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COMPUTER SCIENCE

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About Us

Computer Science is at the heart of modern life. It is constantly evolving and expanding its role in society. The Computer Science and IT Department seeks to prepare pupils for life as digital citizens, able to use and assess digital resources and also to understand the principles underpinning them.

The Computer Science team offers lunchtime sessions each week for Computer Science subject support. The department is also developing the role of Digital Ambassadors – pupils with an outstanding attitude to the subject who are able to pass on their knowledge and enthusiasm to others, offering them the opportunity to become student leaders within the subject.

Aylesbury Vale Academy is also exploring the further use of Raspberry Pi, App Inventor throughout the academic year open to all students attending the Academy. 


The Computer Science Team

CURRICULUM LEADER: TBC

Details to follow.

Teacher of Computer Science: Miss V Carr

"I love Computer Science because I can’t deny the fact that most of the Computer Science closely revolves around Logic, Mathematics, Algorithms and Ideas. Therefore, it builds my critical thinking skills and allowed me to constantly finding logical ways to solve problems. Computer Science is a part of everything that touches our lives from the cars we drive, to the movies we watch, to the ways businesses and governments deal with us. Also, understanding different dimensions of computing is part of the necessary skill set for an educated person in the 21st century. Computer Science is a discipline that offers rewarding and challenging possibilities for a wide range of people regardless of their range of interests. Finally, computing requires and develops capabilities in solving deep, multidimensional problems requiring imagination and sensitivity to a variety of concerns."

Teacher of Computer Science: Mrs C David

“Societies will die if they don't continue to innovate,” says Werner Krebs, CEO of Acculation. Computer science is the backbone of the future of innovation. As a computer science teacher, my aim is to stimulate the minds of my students to become powerful problem solvers. Can you imagine modern education without computer software or the internet? Whether you’re taking a class online, researching for a paper or sharing work via the cloud, computer science pros have helped make this possible."


Curriculum

Key Stage 3

  YEAR 7 YEAR 8
Autumn 1 E-safety Algorithim
Autumn 2 Hardware Networks
Spring 1 Software Systems Architecture
Spring 2 Networks Data Representations
Summer 1 Spreadsheets Spreadsheets
Summer 2 Spreadsheets Python Programming

A computer system is one that is able to take a set of inputs, process them and create a set of outputs. This is done by a combination of hardware and software. Students learn all about how computers function and operate from the inside. In year 8 however students will learn how to use input/output and devices in the real world example. They learn about:

  • Input and output devices
  • Hardware components and its use
  • Binary and denary
  • ASCII Codes

Year 7

Students are introduced to aspects of safety online and basic computing skills in the Autumn term 1. In the Autumn term 2 students are familiarised with aspects of hardware, that include the CPU, input, output and storage devices. In the Spring term 1, students are taught about software and the various system and application software. In the Spring term 2, students are introduced to networks and learn about the different network topologies, sizes, configurations and various network hardware. In the Summer term 1 and 2, students develop their skills on spreadsheet software, using Microsoft Excel.

Year 8

Students are introduced to algorithms in the Autumn term 1. In this term they will learn about the different types of algorithms and their value towards computer programming. In the Autumn term 2, students expand their knowledge on networks and focus on the configuration of networks. In the Spring term 1, students grow their knowledge on system architecture and develop a deeper understanding of the CPU. In the Spring term 2, students are introduced to Data Representations. In this term they will study how data is represented in a computer system. In the Summer term 1, students expand their spreadsheet knowledge and grow a deeper practical understanding of functions and formulas. In the Summer term 2, students are introduced to Python programming and develop their problem solving and programming skills.


Key Stage 4 

Computer Science

Computer Systems (50%)

Computer Systems

  • Systems Architecture
  • Memory
  • Storage
  • Wired and wireless networks
  • Network topologies, protocols and layers
  • System security
  • System software
  • Ethical, legal, cultural and environmental concerns 
Computational Thinking (50%)

Computational Thinking , algorithms and programming

  • Algorithms
  • Programming techniques
  • Producing robust programs
  • Computational logic
  • Translators and facilities of languages
  • Data representation
Programming Project

Programming Techniques

  • Analysis
  • Design
  • Development
  • Testing, evaluation and conclusions

20 timetabled  hours

Formal requirements consolidates the learning across the specification through practical activity.


BTEC Digital Information Technology

The Pearson BTEC Level 1/Level 2 Tech Award in Digital Information Technology is for learners who want to acquire technical knowledge and technical skills through vocational contexts by studying the knowledge, understanding and skills related to data management, data interpretation, data presentation and data protection as part of their learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them. The units studied are the following:

Component 1: Exploring user interface design principals and project planning techniques.

  • Section A - The Investigate user interface design for individuals and organisations.
  • Section B - Use project planning techniques to plan and design a user interface.
  • Section C - Develop and review a user interface.

Component 2: Collecting, presenting and interpreting data.

  • Section A - Investigate the role and impact of using data on individuals.
  • Section B - Create a dashboard using data manipulation tools.
  • Section C - Draw conclusions and review data presentation methods.

Component 3: Effective digital working practices.

  • Section A - Modern technologies and their impact on organisations.
  • Section B - Threats to digital systems and how an organisation can manage them.
  • Section C - Responsible, legal and ethical use of data.
  • Section D - Planning and communication in digital systems.

DETAILS OF ASSESSMENT

Learners are required to complete and achieve all three components in the qualification.


Useful Links

www.teach-ict.com
www.bbc.co.uk/schools/gcsebitesize/ict/
www.scratch.mit.edu/

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