriate content, contact and conduct, and know how to report concerns. · Staying safe online
· Using search engines effectively
Students will understand the hardware and software components that make up computer systems, how they communicate with one another and with other systems. They will understand how instructions are stored and executed within a computer system. · Input and output devices
· Components of computer systems
Students will design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems. They will undertake projects that involve selecting, using, and combining multiple applications, to collect and analyse data and meet the needs of known users. · Data modelling using spreadsheets
· Storing and searching data in a database
Students will understand several key algorithms that reflect computational thinking. Students will use a block-based programming language to solve a variety of computational problems. They will design and develop modular programs that use procedures or functions. · Create solutions to problems in Scratch
Year 8 Students will understand how instructions are stored and executed within a computer system. They will understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits. · Data representation
Students will understand simple Boolean logic [for example, AND, OR and NOT] and its uses in circuits and programming. They will be able to convert between binary, denary and hexadecimal and perform binary arithmetic.
· Logic gates
· Binary conversions
· Hexadecimal conversion
· Binary addition and subtraction
Students will understand a range of ways to use technology respectfully. They will create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability. · Copyright
· Review digital graphics
· Create a digital graphic
Students will understand several key algorithms that reflect computational thinking (sorting and searching). · Sorting algorithms
· Searching algorithms
· Comparing algorithms
Students will use a text-based programming language to solve a variety of computational problems. They will design and develop modular programs that use procedures or functions. · Python
· Turtle
· Key programming constructs
Year 9 Students will design, use and evaluate computational abstractions that model the state and behaviour of real-world problems. - Software development life cycle
- Modelling
Students will understand a range of ways to use technology responsibly and securely. - Encryption
- Caesar cipher
Hashing
Students will understand the hardware and software components that make up computer systems, how they communicate with one another and with other systems. They will understand simple Boolean logic [for example, AND, OR and NOT] and its uses in circuits and programming. They will understand how instructions are stored and executed within a computer system - Little man computer
- Fetch/execute
- Translators
- Boolean
Students will understand a range of ways to use technology safely, respectfully and responsibly. - Ethics
- AI
- History of computing
Emerging technologies
Students will understand the hardware and software components that make up computer systems. They will use a text-based programming language to solve a variety of computational problems. They will design and develop modular programs that use procedures or functions. - GUI OS
- Command line interface OS
We also take a brief look into different connection methods (wired and wireless), as well as, embedded systems.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
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Key Stage 4 Curriculum
Our Key Stage 4 Curriculum
At Key Stage 4 it is compulsory for every student to complete their GCSE in Creative iMedia with the OCR exam board. We also offer Computing GCSE to Year 10 and 11 students with the AQA exam board:
GCSE Computing:
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 1.1 Systems architecture
1.2 Memory and storage (part 1)Dedicated programming lessonsStudents will understand: What actions occur at each stage of the fetch-execute cycle. The role/purpose of each component and what it manages, stores, or controls during the fetch-execute cycle.The difference between storing data and an address. What embedded systems are. Typical characteristics of embedded systems.
1.2 Memory and storage (part 1) 1.2 Memory and storage (part 2)
Dedicated programming lessons
Students will understand: Why computers have primary storage. Key characteristics of the primary storage. How virtual memory works. Why computers have secondary storage. Compare advantages/disadvantages for each storage device. Why data must be stored in binary format. Familiarity with data units and moving between each.
1.3 Computer networks,
connections and protocols
Dedicated programming lessonsStudents will understand: The characteristics of LANs and WANs including common
examples of each. The concept of the Internet as a network of computer networks. Advantages and disadvantages of the network topologies.1.4 Network security Dedicated programming lessons
Students will understand: A range of threats posed to devices/networks. How to limit the threats posed.Understanding of methods to remove vulnerabilities. Knowledge/principles of each threat and prevention method.
1.4 Computer networks,
connections and protocols
1.5 System software
Dedicated programming lessonStudents will understand: What each function of an operating system does. Memory management.Data is transferred between devices and the processor. User management functions and File Management.1.6 Ethical, legal, cultural and environmental concerns
Dedicated programming lessons
Students will understand: Technology introduces ethical, legal, cultural, environmental and
privacy issues.Knowledge of a variety of examples of digital technology and how these impacts on society. The purpose of each piece of legislation and the specific actions it
allows or prohibits. The need to license software and the purpose of a software
licence.Year 11 2.2 Programming fundamentals Students will understand: Practical use of the techniques in a high-level language within the
classroom. Recognise and use a range of operators. Practical use of the data types in a high-level language.2.1 Algorithms Students will understand: the principles and how they are used to
define and refine problems. The main steps of each algorithm. Identify an algorithm if given the code for it.2.3 Producing robust programs Students will understand: the issues a programmer should consider ensuring that a program caters for all likely input values. Authentication to confirm the identity of a user. Practical experience of designing input validation and simple authentication. Understand why commenting is useful and apply this
appropriately.2.4 Boolean logic Students will understand: Knowledge of the truth tables for each logic gate.Recognition of each gate symbol.Understanding of how to create, complete or edit logic diagrams and truth tables for given scenarios.
2.5 Programming languages and IDEs
The differences between high- and low-level programming
languages. The need for translators. The differences, benefits and drawbacks of using a compiler or an interpreter.2.5 Programming languages and IDEs Students will understand: Knowledge of the tools that an IDE provides. How each of the tools and facilities listed can be used to help a
programmer develop a program. Practical experience of using a range of these tools within at least one IDE.OCR Creative iMedia GCSE
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 9 R082: Creating Digital Graphics: Here the students are required to investigate the different uses of Digital Graphics. They then have to apply this knowledge when creating their own DVD cover. This then has to be evaluated.
R087: Interactive Multimedia Product:The students have to research different interactive products and assess their uses under different circumstances. They then apply this knowledge when creating their own information kiosk. This is then evaluated. R087: Interactive Multimedia Product: The students have to research different interactive products and assess their uses under different circumstances. They then apply this knowledge when creating their own information kiosk. This is then evaluated.
R089: Digital video: Students research different uses of digital videos in different industry sectors. They are then required to plan their own digital video from the perspective of a freelance journalist.
R089: Digital video: Students research different uses of digital videos in different industry sectors. They are then required to plan their own digital video from the perspective of a freelance journalist.
R081: Pre-production skills: Students cover all of the content for the first attempt they have at the exam unit in January
OCR Enterprise & Marketing
Year 9
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 9 Unit R064 Enterprise and marketing concepts Learning Outcome 1: Understand how to target a market
Unit R064 Enterprise and marketing concepts Learning Outcome 2 Understand what makes a product or service financially viable
Unit R064 Enterprise and marketing concepts Learning Outcome 3: Understand product development
Unit R064 Enterprise and marketing concepts Learning Outcome 4: Understand how to attract and retain customer
Unit R064 Enterprise and marketing concepts Learning Outcome 5: Understand factors for consideration when starting up a business
Unit R064 Enterprise and marketing concepts Learning Outcome 6 Understand different functional activities needed to support a business start-up
OCR Enterprise & Marketing
Year 10
Half Term 2 
Half Term 3 
Half Term 4 
Half Term 5 
Half Term 6 
OCR Enterprise & Marketing
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 Unit R065 Design a business proposal Learning Outcome 1: Be able to identify the customer profile for a business challenge
Unit R065 Design a business proposal Learning Outcome 2: Be able to complete market research to aid decisions relating to a business challenge
Unit R065 Design a business proposal Learning Outcome 3: Be able to develop a design proposal for a business challenge
Unit R064 Enterprise and marketing concepts Learning Outcome 4: Understand how to attract and retain customer
Unit R065 Design a business proposal Learning Outcome 4: Be able to review whether a business proposal is viable
Unit R065 Design a business proposal Learning Outcome 4: Be able to review whether a business proposal is viable
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all of our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- Seating plans are used to minimise the disruption in lessons and to optimise the support available.
- Resources well organised and up-to-date
- Displays and visual learning tools are used where necessary
- Where appropriate support from additional adults is planned to scaffold students learning
- Groups work and discussion
- Clear teacher/student communication.
- Feedback that allows students to make progress, whether written or verbal
- Independent study/homework;
- Reduce the reliance on memory and embed a deeper understanding of Computer Science.
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.
Approaches in Science include:
- We use intervention effectively to ensure that all students are given the opportunity to succeed
- Disadvantaged students are identified, and computing resources are available to them during after-school homework and intervention sessions
- We have a number of trips and after-school clubs which run each year which give all students the opportunity to develop their understanding and interest in Computing.
How do we make sure that our curriculum is implemented effectively?
The Science curriculum leader is responsible for designing the Science curriculum as well as subsequent monitoring and review.
The Subject Leader’s monitoring is validated by senior leaders.
Staff have regular access to professional development/training to ensure that curriculum requirements are met.
Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
Curriculum resources are selected carefully and reviewed regularly.
Assessments are designed thoughtfully to assess student progress and also to shape future learning.
Assessments are checked for reliability within departments and across the Trust.
GAP analysis is used throughout the assessment process. This then helps us to identify the students who are most in need of intervention sessions.
There is frequent contact with exam boards (OCR and AQA) to ensure that the relevant and up to date content, courses and topics are being taught across all key stages.
We have links to companies in the Computing sector through our working relationship with Sunderland Software Centre. We have attended Tech Sector Day where the GCSE Computer Science students met with local providers to build their understanding of how the skills, they are learning can be applied in everyday jobs.
We also have a direct link with AM3D, a 3D printing company based in Washington, Sunderland. The team from AM3D are coming into school to show the students how to print in 3D, this is an excellent way to enhance the knowledge of the students in an upcoming and relevant field.
There are a group of GCSE Computing students who are currently competing in the Airgeneers scheme which is being run in collaboration with Nissan. In this scheme, the students must build their own drones and program the drones to make them fly as efficiently as possible. We then have a team of students who will attend the final of the competition in July to see which team can fly their drone around an assault course the fastest. This will be competing against other schools in the area.
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation
- Analysis of destination measures
- Analysis of attendance data
- Analysis of pastoral data
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Book scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- School council meetings
- Parental feedback