The MYP Computing curriculum is designed to enable students the opportunity to develop computational thinking and digital creativity. Our students will be able to develop the foundations to enable them to be discerning, life-long learners in a fast-moving landscape. The curriculum is designed to provide a balanced and informed curriculum across all key stages giving students access to Computing, ICT and Digital Literacy.
Our goal is to foster the development of the following skills in our students:
The MYP Key Stage 3 (KS3) computing curriculum is designed to build a foundational understanding of computing concepts and skills, setting the stage for more advanced studies in Key Stage 4 (KS4). The transition involves a progressive introduction to fundamental computing concepts, beginning with algorithms, programming, and data representation. As students advance through KS3, the curriculum places an increased emphasis on programming skills, encouraging them to tackle progressively complex coding tasks. Furthermore, the focus on problem-solving and computational thinking enhances students’ ability to approach challenges systematically. The exploration of computer systems, including hardware, software, and networks, lays a solid foundation for more in-depth studies in KS4, where topics like computer architecture come to the forefront. Digital literacy and online safety, integral components of KS3, become paramount as students engage with more advanced digital tools in KS4. Project-based learning experiences in KS3 not only reinforce theoretical knowledge but also prepare students for the practical application of their skills in more extensive projects during KS4. Finally, early exposure to specific computing specialisations in KS3 equips students with the insight needed to make informed decisions about more specialised subjects or pathways as they progress through their education, ensuring a seamless and well-prepared transition to Key Stage 4 with options such as DIT and GCSE Computer Science to choose from.
Each module in the table above is assessed based on the following criterion in the table below. Each criteria is graded from 1-8 (8 demonstrating that the criteria has been fully met) with this being determined by teacher judgments about students’ work.
Criteria
How this is assessed
A – Define and Research a Problem
Project based assessments and learning, a context is given, a problem is found and researched, all work in their project booklets
B – Develop Ideas
Project based assessments and learning – ideas developed by using the skills taught, all work in their project booklets
C – Plan and Create a Solution
Project based assessments and learning – solution created and planned by using skills taught, all work in their project booklets
D – Test and Evaluate
Project based assessments and learning – evaluation based on the project created, all work in their project booklets
Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.
If you would like more information about Computing please refer to the IB design brief here:
The GCSE Computer Science curriculum is designed to provide students with a comprehensive understanding of fundamental concepts in computer science, equipping them with both theoretical knowledge and practical skills. The curriculum aims to foster critical thinking, creativity, and problem-solving abilities, essential for navigating the rapidly evolving world of technology. Students engage in the study of key topics such as algorithms, programming languages, data representation, computer systems, and ethical considerations in computing. The intent is not only to introduce students to the theoretical underpinnings but also to facilitate hands-on experiences, enabling them to apply their knowledge through coding and problem-solving activities. Emphasis is placed on developing computational thinking skills, which are valuable not only in computer science but also in various disciplines and everyday problem-solving scenarios. The goal is to prepare students for further studies in computer science, ICT-related fields, or careers where computational thinking and digital skills are increasingly valuable.
The GCSE Computer Science curriculum is strategically designed to build upon the foundational knowledge acquired in KS3 MYP Computing, offering a natural progression for students entering KS4. This curriculum extends and refines essential computing concepts introduced earlier, such as algorithms, programming, data representation, and computer systems. Notably, the curriculum elevates programming skills to a more advanced level, ensuring that students are well-prepared for the intricacies of computer science. Moreover, a strong focus on computational thinking cultivates skills that extend beyond the subject, fostering abstraction, decomposition, and pattern recognition. For those considering A Level Computer Science, the GCSE curriculum serves as a solid foundation, laying the groundwork for more advanced studies. Simultaneously, its alignment with apprenticeships and T-levels is evident through its practical and applied nature, addressing the needs of the workforce.
Pupils studying Computing will be well placed to pursue a career pathway in:
Internal Assessment
External Assessment
Topic Tests / End of Term Tests
Mid Topic tests
Do Now
Plenary
Paper 1: May 19th
Paper 2: May 25th
The BTEC Tech Award in Digital Information Technology (DIT) holds a distinctive curriculum intent, centred on cultivating practical skills and a profound understanding of key aspects within the dynamic field of digital information technology. With a strong emphasis on hands-on application, the intent is to empower students with the ability to navigate and master concepts such as User Interfaces and Data Collection and Interpretation. The curriculum’s ultimate goal is to instil in students a set of transferable skills that extend beyond specific technologies, fostering adaptability and resilience in an ever-evolving technological landscape. BTEC Tech Award in Digital Information Technology intends to equip students not only with knowledge but also with the practical, problem-solving, and critical-thinking skills vital for success in their future academic and professional pursuits.
Embarking on the Digital Information Technology Curriculum journey, students are equipped with a foundation in Computing from their prior studies in Key Stage 3 (KS3). Additionally, students bring a wealth of knowledge derived from personal experiences, delving into topics such as user interfaces and, possibly, cloud computing. The course offers a platform for students to extend their comprehension, acting as a bridge for those interested in advancing to BTEC Nationals Level 3 IT, where they can delve into similar advanced concepts like data modelling. Moreover, it lays the groundwork for potential exploration of T Levels, presenting a comprehensive educational continuum for students aspiring to deepen their understanding of Information Technology.
Pupils studying Digital Information Technology will be well placed to pursue a career pathway in:
Internal Assessment
External Assessment
The BTEC National Extended Certificate in Information Technology is crafted to provide students with a robust foundation in the dynamic and ever-evolving field of information technology. This program is designed to impart both theoretical knowledge and practical skills, equipping learners with the essential tools to thrive in the modern digital landscape. The intent is to foster a deep understanding of key concepts such as using spreadsheets, databases, and using social media for business. By combining theoretical instruction with hands-on projects and real-world applications, the curriculum seeks to cultivate not only technical proficiency but also critical thinking, problem-solving, and effective communication skills. Furthermore, the BTEC National Extended Certificate aims to prepare students for diverse pathways, including higher education and the workforce, by ensuring they acquire a versatile skill set and a nuanced understanding of the ethical considerations surrounding technology.
This course is centred on essential concepts like social media for business, spreadsheets, and databases, extending the trajectory of students from MYP Computing to advanced stages. It intricately builds upon foundational computing principles, offering students an enriched understanding of technology’s practical applications within business contexts. The exploration of social media management goes beyond basic digital literacy, empowering students with strategic insights crucial for potential pathways like university courses in marketing, digital media, or business information systems. The curriculum elevates spreadsheet proficiency to encompass financial management, data analysis, and automation, ensuring students are well-prepared for the intricacies of advanced studies in courses such as data science, business analytics, or finance at the university level. Moreover, the in-depth study of database design and management lays a solid foundation for potential pathways into fields like database administration or computer science. The curriculum’s emphasis on practical problem-solving skills not only aligns with Key Stage 5 studies but also positions students for potential pathways such as apprenticeships or full-time jobs in technology and business sectors.
Pupils studying Fine art will be well placed to pursue a career pathway in:
Internal Assessment
External Assessment
Coursework for Social Media Unit 3
Coursework for Data Modelling Unit 5
Unit 1 – Exam in Jan/Feb and resit in May/June
External Assessment for Databases Unit 2
