ICT & Computing Y9

Overall Curriculum Goals

1. A deep understanding of how algorithms and computational thinking fit into everyday life as well as computing.   
2. To enhance the programming skills developed over Year 7 and 8 to become much more proficient in text-based programming languages.  
3. To understand how computers represent data, including numbers, text, images and sound.  
4. To debate whether image manipulation in the media is ethical and understand when it is acceptable to manipulate images and when it isn’t.  
5. To be able to use image editing software to create a final product that meets a client's needs.  
6. To develop the ability to design and develop products for the web.  
7. To be able to design and develop interactive multimedia products.  
 

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half term 6

Topic Title: 

Algorithms and Programming

Topic Title: 

Data Representation

Topic Title: 

Image manipulation – ethics and using graphics software. 

This half term Year 9 will be delivered a Business Enterprise and Marketing Scheme of Learning during their Computer Science and ICT lessons.  
 
You can find more details about this on the Business Studies page

Topic Title: 

Developing for the Web

Topic Title: 

Creating Interactive Media Products

Topic Intent:

Computational thinking introduces students to the programming side of the Computer Science Curriculum. It enables them to understand how to approach any problem and use logical thinking and problem solving to tackle it. Once students have a grasp of these skills, they can begin to apply them by creating algorithms in a variety of ways including the use of pseudocode and flow charts, eventually moving on to programming solutions.

Topic Intent:

The data representation unit begins to look at how computers process data in much more detail than previously covered. It will make students aware that all output received from the computer must be stored as binary and processed to provide useful information.

Topic Intent: 

This unit is designed to help students develop their understanding of moral, legal and ethical implications of Creative iMedia and ICT. It requires students to enhance their research and development skills by investigating the uses of image manipulation in different contexts. Following on from that students use image manipulation to create a piece of graphic art to meet a client's needs. This unit ties in closely with the KS4 course offered in Creative iMedia and will help students in their options choices as well as developing skills for the future.

Topic Intent:

In this unit, learners will explore the technologies that make up the internet and World Wide Web. Starting with an exploration of the building blocks of the World Wide Web, HTML, and CSS, learners will investigate how websites are catalogued and organised for effective retrieval using search engines. By the end of the unit, learners will have a functioning website. 

Topic Intent:

In this unit students will be given a coursework style client brief and will design, create and review an interactive multi-media product based on their client needs. This topic allows students to combine both software development skills and some aspects of advanced development through the use of macros and other tools.

Key Content / Skills:  

  • Do I understand the importance of using 'computational thinking' when solving problems?
  • Can I write algorithms for given problems using flowcharts?
  • Do I understand the difference between algorithms and programs?
  • Am I able to write and execute a simple python program and spot syntax errors?
  • Can I describe the semantics of assignment statements?
  • Can I use simple arithmetic expressions in assignment statements to calculate values?
  • Can I use relational operators to form logical expressions?
  • Can I use selection statements to control the flow of program execution?
  • Can I use selection and iteration in Python Programs?
  • Can I use iteration (while loops) to control the flow of program execution?
  • Can I use variables as counters in iterative programs?

Key Content / Skills:  

  • Do I know how data is stored using binary?
  • Can I name all of the binary storage units in the correct order?
  • Do I know what binary and denary are?
  • Can I convert binary numbers?
  • Do I know how to carry out addition and shifting using binary?
  • Do I understand the impact these have on the values including overflow errors?
  • Do I know what Hexadecimal is and why it is used?
  • Can I convert Hexadecimal numbers?
  • Do I know what a character set is? Can I use character sets to translate binary into something meaningful?
  • Do I know what vector and bitmap graphics are?
  • Do I know what vector and bitmap graphics are? Do I understand what image resolution is and how it affects file size?
  • Do I know the difference between analogue and digital sound?
  • Do I know what compression is and why it is used?

Key Content / Skills:  

  • Is image manipulation in advertising ethical?
  • Can you form a balanced argument in response to a discussion statement?
  • Do I know what a visualisation is and what they should include?
  • Do I know how to use a graphics software to alter and manipulate images?
  • Can I recognise and use some of the basic tools to create one image using more than one images?
  • Do I know how to use a graphics software to alter and manipulate images?
  • Can I recognise and use some of the advanced tools to create one image using more than one images?
  • Can I review the product I have created against the success criteria and the client requirements?

Key Content / Skills:  

  • Do I know what HTML is?
  • Can I structure static webpages using HTML?
  • Can I display images within a webpage?
  • Can I apply tabs to construct a webpage structure from a provided design?
  • Do I know what CSS is?
  • Can I use CSS to style a web page?
  • Can I effectively use search technologies?
  • Can I discuss the impact of search technologies and the issues that arise?

Key Content / Skills:  

  • Do I understand how to interpret a client brief?
  • Can I develop my own success criteria?
  • Do I know what a test plan is and can I develop an effective one?
  • Can I recall how to gather assets legally and can I gather appropriate assets to suit the purpose of the client and product?
  • Can I design and create an effective product that meets client needs?
  • Can I independently develop skills in multimedia software that are more advanced?
  • Can I test my final product and produce a comprehensive review?

Assessment:

The assessment for this unit of work is done in 2 formats, the first is a problem that students will be required to write a program for.  
The second part of the assessment is a Key Terminology assessment on MS Teams and will be self-marking. Both assessments will form the final mark of 40. 

Assessment:

Final assessment of 30 questions and 2 extended questions which will be worth 5 marks each 

Assessment:

The assessment for this unit of work is done in 2 assessments. The first is a written extended question of 15 marks.  The second assessment is an ongoing project and is supported by a mark scheme of 25 marks, based on 4 sections that the students will undertake throughout their graphic design project. 

Assessment:

Assessment will take the form of some exam style questions alongside a rubric marking grid for the project.
 25 Marks
 

Assessment: 

This assessment is an ongoing rubric across the whole project, the grade criteria for each section will be shared with students at the start of the project.

25 marks.  
 
Students will have an end of year assessment on all topics – 30 marks.  

Home Learning:

Use Code Kombat to practice programming at home.

Home Learning:

Knowledge organiser revision planners

Home Learning:

Students will be asked to complete design work and research their final products. 

Home Learning:

Research and revision. 

Home Learning:

Design and planning work. 

Employability, Professionalism and Enterprise  (EPE) Links

  • Medical research.
  • Real estate.
  • Administration.
  • Event planning.
  • Architecture.
  • Hospital administration.

Employability, Professionalism and Enterprise  (EPE) Links

  • Chef.
  • Mechanic.
  • Scientist.
  • Translator.
  • Politics.
  • Journalism.
  • Military careers.

Employability, Professionalism and Enterprise  (EPE) Links

  • Education.
  • Retail and sales.
  • Advertising.
  • Animation.
  • Social media development.

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Useful Links

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