Useful Links

Gilbert Inglefield

Computing Curriculum 2020-2021

Head of Department: Mr. P. Martin
Email address: pmartin@gilbertinglefield.com

Due to COVID-19 the computing curriculum at Gilbert Inglefield Academy has been adapted to fill in the learning gaps and to allow for speedy progress for all.

Our aim is for pupils to combine computational thinking and practical skills in order to understand and prepare them for an ever changing technological landscape.

Our computing curriculum also ensures that pupils develop their digital literacy skills to a suitable level for the future workplace and as active participants in a digital world.

The themes within our curriculum are:

  • Game design and realisation
  • Algorithms, logic and control
  • Visual-based programming versus textual-based programming
  • Online safety and the responsible use of computers
  • Hardware and software
  • Understanding the infrastructure that makes up a network

We are always on the lookout for interesting software to enrich the pupils' learning experience.

Useful Links:
 
 Scratch

  Python 

  Notepad++  

 Paint.net

 Sketchup

Year 5 

Autumn

Introduction unit and the Impact of Technology

A primer for learners on how to use the school network appropriately. This unit builds in time for teacher-led discussions on why appropriate usage is important, as well as allowing for opportunities to highlight online safety issues.

Repetition in Shapes 

This unit looks at repetition and loops within programming. Pupils will create programs by planning, modifying, and testing commands to create shapes and patterns. They will use Logo, a text-based programming language.

Spring

Repetition in Games 

This unit explores the concept of repetition in programming using the Scratch environment. It begins with a Scratch activity similar to that carried out in Logo in Programming unit A, where learners can discover similarities between two environments. Learners look at the difference between count-controlled and infinite loops, and use their knowledge to modify existing animations and games using repetition. Their final project is to design and create a game which uses repetition, applying stages of programming design throughout.

5.4 Data and Information - Flat-file databases

This unit looks at how a flat-file database can be used to organise data in records. Pupils use tools within a database to order and answer questions about data. They create graphs and charts from their data to help solve problems. They use a real-life database to answer a question, and present their work to others.

Summer

5.1 Computing systems and networks – Sharing information

In this unit, learners will develop their understanding of computer systems and how information is transferred between systems and devices. Learners will consider small-scale systems as well as large-scale systems. They will explain the input, output, and process aspects of a variety of different real-world systems. Learners will also take part in a collaborative online project with other class members and develop their skills in working together online.

5.6 Programming B - Selection in quizzes

In this unit, pupils develop their knowledge of selection by revisiting how conditions can be used in programs and then learning how the If… Then… Else structure can be used to select different outcomes depending on whether a condition is true or false. They represent this understanding in algorithms and then by constructing programs using the Scratch programming environment. They use their knowledge of writing programs and using selection to control outcomes to design a quiz in response to a given task and implement it as a program.

Year 6 

Autumn

Introduction unit and Impact of Technology

A primer for learners on how to use the school network appropriately. This unit builds in time for teacher-led discussions on why appropriate usage is important, as well as allowing for opportunities to highlight online safety issues.

6.3 Creating media - Web page creation

This unit introduces learners to the creation of websites for a chosen purpose. Learners identify what makes a good web page and use this information to design and evaluate their own website using Google Sites. Throughout the process learners pay specific attention to copyright and fair use of media, the aesthetics of the site, and navigation paths.

Spring

6.1 Computing systems and Networks - Communication

In this unit, the class will learn about the World Wide Web as a communication tool. First, they will learn how we find information on the World Wide Web, through learning how search engines work (including how they select and rank results) and what influences searching, and through comparing different search engines. They will then investigate different methods of communication, before focusing on internet-based communication. Finally, they will evaluate which methods of internet communication to use for particular purposes.

6.4 Data and information -Spreadsheets

This unit introduces the learners to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions. Finally, learners will create graphs and charts, and evaluate their results in comparison to questions asked.

Summer

6.5 Programming A - Variables in games

This unit explores the concept of variables in programming through games in Scratch. First, pupils will learn what variables are, and relate them to real-world examples of values that can be set and changed. Pupils will then use variables to create a simulation of a scoreboard. In Lessons 2, 3, and 5, which follow the Use-Modify-Create model, pupils will experiment with variables in an existing project, then modify them, then they will create their own project. In Lesson 4, pupils will focus on design. Finally, in Lesson 6, pupils will apply their knowledge of variables and design to improve their game in Scratch.

6.6 Programming B - Sensing

This unit explores the concept of variables in programming through games in Scratch. First, pupils will learn what variables are, and relate them to real-world examples of values that can be set and changed. Pupils will then use variables to create a simulation of a scoreboard. In Lessons 2, 3, and 5, which follow the Use-Modify-Create model, pupils will experiment with variables in an existing project, then modify them, then they will create their own project. In Lesson 4, pupils will focus on design. Finally, in Lesson 6, pupils will apply their knowledge of variables and design to improve their game in Scratch.

Year 7 

Autumn

7.4 Programming essentials in Scratch - Part 1

This unit is the first programming unit of KS3. The aim of this unit and the following unit (Programming II) is to build learners’ confidence and knowledge of the key programming constructs. Importantly, this unit does not assume any previous programming experience, but it does offer learners the opportunity to expand on their knowledge throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count-controlled iteration. All of the examples and activities for this unit use Scratch 3.

6.4 Data and information -Spreadsheets 

This unit introduces the learners to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions. Finally, learners will create graphs and charts, and evaluate their results in comparison to questions asked.

Spring

7.2 Modelling Data - Spreadsheets

Introduce your learners to the wonderful world of spreadsheets and the concept of cell referencing. Ask them to collect, analyse, and manipulate data, before turning it into graphs and charts. Data is beautiful!

7.6 Using Media - Gaining Support for a Cause

Do you want your learners to change the world? Here’s a good place to start. They will develop a deeper understanding of information technology and digital literacy by using their skills across the unit to create a blog post about a real world cause that they are passionate about and would like to gain support for.

Summer

7.3 Networks from semaphores to the Internet

Imagine a world without computer networks: there would be no more YouTube, Google, instant messaging, online video gaming, Netflix, and iTunes; no online shopping; no file sharing; and no central backups of information. This unit begins by defining a network and addressing the benefits of networking, before covering how data is transmitted across networks using protocols.

7.5 Programming essentials in Scratch – part II

This unit begins right where ‘Programming I’ left off. Learners will build on their understanding of the control structures’ sequence, selection, and iteration (the big three), and develop their problem-solving skills. Learners will learn how to create their own subroutines, develop their understanding of decomposition, learn how to create and use lists, and build upon their problem-solving skills by working through a larger project at the end of the unit.

Year 8

Autumn

8.6 Representation - from clay to silicon

Humans use symbols to record, process and transmit information. Introduce binary digits to your learners as the symbols computers use to perform these tasks and focus on the representation of text and numbers.

7.4 Programming essentials in Scratch - Part 1

This unit is the first programming unit of KS3. The aim of this unit and the following unit (Programming II) is to build learners’ confidence and knowledge of the key programming constructs. Importantly, this unit does not assume any previous programming experience, but it does offer learners the opportunity to expand on their knowledge throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count-controlled iteration. All of the examples and activities for this unit use Scratch 3.

Spring

7.5 Programming essentials in Scratch - Part 2

This unit begins right where ‘Programming I’ left off. Learners will build on their understanding of the control structures’ sequence, selection, and iteration (the big three), and develop their problem-solving skills. Learners will learn how to create their own subroutines, develop their understanding of decomposition, learn how to create and use lists, and build upon their problem-solving skills by working through a larger project at the end of the unit.

8.1 Computing systems

This unit takes learners on a tour through the different layers of computing systems: from programs and the operating system, to the physical components that store and execute these programs, to the fundamental binary building blocks that these components consist of. The aim is to provide a concise overview of how computing systems operate, conveying the essentials and abstracting away the technical details that might confuse or put off learners.The last lessons cover two interesting contemporary topics: artificial intelligence and open source software. These are linked back to the content of the unit, helping learners to both broaden their knowledge and focus on the topics addressed in the unit. The unit assumes no prior knowledge. There are, however, links to the 'Representations' units taught in Years 8 and 9 and the 'Networks' units taught in Years 7 and 8.

Summer

8.5 Programming - Mobile app development

Today, there’s an app for every possible need. With this unit you can take learners through the entire process of creating their own mobile app, using App Lab from code.org. Building on the programming concepts learners used in previous units, they will work in pairs to perform user research, design their app, write the code for it, before finally evaluating and publishing it for the world to use.

8.2 Developing for the web

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. They will also consider the hidden network technologies that protect us from the threats that a connected world brings, as well as looking at the impact of these services and technologies.