Computing

Google: Teachable Machine

Assessments:

Your child will have an end-of-unit multiple-choice summative assessment to evaluate their understanding of sequence, selection and iteration using the Python programming language.

Computer Science

Unit 11: Machine learning using the micro:bit

This unit introduces pupils to the fascinating world of Artificial Intelligence (AI) and Machine Learning. Using the BBC micro:bit, they will learn how to “train” a computer to recognise patterns and make predictions.

Knowledge:

The difference between artificial intelligence and machine learning.
How a machine learning model is trained using data.
How data quality can affect the accuracy of a model.
The importance of using diverse data to avoid bias.

Skills:

Creating a “movement sample” to train a model.
Testing a model to see if its predictions are accurate.
Identifying poor-quality data and cleaning it to improve accuracy.
Using predictions from a model to control a program.
Evaluating the accuracy of their model.

How you can help at home:

Discuss real-world examples of AI and machine learning, like Netflix recommendations, voice assistants like Alexa, or the facial recognition on your phone.
Play simple online games or use tools that demonstrate how AI works, like Google’s Teachable Machine.
Talk about how an algorithm can sometimes be biased if the data it’s trained on isn’t diverse enough.

Useful Links

BBC micro:bit: Get Started

BBC micro:bit: UK Suppliers

BBC micro:bit: Machine Learning Tool

Google AI: AI and Machine Learning

Code.org: Artificial Intelligence

Machine Learning for Kids

Code Club Projects: Artificial intelligence and data

Assessments:

Your child will have an end-of-unit multiple-choice summative assessment to evaluate their understanding of Artificial Intelligence (AI) and Machines Learning (ML).

Information Technology

Unit 6: Cyber Security

This unit is all about staying safe online. Pupils will learn about the threats to personal data and computer networks, and how to protect themselves and others from malicious activities like hacking and social engineering.

Knowledge:

How personal data can be used online and why it’s important to protect it.
What social engineering is and the different methods used by attackers.
The various types of malicious software, such as viruses and bots.
How brute force and ransomware attacks work.
The importance of the Data Protection Act and how to prevent cyberattacks.

Skills:

Understanding and describing the threats to stored electronic data.
Explaining how social engineering can be prevented.
Comparing different types of malicious software and network security threats.
Describing how to protect computer systems and networks.
Explaining how cyberattacks can be reduced.

How you can help at home:

Talk with your child about online safety and privacy.
Discuss real-life examples of scams or data breaches you’ve heard about in the news.
Encourage good habits like using strong, unique passwords and being cautious about what they share online.
Explore online resources and games that teach cybersecurity concepts in a fun way, like Google’s Interland game or Cyber Skills Live.

Useful Links

Google: Interland

Cyber Skills Live

Stay Safe Online: Your Guide to Online Safety

YouTube: Social Engineering

Check Point: Liver Cyber Threat Map

YouTube: Types of Malware

MalwareBytes: What is ransomware?

Assessments:

Your child will have an end-of-unit multiple-choice summative assessment to evaluate their understanding of cyber security concepts.

Information Technology

Unit 9: Developing for the Web

This unit introduces pupils to the building blocks of the world-wide web. They will learn the basics of creating a simple website using HTML (HyperText Markup Language) for structure and CSS (Cascading Style Sheets) for styling.

Knowledge:

What HTML and CSS are and what each is used for.
The benefits of using CSS for styling instead of inline formatting.
How search engines like Google “crawl” the web and rank results.
The purpose of hyperlinks and how they allow users to navigate between web pages.

Skills:

Using HTML to structure a basic web page with headings, paragraphs, and images.
Applying CSS to style a web page.
Creating hyperlinks to connect different pages.
Using search technologies effectively and discussing their social impact.
Completing a functioning website from a provided design.

How you can help at home:

Encourage your child to try out a simple online HTML editor. W3Schools’ Tryit Editor is a great, beginner-friendly tool.
Discuss how the websites you use every day are built. For example, point out how the text and images on a page are organised.
Ask them to explain how a search engine works next time you search for something together.

Useful Links

Raspberry Pi Code Editor

W3Schools: HTML Tutorial

W3Schools: CSS Tutorial

Code Academy: Learn HTML

Code Academy: Learn CSS

Khan Academy: Introduction to HTML/CSS

Google: How Search Works

Code Club Projects: Web development

Assessments:

Your child will have an end-of-unit multiple-choice summative assessment to evaluate their understanding of HTML and CSS.

Information Technology

Unit 10: Augmented Reality

In this unit, pupils will explore the world of Augmented Reality (AR), a technology that overlays digital information onto the real world. They will learn the difference between AR and Virtual Reality (VR) and get hands-on experience creating their own simple AR project.

Knowledge:

The difference between AR and VR.
How AR works by layering digital content onto the real world.
Examples of AR applications in different fields, from gaming to medicine.
The different approaches to AR technology, such as location-based and recognition-based AR.

Skills:

Identifying user needs for a creative project.
Breaking down a complex problem into smaller steps (decomposition).
Using AR authoring tools to create an interactive experience.
Troubleshooting technical challenges in AR development.
Reflecting on and responding to user feedback.

How you can help at home:

Download some free AR apps on your phone or tablet, such as FlightRadar24 or Stellarium, and explore them together.
Discuss how AR is used in games like Pokémon GO or in apps that let you see how furniture would look in your room.
Talk about the process of developing a new product – from planning to getting feedback and making improvements.

Useful Links

Blippar: AR Creator

Google: AR and VR experiences

YouTube: AR and VR made clear

Twinkl: Augmented Reality: A Brief Guide for Parents

Assessments:

Your child will have a practical assessment designing, creating and evaluating an AR product against an assessment rubric.

Computer Science

Our Computer Science curriculum at Thomas Mills High School & Sixth Form aims to provide pupils with a broad understanding and depth of knowledge in computing, building directly upon the foundational skills and concepts introduced in Key Stage 3. We are committed to fostering computational thinking, problem-solving abilities and a deep understanding of how technology works, ensuring that pupils are not only informed users of technology but also creative and responsible digital citizens.

Through our curriculum, pupils will develop a strong understanding of various computing principles, from the representation of algorithms to the intricacies of computer networks and cybersecurity. We encourage analysis, evaluation and discussion throughout the schemes, providing opportunities for pupils to reflect on their own views and the impact of technology on society. There is a strong emphasis on respect, diversity of view and feeling empowered to share ideas and ask questions.

Our goal is to prepare pupils for their next steps, whether that be further academic study in Computer Science or related fields, apprenticeships, or future careers in the ever-evolving digital landscape. We equip them with the essential knowledge and practical skills to navigate and contribute positively to the digital world, empowering them to be confident, capable and ethical participants in a technology-driven society.

Qualification: AQA GCSE Computer Science 8525

Year 9

Term 1

Unit 1A: Representing Algorithms

In this topic, your child will begin their journey into the exciting world of algorithms, which are essentially step-by-step instructions that computers follow to solve problems. They will learn how to represent these instructions in different ways.

Knowledge:

The difference between algorithms and computer programs.
The concept of computational thinking techniques including abstraction and decomposition.
How to define and identify algorithms represented as written descriptions, flowcharts and pseudocode.
The meaning and use of standard flowchart symbols (start, end, input, output, subroutine, decision).
The concepts of basic programming constructs: sequence (instructions in order), selection (making decisions with ‘if/else’) and iteration (repeating instructions with loops).
Different data types used in programming: integer (whole numbers), real/float (numbers with decimals), Boolean (true/false), character (single letter/symbol) and string (text).
How Boolean operators (AND, OR) are used with conditions.

Skills:

Analysing and creating flowcharts.
Translating a flowchart into a program sequence.
Designing a flowchart for a program.
Interpreting, correcting, completing and refining algorithms using flowcharts.
Applying decomposition and abstraction to problem-solving.
Defining and using various data types.
Writing algorithms in pseudocode involving sequence, selection and iteration.

How you can help at home:

Encourage your child to think about everyday tasks as a series of steps. For example, writing down the steps to make a cup of tea or getting ready for school.
You could also try creating simple flowcharts together for these activities.
Play board games that involve strategic thinking or following a set of rules, like chess or even simple card games, to reinforce algorithmic thinking.
Discuss how everyday apps or devices (e.g. – traffic lights, vending machines) follow a sequence of instructions.

AQA Specification:

3.1.1
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

BBC Bitesize: Fundamentals of algorithms – AQA

YouTube: Flowcharts (A simple introduction to flowcharts)

Ada Computer Science: Computational thinking

Craig n Dave: SLR07 – Algorithms (Look for specific videos on flowcharts, pseudocode, decomposition, abstraction and programming constructs)

PG Online Textbook: Chapter 1: 1.1 to 1.3 (See pages related to algorithms, flowcharts, pseudocode)

3.5
AQA | Computer Science | GCSE | GCSE Computer Science

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of representing algorithms. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding-based questions.

Term 1

Unit 5: Networks

This unit introduces the fundamental concepts of computer networks, explaining how devices connect and communicate with each other.

Knowledge:

The definition of a computer network.
The advantages and disadvantages of computer networks.
The purpose and characteristics of Personal Area Networks (PAN), Local Area Networks (LAN) and Wide Area Networks (WAN).
The attributes of fibre optic and copper cables used in wired networks.
Bluetooth as a mode of connection.
The advantages and disadvantages of wireless networks compared to wired networks.
The need for standards and protocols in network communications.
The purpose and common use of network protocols: Ethernet, WiFi, HTTP, HTTPS, FTP, POP, SMTP and IMAP.
The four layers of the TCP/IP model (Link, Internet, Transport, Application).
Which protocols operate at each layer of the TCP/IP model (e.g., HTTP at application layer, TCP at transport layer, IP at internet layer).
Different types of network security measures: encryption, authentication, firewall and MAC address filtering.

Skills:

Discussing the advantages and disadvantages of computer networks.
Drawing and describing star and bus network topologies.
Determining the need for standards in network communications.
Defining and explaining the purpose of various network protocols.
Describing the layers of the TCP/IP model.
Describing and applying different types of security measures.

How you can help at home:

Discuss your home network with your child. Explain what your router does, how your devices connect and the importance of strong Wi-Fi passwords.
Talk about the difference between wired and wireless connections in your home and why you might choose one over the other for certain devices.
Discuss the concept of “the cloud” and how data is stored and accessed over networks.

AQA Specification:

Useful Links

BBC Bitesize: Fundamentals of computer networks – AQA

BBC Bitesize: Network topologies, protocols and layers – AQA

Ada Computer Science: Network fundamentals

Ada Computer Science: Network security

Ada Computer Science: Encryption

Craig n Dave: SLR03 – Computer networks, protocols and layers

PG Online Textbook: Chapter 5: 5.1 to 5.4

AQA | Computer Science | GCSE | GCSE Computer Science

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of networks. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer written questions.

Term 1

Unit 2A: Learn how to write structured programs

This unit introduces your child to the basics of writing computer programs, primarily using Python. They will learn about the building blocks of programs and how to make them organised and readable.

Knowledge:

The concept of a program and how it is structured into smaller parts.
What subroutines (functions and procedures) are and their role in structuring code.
The difference between procedures (no return value) and functions (return values).
The purpose of comments in code for explanation and readability.
The importance of indentation for code structure and readability.
The role of keywords in programming languages (e.g., print, if, else) and why they are reserved words.
How text is represented as strings in programming languages, enclosed in quotes.
The difference between constants (fixed values) and variables (data storage that can change).
How identifiers are used to name variables and constants.
The role of parameters in functions and how parameter passing works.
The distinction between arguments (actual data passed) and parameters (placeholders in function definitions).
The concept of sequence in programming, where instructions execute one after another.
The term “debugging” and common strategies for finding and fixing bugs, particularly syntax errors.

Skills:

Understanding and using subroutines (functions and procedures).
Adding comments to code for clarity.
Using keywords and understanding case sensitivity in Python.
Working with basic strings in programs.
Assigning values to and using variables and constants.
Creating functions that take parameters and return values.
Using variables as arguments when calling functions.
Identifying and fixing syntax errors.
Applying basic debugging strategies.

How you can help at home:

Encourage your child to try out simple Python programs using online interpreters such as the Raspberry Pi Code Editor.
Ask them to explain what different parts of a simple program do.
Look for beginner-friendly coding challenges online that focus on basic programming concepts.
Discuss how breaking down complex tasks into smaller functions makes them easier to manage.

AQA Specification:

3.2.2 and 3.2.10

Useful Links

Ada Computer Science: Subroutines

W3Schools Python Tutorial (A good beginner-friendly Python resource)

PG Online Textbook: Chapter 2: 2A.1 to 2A.2 and 2B.1

BBC Bitesize: Fundamentals of cyber security – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz to evaluate their understanding of structured programs.

Term 2

Unit 6: Cyber Security

This unit focuses on understanding the threats to computer systems and networks and how to protect against them.

Knowledge:

The impact of cybercrime on businesses and individuals.
What motivates hackers in cyberattacks.
The definitions of cybersecurity and network security, their importance and the distinction between them.
Non-automated forms of cyberattacks (social engineering) and how humans can be weak links in the security chain.
Various cyber security threats: weak and default passwords, misconfigured access rights, removable media risks and unpatched/outdated software.
Different forms of malware: computer virus, Trojan and spyware.
How malware can be protected against.
Different security measures: biometric measures, password systems, CAPTCHA, email confirmation for user identity and automatic software updates.
What penetration testing is and what it is used for.

Skills:

Analysing an attack on a company and identifying hacker motivations.
Demonstrating knowledge of social engineering through role-playing and case studies.
Understanding and explaining various cyber security threats.
Defining and describing different forms of malware.
Describing how to protect against malware.
Understanding and explaining various security measures.
Explaining the purpose of penetration testing.

How you can help at home:

Discuss online safety with your child. Emphasize the importance of strong, unique passwords, being cautious about suspicious emails or links and keeping software updated.
Talk about recent cybersecurity news stories or data breaches and their impact.
Encourage them to think critically about information they encounter online and the potential risks of sharing personal data.

AQA Specification:

3.6.1 – 3.6.3
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

Ada Computer Science: Social engineering

Ada Computer Science: Malicious software

Ada Computer Science: Network security

Craig n Dave: SLR04 – Cyber security

PG Online Textbook: Chapter 6: 6.1 to 6.4

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of cyber security. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer written questions.

Term 2

Unit 2B: Learn how to use selection

This unit delves deeper into how programs make decisions, building on the selection concepts introduced with pseudocode (Unit 1A). Your child will learn to use selection statements effectively in Python.

Knowledge:

How to evaluate arithmetic expressions using rules of operator precedence (BIDMAS).
Different arithmetic operators (addition, subtraction, multiplication, real division, integer division, modulo, to the power).
The concept of a condition as an expression that evaluates to either True or False.
How selection uses conditions to control the flow of execution in a program.
The structure of selection statements (if, elif, else) in Python.
Various comparison operators (equal to, not equal to, less than, greater than, less than or equal to, greater than or equal to).
How Boolean/logical operators (AND, OR) can be used to combine conditions.
The concept of nested selection (selection statements within other selection statements).

Skills:

Writing and using expressions that use arithmetic operators.
Assigning expressions to variables.
Identifying flowchart symbols for decisions.
Walking through and interpreting code that includes selection statements.
Using selection statements in programs.
Identifying when selection statements should be used.
Writing and using expressions that use comparison operators.
Writing and using expressions that use Boolean/logical operators (AND, OR).
Walking through code that uses nested selection.
Modifying programs that use nested selection.
Writing algorithms in Python involving selection.

How you can help at home:

Encourage your child to try out simple selection Python programs using online interpreters such as the Raspberry Pi Code Editor.
Discuss scenarios where decisions need to be made based on certain conditions (e.g., “If it’s raining, take an umbrella, OR if it’s cold, wear a coat”). This helps reinforce the idea of conditional logic.
Play simple online coding games that involve choosing different paths based on conditions.
Encourage them to think about how selection is used in everyday technology, such as choosing options in a menu or responding to user input.

AQA Specification:

3.2.2 – 3.2.5
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

W3Schools Python Tutorial (A good beginner-friendly Python resource)

PG Online Textbook: Chapter 2: 2A.1 to 2A.2

BBC Bitesize: Further programming language operations – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of structured programs (Unit 2A) and selection (Unit 2B). Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding-based questions.

Term 3

Unit 2C: Learn how to use number data types

This unit focuses on working with different types of numbers in Python and introduces the concept of randomness.

Knowledge:

How to locate information using language documentation (e.g., Python’s official documentation).
The concept of importing modules into code to extend functionality.
How to generate random numbers in a programming language.
The definition and differentiation between int (integers) and float (real numbers) data types in Python.
The concept of “casting” as data type conversion.
How float() converts data to real numbers and int() converts data to integers (understanding that int() truncates, it does not round).
Potential errors that can occur when casting strings to integers.

Skills:

Locating and using information from programming language documentation.
Importing modules into their code.
Demonstrating how to generate random numbers.
Comparing and contrasting randint() and randrange() for random number generation.
Converting data to float and int using float() and int().
Writing algorithms in Python involving number data types.

How you can help at home:

Encourage your child to try out simple number-based Python programs using online interpreters such as the Raspberry Pi Code Editor.Explore simple online games that use random numbers (e.g. – dice rolls) and discuss how the computer might be generating those numbers.
Discuss real-world examples of how whole numbers (integers) and decimal numbers (floats) are used differently (e.g., counting discrete items vs. measurements).
Try a simple project together, like a “guess the number” game, where random numbers are used.

AQA Specification:

3.2.1 and 3.2.9
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

Ada Computer Science: Random number generation

W3Schools Python Tutorial (A good beginner-friendly Python resource)

Craig n Dave: SLR09 – Advanced programming concepts

PG Online Textbook: Chapter 2: 2A.3

BBC Bitesize: Further programming language operations – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz to evaluate their understanding of using number data types. Additionally, your child will have a summative assessment assessing all content taught to date, focusing on specification points 3.1, 3.2, 3.5 and 3.6. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding/written questions. This should be read in conjunction with the AQA subject content within the specification.

Term 3

Unit 2D: Learn how to use strings

This unit introduces your child to working with text in computer programs, known as “strings.” They will learn how to manipulate text, combine it, and extract information from it.

Knowledge:

What strings are in programming (sequences of characters, or text).
How to use basic operations like combining text (concatenation), finding the length of text, and extracting parts of text (substrings).
How characters are represented numerically (ASCII) and how to convert between characters and their ASCII values.
How to check if a piece of text contains another specific piece of text.
How to use loops to process each character or section of a string.
The specific commands and rules for performing string operations in Python.

Skills:

Using various string handling techniques (concatenation, substrings, chr(), ord(), in operator) in practical programming scenarios.
Designing step-by-step instructions (algorithms) to solve problems that involve manipulating text.
Writing functional Python code that effectively uses string handling techniques to achieve desired outcomes.
Breaking down text-based problems into smaller, manageable steps that can be solved with programming.
Evaluating and refining algorithms for efficiency and correctness when dealing with text data.

How you can help at home:

Encourage your child to try out simple string-based Python programs using online interpreters such as the Raspberry Pi Code Editor.
Point out how text *manipulation is used in daily life (e.g., search engines, social media, online forms, games, word processors) to make learning more relevant.
Encourage hands-on coding practice by trying out lesson examples or simple text-based programming challenges (e.g. – reversing words, counting characters).

AQA Specification:

3.2.1 and 3.2.8
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

Ada Computer Science: String handling

W3Schools Python Tutorial (A good beginner-friendly Python resource)

Craig n Dave: SLR09 – Advanced programming concepts

PG Online Textbook: Chapter 2: 2A.1 to 2A.2

Ada Computer Science: Databases

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of number data types (Unit 2C) and the string data type (Unit 2D). Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding-based questions.

Year 10

Through our curriculum, pupils will develop a strong understanding of various computing principles, from the representation of algorithms to the intricacies of computer networks and cybersecurity. Building on the algorithmic thinking and basic programming constructs learned in Year 9 (such as sequence, selection and iteration with pseudocode), Year 10 delves deeper into practical Python programming with units on advanced iteration (for and while loops). Furthermore, the foundational understanding of computer networks and cybersecurity from Year 9 will be expanded upon with detailed units on data representation, databases and the wider impacts of digital technology on society. We encourage analysis, evaluation and discussion throughout the schemes, providing opportunities for pupils to reflect on their own views and the impact of technology on society. There is a strong emphasis on respect, diversity of view and feeling empowered to share ideas and ask questions.

Term 1

Unit 7: Databases and SQL

This unit introduces the concept of databases, which are organised collections of information. They will learn how data is stored and how to retrieve, insert, update and delete information using a programming language called SQL (Structured Query Language).

Knowledge:

What a database is.
Database key terms (table, record, field, primary key, foreign key).
A flat file database.
A relational database.
The function of SQL.
The function of different data types within databases.

Skills:

Using SQL to retrieve data from a table in a relational database.
Using SQL to retrieve data from more than one table in a relational database.
Using SQL to insert, update and delete data into a relational database.
Interrogating and updating an existing database using knowledge of databases and SQL.

How you can help at home:

Discuss examples of databases in everyday life (e.g.- a library catalogue, online shopping websites, your contact list on your phone).
Talk about how companies manage large amounts of customer data.
If you use any simple personal databases (like a spreadsheet for recipes), discuss how information is organised.

AQA Specification:

3.7.1 to 3.7.2
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

Ada Computer Science: SQL

Craig n Dave: SLR14 – Relational databases and SQL

SQL Zoo

SQL Island Game

W3Schools: SQL Tutorials

PG Online Textbook: Chapter 7: 7.1 to 7.3

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of databases and SQL. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer questions.

Term 1

Unit 2E: Learn how to use counter-controlled iterations (For loops)

This unit focuses on for loops, a way for computers to repeat a set of instructions a specific number of times. This is essential for automating repetitive tasks in programming.

Knowledge:

What a for loop is and its purpose in programming to repeat actions.
How ‘for loops’ are structured and written in the Python programming language.
How to plan the steps (algorithm) for a program that uses repetition.

Skills:

The ability to read and understand Python code that uses for loops.
Changing existing programs to alter their repetitive behaviour.
Writing algorithms in Python involving counter-controlled iterations.
Applying computational thinking to break down problems and use loops for efficient solutions.

How you can help at home:

Encourage your child to try out simple iterative Python programs using online interpreters such as the Raspberry Pi Code Editor.
Discuss real-world examples of repeating tasks, like counting items.
Play simple online coding games that involve repeating actions.
Encourage them to think about how for loops could be used in everyday scenarios, such as generating a list of numbers or repeating a greeting.

AQA Specification:

3.2.2
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

W3Schools Python Tutorial (A good beginner-friendly Python resource)

PG Online Textbook: Chapter 2: 2A.3

Assessments:

Your child will have a mid-point multiple-choice quiz to evaluate their understanding of counter-controlled iteration.

Term 1

Unit 2F: Learn how to use condition-controlled iterations (While loops)

This unit introduces while loops, another way for computers to repeat instructions, but this time based on whether a certain condition is true.

Knowledge:

Understanding that iteration means repeatedly executing a group of instructions.
What a while loop is and its purpose in programming to repeat actions if a condition is true.
Knowing the differences between for loops and while loops and when to use each.
How while loops are structured and written in Python.

Skills:

Defining iteration as a group of instructions that are repeatedly executed.
Modifying a program to incorporate a while loop.
Comparing a while loop and a for loop.
Writing algorithms in Python involving condition-controlled iterations.
Applying computational thinking to design programs that handle situations requiring repetition until a specific outcome.

How you can help at home:

Encourage your child to try out simple iterative Python programs using online interpreters such as the Raspberry Pi Code Editor.
Discuss scenarios where something repeats until a condition is met (e.g. – keep stirring until the mixture is smooth).
Play games that involve repeating an action.
Encourage them to consider how while loops might be used in apps, like a game that keeps asking for input until the correct answer is given.

AQA Specification:

3.2.2
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

W3Schools Python Tutorial (A good beginner-friendly Python resource)

PG Online Textbook: Chapter 2: 2A.3

BBC Bitesize: Fundamentals of data representation – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of counter-controlled iteration (Unit 2E) and condition-controlled iteration (Unit 2F). Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding-based questions.

Term 2

Unit 3: Data Representation

This unit explores how computers store and represents all types of information, from numbers and text to images and sound. They will delve into the binary system (using only 0s and 1s) that forms the foundation of all digital data.

Knowledge:

Why computers use binary (0s and 1s) for all data and instructions.
Understanding decimal (base-10), binary (base-2) and hexadecimal representations, including counting and conversion concepts.
How text (ASCII, Unicode), images (pixels, colour depth, resolution) and sound (analogue to digital conversion, sample rate, duration, resolution) are stored digitally.
The purpose of compression (lossy vs. lossless) and knowledge of methods like Run Length Encoding (RLE) and Huffman coding.
Understanding overflow and underflow errors in data representation.

Skills:

Converting between binary, decimal and hexadecimal.
Performing binary addition and understanding binary shifts.
Calculating storage requirements for text, bitmap images and sound files based on their properties.
Applying and interpreting RLE and Huffman coding for data compression, including calculating compression ratios and building/interpreting Huffman trees.
Comparing storage requirements of compressed vs. uncompressed data.

How you can help at home:

Discuss how digital photos or music files take up space on devices.
Explore online binary converters or games that involve binary numbers.
Talk about how streaming services use compression to deliver content quickly.

AQA Specification:

3.3.1 to 3.3.8
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

Ada Computer Science: Representation of numbers

Ada Computer Science: Representation of text

Ada Computer Science: Representation of images

Ada Computer Science: Representation of sound

Ada Computer Science: Compression

Cisco Binary Game

Flippy Bit Game

Craig n Dave: SLR13 – Data representation

PG Online Textbook: Chapter 3: 3.1 to 3.6

Assessments:

Your child will have two mid-point multiple-choice quizzes and a summative assessment (made up of past paper examination questions) to evaluate their understanding of data representation. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer written questions.

Term 3

Unit 2G: Learn how to handle user input

This unit teaches your child how to create programs that can interact with users by taking input from the keyboard. They will also learn about different types of data and how to prevent common errors.

Knowledge:

How to obtain information from a user via the keyboard in Python programs.
Understanding and differentiating between common data types: integer, real (float), Boolean, character and string.
The process of converting data from one type to another (e.g. – text to a number).
Defining runtime errors and the purpose of validation checks to prevent them.
How to design algorithms that incorporate and respond to user input.

Skills:

Writing Python code to receive and process user input.
Correctly using and converting between different data types in programs.
Implementing basic validation checks to handle incorrect user input.
Creating algorithms and Python programs that are interactive and react to user provided data.

How you can help at home:

Encourage your child to try out simple interactive Python programs using online interpreters such as the Raspberry Pi Code Editor (e.g. – a program that asks for their name and then greets them).
Discuss how everyday apps ask for and use your input (e.g. – logging in, searching).
Talk about the importance of entering correct information into forms online and what happens if you enter something wrong.

AQA Specification:

3.2.1 and 3.2.7
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

W3Schools Python Tutorial (A good beginner-friendly Python resource)

PG Online Textbook: Chapter 2: 2A.1

3.8
AQA | Computer Science | GCSE | GCSE Computer Science

Assessments:

Your child will have a mid-point multiple-choice quiz to evaluate their understanding of user input. Additionally, your child will have a summative assessment assessing all content taught to date, focusing on specification points 3.1, 3.2, 3.3, 3.5, 3.6 and 3.7. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding/written questions. This should be read in conjunction with the AQA subject content within the specification.

Term 3

Unit 8: Impacts of Digital Technology

This unit explores the broader societal impacts of digital technology, including ethical considerations, legal frameworks, environmental effects and cultural changes.

Knowledge:

Understanding the terms ‘privacy’, ‘legal’, ‘ethical’, ‘environmental’ and ‘cultural’ in a computing context.
Knowledge of data protection laws (e.g. – GDPR), the Freedom of Information Act and computer misuse offenses.
Awareness of the digital divide, broader social impacts of technology and ethical considerations including algorithmic bias.
Understanding the environmental effects of technology use.
The consequences of system downtime for organisations.

Skills:

Applying ethical, legal, environmental and cultural concepts to computing scenarios.
Identifying copyright infringement and computer misuse offenses.
Recognising and explaining the social, cultural, ethical and environmental impacts of various technologies.
Participating in discussions and presenting on the impacts of technology.
Developing structured, well-reasoned responses for examination questions.

How you can help at home:

Talk about recent news stories related to data breaches or ethical dilemmas in technology (e.g. – self-driving cars, social media’s impact, etc).
Consider the environmental impact of old electronics and recycling.
Encourage critical thinking about information encountered online.

AQA Specification:

Useful Links

BBC Bitesize: Ethical, legal and environmental impacts of digital technology – AQA

Ada Computer Science: Impacts and consequences

Ada Computer Science: Legislation

Craig n Dave: SLR06 – Ethical, legal and environmental impacts

PG Online Textbook: Chapter 8: 8.1 to 8.3

Assessments:

Your child will have a mid-point multiple-choice quiz, a presentation and a summative assessment (made up of a past paper examination question) to evaluate their understanding of the impacts of digital technology. The past paper question is a longer answer written question.

Year 11

Building upon the strong programming foundation from Year 9 (basic constructs, pseudocode, structured programs and string/number handling) and Year 10 (iteration and user input), Year 11 delves into advanced programming techniques, specifically focusing on data structures such as arrays and lists. Furthermore, leveraging the understanding of data representation from Year 10 and networks and cybersecurity from Year 9, Year 11 will consolidate knowledge of computer systems including Boolean logic, CPU architecture and various memory and storage types. We will also build upon the algorithmic thinking introduced in previous years by studying searching and sorting algorithms in detail.

Term 1

Unit 2H: Learn how to use arrays and lists

This unit introduces pupils to data structures, specifically arrays and lists, which are ways to organise and store collections of data in a program.

Knowledge:

Definition of a data structure.
Definition of a list and an array.
Differences between lists and arrays.
Understanding of 2D arrays and lists.

Skills:

Using a list in a program.
Appending to a list.
Traversing a list of elements.
Writing algorithms in Python involving arrays and lists.

How you can help at home:

Encourage your child to try out simple array/list-based Python programs using online interpreters such as the Raspberry Pi Code Editor.
Discuss how video games use lists/arrays for things like character inventories or high scores.
If your child has a collection (e.g. – trading cards, books), talk about how they could organise it like a list or a 2D array.

AQA Specification:

3.2.6
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

Ada Computer Science: Data structures

W3Schools Python Arrays Tutorial

W3Schools Python Lists Tutorial

Craig n Dave: SLR09 – Advanced programming concepts

PG Online Textbook: Chapter 2: 2A.4

BBC Bitesize: Fundamentals of algorithms – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of user input (Unit 2G) and data structures (arrays and lists) (Unit 2H). Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding-based questions.

Term 1

Unit 1A: Algorithms

This unit focuses on algorithms, which are detailed, step-by-step instructions for solving problems. Your child will explore different search algorithms, such as linear and binary search, to efficiently find specific items within data sets. The unit also covers sorting algorithms like Bubble Sort and Merge Sort, which are used to arrange data in a particular order. A key skill developed here is “tracing” algorithms, which involves following the steps of an algorithm to understand its execution and identify any issues.

Knowledge:

Difference between algorithms and computer programs.
Algorithms defined as written descriptions, flowcharts and code.
Flowchart symbols (start, end, input, output, subroutine).
Why computers often need to search and sort data.
How linear search and binary search is used.
How Bubble Sort and Merge Sort works.
Factors that could influence the efficiency of a bubble sort implementation.

Skills:

Analysing and creating flowcharts.
Translating a flowchart into a program sequence.
Designing a flowchart for a program.
Performing a linear search and binary search.
Comparing the features of linear and binary search and deciding suitability.
Using a trace table to walk through code and to detect and correct errors.
Interpreting and tracing the code for linear search and binary search.
Interpreting and tracing the code for a Bubble Sort.
Performing a Merge Sort.

How you can help at home:

Identify daily routines (recipes, sorting laundry) as algorithms and discuss their steps.
Practice drawing simple flowcharts for basic activities.
Use physical objects (cards) to demonstrate search and sort algorithms.
Ask your child how they would quickly find a word in a dictionary to illustrate efficiency.

AQA Specification:

3.1.1 to 3.1.4
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

BBC Bitesize: Searching and sorting algorithms – AQA

Ada Computer Science: Searching algorithms

Ada Computer Science: Sorting algorithms

Craig n Dave: SLR07 – Algorithms

PG Online Textbook: Chapter 1: 1.4 to 1.5

BBC Bitesize: Fundamentals of algorithms – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of algorithms. Additionally, your child will have a summative assessment assessing all content taught to date, focusing on specification points 3.1 to 3.8 (excluding 3.4). Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding/written questions. This should be read in conjunction with the AQA subject content within the specification.

Term 1

Unit 2I: Robust and Secure Programming

This unit focuses on developing good programming practices and how to write structured code. Your child will understand the concept of “scope” in programming, which dictates where variables can be accessed. A significant part of the unit is dedicated to ensuring programs are reliable and robust.

Knowledge:

Subroutine concepts: purpose, parameters, decomposition, advantages and the distinction between functions and procedures.
Local vs. global variables and their appropriate use.
Constants and the structured programming approach, including its benefits.
Program testing: iterative testing, types of test data (normal, boundary, erroneous) and identifying syntax and logic errors.
The need for validation checks and common techniques.
Authentication routine principles (username/password).

Skills:

Implementing and utilising subroutines (procedures and functions) with parameters and return values.
Applying structured programming principles to design and create programs.
Identifying and correcting syntax and logic errors.
Selecting appropriate test data and performing iterative testing.
Implementing data validation and basic authentication routines.

How you can help at home:

Encourage your child to try out simple Python programs using online interpreters such as the Raspberry Pi Code Editor.
Help your child divide complex tasks into smaller steps, mirroring subroutines.
Discuss how apps handle incorrect user input to highlight validation.
Talk about strong passwords and why online authentication is crucial.
Have them explain their code aloud; it often helps them find errors.

AQA Specification:

3.2.10 to 3.2.11
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

BBC Bitesize: Further programming language operations – AQA

Ada Computer Science: Subroutines

Ada Computer Science: Testing

Craig n Dave: SLR09 – Advanced programming concepts

Craig n Dave: SLR10 – Robust and secure programming

PG Online Textbook: Chapter 2: 2B.1 to 2B.4

BBC Bitesize: Computer systems – AQA

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative assessment (made up of past paper examination questions) to evaluate their understanding of secure and robust programming. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding-based questions.

Term 2

Unit 4: Computer Systems

This unit explores the foundations of computing, starting with Boolean logic, logic gates and truth tables. Your child will learn about the Central Processing Unit (CPU), its components, the fetch-decode-execute cycle and factors influencing its performance. The unit also covers programming languages (high and low-level) and their translators (compilers, interpreters, assemblers). Finally, your child will distinguish between hardware and software, examining embedded systems, main memory (RAM/ROM) and various secondary storage options.

Knowledge:

Logic gates (AND, NOT, OR, XOR), their symbols, truth tables. Boolean operations, notation and expressions.
Basic CPU components, their roles in computation and the fetch-decode-execute cycle.
Factors influencing CPU performance (clock speed, cache, cores).
Relationship between assembly and machine code.
Differences between high- and low-level languages and the need for and types of translators (compilers, interpreters, assemblers).
Definition and roles of embedded systems, system software (OS, utilities) and the distinction between hardware and software.
Characteristics and roles of RAM, ROM, main memory and cache. Need for and types of secondary storage (solid-state, optical, magnetic), how they store/read data and the need for cloud storage.

Skills:

Designing and constructing logic circuits with truth tables and Boolean expressions, including XOR. Evaluating Boolean expressions and applying logic to problem-solving.
Discussing factors affecting CPU performance.
Comparing high/low-level languages and evaluating compilers, interpreters and assemblers.
Comparing embedded vs. general-purpose systems. Explaining roles of OS, utilities and main memory.
Applying knowledge of storage devices to compare and select appropriate types.
Explaining cloud storage.
Selecting components and evaluating a computer’s suitability for specific tasks.

How you can help at home:

Briefly explain components of devices they use (CPU, hard drive).
Use light switches to explain basic Boolean logic (AND, OR).
Discuss specifications (CPU, RAM, etc) when considering new electronics.
Explain compilers vs. interpreters using a “book translator” example (e.g. – with a compiler the book is translated once into a different language and re-written vs. an interpreter translating word-by-word each time).
Discuss cloud storage benefits and risks for their online data.

AQA Specification:

3.4.1 to 3.4.5
AQA | Computer Science | GCSE | GCSE Computer Science

Useful Links

BBC Bitesize: Classification of programming languages and translators – AQA

BBC Bitesize: Systems architecture – AQA

Ada Computer Science: Hardware

Ada Computer Science: Software

Ada Computer Science: Systems architecture

Ada Computer Science: Boolean logic

Ada Computer Science: Memory and storage

Ada Computer Science: Operating systems

Ada Computer Science: Programming languages

Ada Computer Science: Translators

Craig n Dave: SLR01 – Systems architecture

Craig n Dave: SLR02 – Memory and storage

Craig n Dave: SLR05 – Hardware and software

Craig n Dave: SLR11 – Boolean logic

Craig n Dave: SLR12 – Classification of programming languages

PG Online Textbook: Chapter 4: 4.1 to 4.7

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Assessments:

Your child will have two mid-point multiple-choice quizzes and a summative assessment (made up of past paper examination questions) to evaluate their understanding of computer systems. Additionally, your child will have two summative assessments assessing all content taught to date. Paper 1 (the programming paper) focuses on specification points 3.1 to 3.2. Paper 2 (the theoretical paper) focuses on specification points 3.3 to 3.8. Past paper questions will be a mix of ‘shade the lozenge’, short answer and longer answer coding/written questions. This should be read in conjunction with the AQA subject content within the specification.

Information Technology

Our Information Technology curriculum is designed to encourage pupils to develop a deep understanding and practical application of IT principles. Building upon the foundational spreadsheet skills acquired in Key Stage 3, where pupils learned basic formulas, formatting, sorting, filtering and simple data analysis, this focuses on mastering more complex data manipulation using spreadsheets, preparing pupils for real-life IT contexts.

Our approach centres on the following key areas:

Substantive Knowledge: There is a strong emphasis on creating robust data manipulation solutions, significantly expanding on the basic formulas (+, -, *, /) and data analysis (SUM, COUNTA, MAX, MIN, AVERAGE, COUNTIF, IF) introduced in Key Stage 3. They will delve into more advanced functions and techniques for complex data handling.
Ways of Knowing: We teach pupils “how to know” about IT, fostering creative, innovative, analytical, logical and critical thinking. This involves understanding and applying IT appropriately for specific purposes and audiences and exploring effective design tools and testing methods to create IT solutions that meet user requirements. Pupils will learn to select the best tools and techniques to solve problems and find imaginative ways to address IT challenges, moving beyond simply using spreadsheets to understand the comprehensive design process behind them.
Personal Knowledge: Pupils will build awareness of their own perspectives and values regarding the digital world. We aim to develop their independence and confidence in using relevant IT skills and understanding the broader impacts of digital technologies on individuals, organisations and society. This ensures they can plan, design, create, test and evaluate IT solutions that are fit for purpose, considering Human Computer Interface (HCI) principles for defined audiences. This builds on their Key Stage 3 understanding of basic spreadsheet components like columns, rows, cells and cell references and their initial exposure to formatting and auto-fill.

Through practical, real-life situations, such as designing and creating IT solutions and developing data manipulation solutions, pupils will develop essential learning and practical skills for both the IT sector and wider life and work situations. We aim to foster an environment of analysis, evaluation and discussion. Pupils are encouraged to reflect on their own views and those of others, promoting respect for diverse perspectives and empowering them to share ideas and ask questions.

Qualification: OCR Cambridge Nationals Level 1/2 in IT J836

Year 9

Term 1

Unit R060 TA1: Designing Effective Spreadsheet Solutions

This unit focuses on the crucial planning and design stages of creating spreadsheet solutions. Your child will learn why it is so important to think through a project thoroughly before starting to build it. They will also understand how to interpret what a client needs and translate that into a practical design.

Knowledge:

Understanding the necessity of planning and designing spreadsheet solutions, including interpreting client requirements.
Knowledge of various design tools like flowcharts, mind maps, visualisation diagrams and wireframes and their advantages and disadvantages.
Understanding how to present information effectively, including navigation systems, page layouts and formatting techniques.
Familiarity with different types of outputs such as charts, lists, invoices and reports.

Skills:

Planning and designing spreadsheet solutions, incorporating client requirements and using various design tools.
Creating a complete navigation system within a spreadsheet.
Identifying and using appropriate software to create design tools.
Applying features like data validation and error messages to enhance user experience.
Implementing learned design principles in practical assessments.

How you can help at home:

Talk about the design of everyday apps, websites, or even household items. Ask your child what makes them easy or difficult to use. This helps them think about user experience, a key concept in design.
Before a family project (e.g. – planning a trip, organising a cupboard), ask your child to create a simple plan using a mind map or a basic flowchart. This reinforces the importance of pre-planning.
When looking at brochures or online shopping sites, discuss how images and layouts are used to present information effectively. This relates to visualisation diagrams.
If your child brings home a design document (like a flowchart or mind map), ask them to explain it to you. This helps them articulate their design choices and solidify their understanding.
Discuss situations where understanding someone’s “requirements” is important, like ordering food at a restaurant or explaining a task to someone. This links to interpreting client requirements.

OCR Specification:

R050:
1.1 – Types of design tools

R060:
1.1 – Design tools
1.2 – HCI design conventions and principles
1.2.1 – Functionality
1.2.2 – Types of outputs that clearly present information for an organisation
1.2.3 – HCI

Useful Links

Planning a spreadsheet

Mind Maps

Customer needs

Creating a navigational panel

Visualisation diagrams

Flowcharts

Story boards

Wireframes

Microsoft Excel: A Guide to Controlling Your Page Layout

Why is data validation important?

Excel help & learning

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 91-100)

R060 Sample Assessment Material (The practice mock assessment used in lessons)

Assessments:

Your child will have two ungraded practical assessments covering the creation of a mind map and visualisation diagrams for a given scenario, a multiple-choice quiz covering all planning and design tools and a graded practical assessment covering mind maps, flowcharts and visualisation diagrams.

Term 2

Unit R060 TA2: Building and Manipulating Spreadsheets

This unit focuses on the practical creation of spreadsheet solutions, moving from design to implementation. Your child will learn the core skills needed to build functional and secure spreadsheets.

Knowledge:

Understanding cell naming, referencing (relative, absolute, multi-sheet) and various data types.
Knowledge of data validation techniques and their importance.
Familiarity with mathematical operators and a range of spreadsheet formulas and functions (e.g. – SUM, IF, VLOOKUP).
Understanding cell and conditional formatting and how to sort and filter data.
Knowledge of spreadsheet security measures, including locking cells and password protection.
Understanding modelling tools like “what-if” analysis and “Goal Seek” and their application.
Familiarity with Pivot Tables, charts and graphs for data analysis and presentation.
Understanding user interfaces, including buttons, macros, hyperlinks and forms.

Skills:

Implementing cell naming, referencing and data types, including multi-sheet referencing.
Applying various data validation techniques to spreadsheets.
Creating and implementing complex formulas and functions.
Formatting cells, applying conditional formatting and effectively sorting and filtering data.
Applying appropriate security measures to protect spreadsheets.
Utilising “what-if” analysis and “Goal Seek” for predictive modelling
Creating and modifying Pivot Tables.
Generating and adjusting various charts and graphs for data visualisation.
Designing and formatting user interfaces using buttons, macros, hyperlinks and forms.
Planning, designing and creating comprehensive spreadsheet solutions.

How you can help at home:

Involve your child in simple household spreadsheet tasks (budgeting, lists) for practical application.
Encourage thinking about how to solve small household calculations using simple spreadsheet formulas.
Discuss how charts and graphs in news or online convey information.
Talk about online passwords and data safety, relating to spreadsheet security.
Apply “what-if” thinking to family decisions to mirror spreadsheet analysis tools.
Ask your child to explain their spreadsheet homework, including formulas and chart choices.

OCR Specification:

R060:
2.1 – Use spreadsheet tools and techniques to create the solution
2.1.1 – Data handling and manipulation
2.1.2 – Techniques to generate the outputs
2.1.3 – User interface

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Useful Links

Creating a navigational panel

Sorting data in Excel

The filtering function

How to use the COUNTA function in Excel

How to use the COUNTIF function in Excel

How to use the SUMIF function in Excel

How to use the IF function in Excel

How to apply data validation in Excel

Conditional formatting in Excel

How to Lock Cells in Excel

Excel Solver for goal seek

Implementing charts and graphs in Excel

Creating Pivot Tables in Excel

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 101-135)

R060 Sample Assessment Material (The practice mock assessment used in lessons)

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Assessments:

Your child will have three multiple-choice assessments covering the different elements of spreadsheet functionality and a graded mock practical assessment covering TA1 and TA2 to prepare for the NEA.

Term 3

Unit R060 TA3 and TA4: Testing and Evaluating Spreadsheet Solutions

In this unit, your child will learn how to thoroughly test and evaluate the spreadsheet solutions they create, ensuring they are accurate, functional and meet the client’s needs.

Knowledge:

Understanding the purpose and process of testing spreadsheet solutions, including technical and usability testing.
Knowledge of different types of test data: valid, extreme and invalid (erroneous).
Understanding the components and purpose of test plan documentation.
Familiarity with the methods to evaluate the success of a spreadsheet solution against client requirements and HCI design principles.

Skills:

Defining and utilising different types of test data in a test plan.
Creating and executing test plan documentation during and after development.
Carrying out both technical and usability testing of spreadsheet solutions.
Evaluating spreadsheet solutions based on client requirements, visual styles, navigation and HCI design principles.

How you can help at home:

Discuss how to “test” clarity and completeness of instructions in daily life.
Relate different types of test data (valid, invalid, extreme) to everyday scenarios, like assembling furniture.
Discuss what makes a new purchase effective or how well it meets its purpose.
After using new technology, discuss what was easy or hard to use, connecting to usability testing.
When things go wrong, encourage thinking about causes and fixes, linking to “remedial action” in testing.

OCR Specification:

R060:
3.1 – Test the user interface and the technical aspects of the spreadsheet solution
4.1 – Methods used to evaluate the success of the spreadsheet solution

Useful Links

The One Page Test Plan

BBC Bitesize Evaluating solutions

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 136 -144)

R060 Sample Assessment Material (The practice mock assessment used in lessons)

Assessments:

Your child will have a multiple-choice quiz and two practical assessments covering the testing and evaluation sections based on a given scenario. Additionally, your child will have a summative practical assessment assessing all content taught to date, focusing on TA1 and TA2 based on the skills required for their NEA.

Year 10

Our Information Technology curriculum in Year 10 builds directly upon the foundational skills and understanding established in Year 9 and Key Stage 3, where pupils gained initial exposure to the digital world and basic IT tools. We aim to equip pupils with practical skills and a deeper understanding of how technology shapes our world, fostering confident and responsible digital citizens. This year, we dive into the exciting and rapidly developing field of Augmented Reality (AR), allowing pupils to explore how digital information can enhance our physical world.

Our approach centres on the following key areas:

Substantive Knowledge: Pupils will gain substantive knowledge about Augmented Reality, including its purposes, various types and diverse applications across different industries.
Ways of Knowing: We teach pupils “how to know” about IT, fostering creative, innovative, analytical, logical and critical thinking. This involves understanding and applying IT appropriately for specific purposes and audiences and exploring effective design tools and testing methods to create IT solutions that meet user requirements. Pupils will learn to select the best tools and techniques to solve problems and find imaginative ways to address IT challenges. This features significantly in the AR unit, where pupils are required to think critically about user interaction, triggers, layers and effective information delivery in an immersive environment. This builds on the basic understanding of IT tools from Year 9 by focusing on the underlying design principles and problem-solving methodologies.
Personal Knowledge: Pupils will build awareness of their own perspectives and values regarding the digital world. We aim to develop their independence and confidence in using relevant IT skills and understanding the broader impacts of digital technologies on individuals, organisations and society. This ensures they can plan, design, create, test and evaluate IT solutions that are fit for purpose, considering Human Computer Interface (HCI) principles for defined audiences. In the AR unit, this will involve reflecting on how AR impacts users and society, encouraging thoughtful and responsible design choices for immersive technologies.

Term 1

Unit R060 NEA: Data Manipulation using Spreadsheets – Non-Exam Assessment (NEA)

This unit is a crucial piece of coursework where your child will apply their knowledge to plan, design, create, test and evaluate a spreadsheet solution to a real-world problem. This unit is designed to build essential practical skills in data handling.

Knowledge:

Understanding the different phases involved in creating a spreadsheet solution: planning, designing, creating, testing and evaluating.
Knowledge of how to plan and design a spreadsheet for a specific purpose.
Understanding the steps involved in constructing a functional spreadsheet.
Knowledge of various testing methods for spreadsheets to ensure accuracy.
Understanding how to assess the effectiveness and suitability of a completed spreadsheet solution.

Skills:

Practically applying planning and design principles to spreadsheet projects.
Developing and implementing spreadsheet solutions.
Conducting thorough testing of spreadsheets.
Evaluating spreadsheet solutions based on predefined criteria.

How you can help at home:

If you manage household budgets or lists, involve your child in creating or maintaining a simple spreadsheet for it, focusing on basic formulas and organisation.
Discuss real-world examples of where spreadsheets are used, such as tracking sports scores, managing finances, or organising events.
Encourage them to practice using their previously created user guides with Microsoft Excel (see link below).

OCR Specification:

R060:
TA1 to TA4

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Useful Links

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 91 – 144)

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Additionally, please see the individual link sections in the Year 9 curriculum map for all units covered last year in preparation for this NEA assignment.

Assessments:

Your child will complete their R060 NEA coursework based on the units covered last year. This is an externally set assignment brief from OCR which is worth 30% of your child’s final grade. It is completed over 10 hours under supervision, internally marked and externally moderated. Your child will have the opportunity of a resubmission to improve their mark for this assessment if required, later during the academic year.

Term 1

Unit R070 TA1: Augmented Reality (AR)

This unit introduces the exciting world of Augmented Reality (AR). Your child will learn what AR is and explore its diverse applications across various industries, such as education, entertainment and retail. They will delve into the different types of AR, including marker-based AR and location-based AR. Additionally, they will learn about how users interact with AR applications and the different devices that can be used to experience AR.

Knowledge:

What Augmented Reality (AR) is and its fundamental definition.
The various purposes and common uses of AR in everyday life and professional settings.
The specific sectors that utilise AR, such as architecture, education, entertainment, retail and lifestyle.
How AR is applied within these sectors for activities like training, virtual tours, marketing and visualising designs.
The different types of AR, including object recognition, marker-based, location-based, marker-less and superimposed AR.
How each specific type of AR is applied across various industries.
The different ways users can interact with an AR application, distinguishing between static and interactive methods.
How different sectors implement distinct types of user interaction in their AR solutions.
The various devices on which AR can be experienced, such as mobile devices, smart devices and laptops/PCs.
Which types of AR are best suited for specific devices.

Skills:

Explaining the concept of AR clearly and concisely.
Describing the various purposes and applications of AR.
Explaining how specific sectors utilise AR for different functions.
Identifying and differentiating between the various types of AR.
Explaining how each AR type is used in practical scenarios.
Identifying the different methods of user interaction with AR applications.
Finding and selecting appropriate photographic examples of different devices being used for AR.
Designing a poster that effectively uses photographic examples of AR devices.

How you can help at home:

Explore existing AR apps on your smartphone or tablet together (e.g., games like Pokémon Go, apps that place furniture in your room, or educational apps that show augmented models of planets). Discuss how they work and what makes them engaging.
Watch short introductory videos about AR online. Discuss what you have learned and how AR is changing different industries.
Talk about the differences between Virtual Reality (VR) and Augmented Reality (AR) and when each might be more useful.
Discuss the various uses of AR you encounter in advertising, retail, or entertainment.

OCR Specification:

R070:
1.1 Purpose and uses of AR
1.2 Types of AR and user interaction
1.3 Devices used with AR

Useful Links

What is augmented reality?

How augmented reality works

Industries that are using AR

Top ten industries adopting AR in 2022

Use of augmented reality in education

Augmented Reality use cases

The Future of AR: 10 Use Cases

Types of AR

Examples of AR devices

Blippar – AR platform

R070 Sample Assessment Material (The practice mock assessment used in lessons)

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 145 – 157)

Assessments:

Your child will have a mid-point multiple-choice quiz and a summative multiple-choice assessment to evaluate their understanding and application of augmented reality.

Term 1

Unit R070 TA2: Designing an Augmented Reality (AR) model prototype

This unit involves learning the crucial steps for creating a successful AR experience. Your child will understand the importance of considering the purpose of the AR application, identifying the needs of its users and defining its target audience. They will also learn about various design tools such as flowcharts (to map out the sequence of events), mind maps (to generate ideas) and storyboards (to visualise the user experience). Your child will learn how to effectively use these tools to plan the content and the flow of interactions within an AR app.

Knowledge:

The purpose of AR.
User requirements and target audiences for AR scenarios.
Why it is necessary to design an AR prototype.
The importance of incorporating client requirements into an AR prototype.
Appropriate content for an AR app.
Suitable assets, triggers, layers and user interaction for a given AR app.
Different types of design tools: flowcharts, mind maps, visualisation diagrams, wireframes, storyboards.
The purpose of each design tool.
How to use design tools when designing the content and action flow of an AR app.
Appropriate/suitable design tools for a given context.

Skills:

Identifying and describing the purpose of AR.
Identifying and describing user requirements and target audiences from given scenarios.
Identifying appropriate content for an AR app.
Identifying suitable assets, triggers, layers and user interaction.
Understanding and identifying different types of design tools.
Using and creating design documentation for a given scenario.
Designing an AR app for a specific scenario.

How you can help at home:

Engage in an idea’s sessions for potential AR apps. Ask your child to think about a problem or a fun idea and how AR could be used to solve it or enhance it.
Discuss the target audience for imaginary AR apps. For example, “If you made an AR app for a museum, who would use it and what would they want to see?”
Ask your child to explain the purpose of different design tools they are learning, like flowcharts or storyboards and how they help in planning an AR app.
If they are creating a design document for a particular scenario, ask them to present their ideas to you, explaining their choices for content, triggers and user interaction.

OCR Specification:

R070:
2.1 Planning and design considerations
2.2 Design tools

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Useful Links

3 Basic Types of Mind Maps

Guide to Flowchart Symbols

How to Create Great Mood Boards

Storyboarding and wireframing

Visualisation Diagrams

R070 Sample Assessment Material (The practice mock assessment used in lessons)

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 158 – 167)

Assessments:

Your child will have an ungraded multiple-choice quiz on planning and designing considerations and two graded practical assessments on the creation, planning and design documentation to evaluate their understanding of planning and design tools based on a given scenario.

Term 2

Unit R070 TA3: Creating an Augmented Reality (AR) model prototype

In this unit, your child will gain a practical understanding of what a prototype is, explore different types of prototypes and learn how to build one for an AR model.

Knowledge:

The definition and various types of prototypes, their purposes and characteristics in AR development.
The concept of AR triggers, including their uniqueness, characteristics and different implementation methods (e.g., object recognition, location-based).
Understanding single and multiple AR layers, user accessibility and different types of user interactions (swipe, click/select, voice).
How information can be output in various formats within an AR app (audio, video, images, text, charts/graphs, hyperlinks).

Skills:

Defining and identifying different types of AR prototypes and selecting appropriate ones for given scenarios.
Creating and implementing various AR triggers, including marker-based and marker-less.
Selecting, creating and implementing appropriate layers and user interactions for AR model prototypes.
Creating triggers to produce specific information outputs within an AR prototype.
Practical implementation of assets, layers, triggers, outputs and user interactions into an AR prototype.

How you can help at home:

If your child has access to a smartphone or tablet, you could explore existing AR apps together. Discuss how these apps use “triggers” to make digital content appear and how different “layers” of information are presented.
Encourage your child to explain the different types of user interactions (swipe, tap, voice) they are learning about and how these might be used in an AR app.
Talk about the importance of different output formats (audio, video, text) in an AR experience. For example, “Would a museum AR tour be better with audio descriptions or just text?”
Encourage them to consider accessibility: “How could this AR app be made easier for someone with a visual impairment to use?”

OCR Specification:

R070:
3.1 AR model prototype
3.2 Triggers
3.3 Layers / user interaction
3.4 Information output

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Useful Links

Blippar – AR platform

Blippar Tutorials

How to create triggers for augmented reality

Image recognition that triggers augmented reality

Marker-based AR explained

Marker less AR explained

Exploring AR interaction

Multi-device interactions in augmented reality

R070 Sample Assessment Material (The practice mock assessment used in lessons)

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 168 – 173)

Assessments:

Your child will have an ungraded multiple-choice quiz covering the different elements of creating an augmented reality product and two ungraded practical assessments on both planning and design documentation for an AR prototype. Additionally, your child will have a summative practical mock assessment, covering TA3 to evaluate both, their understanding and implementation, of creating an AR prototype, to prepare for the NEA.

Term 3

Unit R070 TA4: Testing and Evaluating AR Solutions

In this unit, your child will learn the critical importance of testing their AR prototypes. This includes understanding why testing is necessary, how to create a comprehensive test plan and the distinction between technical testing and user testing. They will also learn how to analyse test results, identify and resolve problems and evaluate the overall effectiveness of their AR model prototype.

Knowledge:

The importance of testing AR prototypes, including understanding test plans and the differences between technical and user testing.
What should be included in a test plan and when testing should occur.
The importance of using design documentation and why reviewing processes are crucial.
The key aspects to consider when evaluating the effectiveness of an AR model prototype and how to analyse the effective use of AR tools and techniques.

Skills:

Creating and completing test plans for technical and user testing of AR prototypes.
Carrying out technical and user testing, analysing results and implementing remedial actions or design adjustments.
Reviewing the process of creating an AR model prototype, identifying improvements and explaining how the prototype meets its defined purpose.
Practically testing and evaluating an AR model prototype for a given context.

How you can help at home:

Discuss the importance of testing any new product, not just software. You could talk about products you have bought that worked well (or did not) and why.
If you have ever experienced an app update that fixed a previous problem, you can talk about how improvements are often made based on user feedback.
Offer to be a “user” for them to test their AR prototype or a small part of their design. Ask them to explain their test plan to you.
Encourage them to think critically about what makes a good test and how they would gather useful feedback from others on their AR prototype.
Discuss the idea of “iterative design” – how products are constantly improved through testing and feedback.

OCR Specification:

R070:
4.1 Testing
4.2 Reviewing the process of creating the AR model prototype

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Useful Links

BBC Bitesize A definition of data – Data, information and knowledge

Review strategy and effective reviews

R070 Sample Assessment Material (The practice mock assessment used in lessons)

Level 1/Level 2 Cambridge National in IT (J836): R060 (See pages 174 – 178)

OCR Level 1/Level 2 Cambridge National in IT (J836) Specification

Assessments:

Your child will have an ungraded multiple-choice quiz on testing and test data for AR, two ungraded practical assessments on both creating a test plan and completing an evaluation for a given scenario and a graded mock practical assessment covering TA4 to prepare for the NEA. Additionally, your child will complete a graded summative assessment covering all of the topics of R060 and R070 which cross over with the R050 examination unit. This will cover planning and design tools, types of test data and completing test plans. This assessment will be made up of past paper questions and include shade the lozenges, short answer questions and completing planning and design documentation.

Year 11

Our Information Technology curriculum in Year 11 builds directly upon the foundational skills and understanding established in Year 9, Year 10 and Key Stage 3, where pupils gained initial exposure to the digital world and basic IT tools. We aim to equip pupils with practical skills and a deeper understanding of how technology shapes our world, fostering confident and responsible digital citizens. This year, the focus is on applying the knowledge gained in the previous years to complete the final assessed project and prepare for the external examination.

Our approach centres on the following key areas:

Substantive Knowledge: Pupils will gain a deep understanding of IT concepts and principles, including IT in the digital world, the Internet of Everything, data manipulation, and Augmented Reality. They will apply this knowledge to real-life situations to develop practical skills.
Ways of Knowing: We teach pupils “how to know” about IT, fostering creative, innovative, analytical, logical, and critical thinking. This involves understanding and applying IT appropriately for specific purposes and audiences and exploring effective design tools and testing methods to create IT solutions that meet user requirements. Pupils will learn to select the best tools and techniques to solve problems and find imaginative ways to address IT challenges. This is particularly relevant as they complete their final projects, where they must think critically about design principles and problem-solving methodologies.
Personal Knowledge: Pupils will build awareness of their own perspectives and values regarding the digital world. We aim to develop their independence and confidence in using relevant IT skills and understanding the broader impacts of digital technologies on individuals, organisations, and society. This ensures they can plan, design, create, test, and evaluate IT solutions that are fit for purpose, considering Human Computer Interface (HCI) principles for defined audiences.

Term 1

Unit R070 NEA: Using Augmented Reality to present information – Non-Exam Assessment (NEA)

This unit focuses on completing the coursework (NEA) for Augmented Reality (AR). Your child will apply the skills they’ve learned in planning, designing, creating, testing, and evaluating an AR prototype.

Knowledge:

Understanding the different phases involved in creating an AR solution: planning, designing, creating, testing, and evaluating.
Knowledge of how to plan and design an AR prototype for a specific purpose.
Understanding the steps involved in constructing a functional AR prototype.
Knowledge of various testing methods for AR prototypes to ensure accuracy and functionality.
Understanding how to evaluate the effectiveness and suitability of a completed AR solution against client requirements and HCI principles.

Skills:

Practically applying planning and design principles to AR projects.
Developing and implementing AR solutions.
Conducting thorough testing of solutions using different types of test data.
Evaluating AR solutions based on predefined criteria, visual styles, and navigation.
Reviewing the process of creating a solution and identifying improvements.

How you can help at home:

Explore existing AR apps together. Use a smartphone or tablet to try out games like Pokémon Go or apps that let you place furniture in a room. Discuss how these apps work and what makes them engaging.
Discuss real-world examples of AR. Such as how AR is used in advertising, retail, or entertainment that you encounter. Discuss how different industries utilise AR, such as for training in architecture or virtual tours in education.
Encourage them to practice using their previously created user guides with Blippar AR (see link below).

OCR Specification:

R070:
TA1 to TA4

Useful Links

Blippar – AR platform

Level 1/Level 2 Cambridge National in IT (J836): R070 (See pages 145 – 178)