ICT
The Team
|
Staff Member |
Role |
Email Address |
|---|---|---|
|
Mrs Emma Stannard |
Curriculum Leader/ Teacher |
stannarde@ursuline.kent.sch.uk |
|
Mr Gary Beckett |
Teacher |
beckettg@ursuline.kent.sch.uk |
|
Mr James McAuley |
Head of St.Augustines House/ Teacher |
mcauleyj@ursuline.kent.sch.uk |
|
Mrs Sarah James |
Teacher |
jamess@ursuline.kent.sch.uk |
Key Stage 3
During Key stage 3, pupils will have discrete lessons which aim to establish key computing skills and knowledge which is evidenced through practical skills completed in class. The key stage 3 curriculum is designed to incorporate both the computing national curriculum as well as the development of essential ICT skills that are required to support them throughout their learning but also into the workplace.
Students can expect to learn the following:
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How to use technology and knowing how to stay safe when online.
-
Investigating the impact of modern and emerging technologies on society.
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How to plan and develop products in line with audience needs.
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Developing problem solving and programming skills.
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Improving IT skills that can be applied across the curriculum.
|
|
Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
|---|---|---|---|---|
|
Year 7 |
Why effective digital communication is importantâ¯which includes an introduction to the school network for communicating effectively and keeping up with homework. |
Understand how to keep safe when using ICT including Social Network Sites, Websites and other dangers when using computers such as Malware. |
How computers work including the history of computers and the components in them. |
How computers represent information including converting between binary, decimal and hexadecimal numbers. |
|
Year 8 |
Computation thinking. Including an introduction to algorithms including abstraction, decomposition and pattern recognition.
|
An introduction to the designing of algorithms including flowcharts and pseudocode. |
Using HTML to create websites, including web forms |
Designing a product in line with a client brief using HTML. |
|
Year 9 |
How different user interfaces are used in the modern world.⯠The need of user interfaces to communicate with digital devices
|
How to select and use different project planning techniques |
How to identify and discuss Logical operators, Principles of Networking and Cyber Security.⯠|
How different operating systems are implemented into hardware and how users access them. |
Key Stage 4
Exam Board: Pearson/BTEC
Link to Specification: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/digital-information-technology.html
Future Careers: Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to: A Levels as preparation for entry to higher education in a range of subjects OR study of a vocational qualification at Level 3, such as a BTEC National in IT, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the digital sector.
Students who wish to pursue a Level 2 BTEC in Digital Information Technology will be required to explore three units of work over the 2 years. This will include two internally assessed pieces of coursework (worth 30% each) and an externally assessed examination (40% of the qualification)
|
|
Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
|---|---|---|---|---|
|
Year 10 |
Component 1: Explore user interface design and development principles |
Component 1: Investigateâ¯how to use project planning techniques to manage a digital project |
Component 1: Discoverâ¯how to develop and review a digital user interface. |
Component 3: Exploreâ¯how modern information technology is evolving AND Considerâ¯legal and ethical issues in data and information sharing |
|
Year 11 |
Component 3: Considerâ¯legal and ethical issues in data and information sharing AND Understandâ¯what cyber security is and how to safeguard against it.
|
Component 2: Exploreâ¯how data impacts on individuals and organisations |
Component 2: Drawâ¯conclusions and make recommendations on data intelligence |
Component 2: Developâ¯a dashboard using data manipulation tools. |
Key Stage 5
Exam Board: OCR
Link to Specification: https://www.ocr.org.uk/qualifications/cambridge-technicals/information-technology/#level-3
Future Careers: Level 3 Cambridge Technicals in IT offer specialist pathways in IT Infrastructure Technician, Emerging Digital Technology Practitioner, Application Developer, and Data Analyst. Students will apply their practical skills and knowledge in preparation for further study, Higher Education or the workplace.
The aim of the course is to enable students the opportunity to develop the core specialist knowledge, skills and understanding required in the IT sector. This course allows them to do so through applied learning.
Benefits of this course include:
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A variety of units studied including hardware, software and online
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Includes practical activities in all units - learn, do, review
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Develops transferable skills for the workplace or future studies
Students will study five units over the two years. Two units will be internally assessed pieces of coursework and the other three units are externally assessed examinations
|
|
Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
|---|---|---|---|---|
|
Year 12 |
Unit 1:Fundamentals of IT (Exam)
|
Unit 1:Fundamentals of IT (Exam) AND Unit 9: Product Development (Coursework) |
Unit 2: Global Information (Exam) |
Unit 2: Global Information (Exam) AND Unit 9: Product Development (Coursework) |
|
Year 13 |
Unit 3: Cyber Security (Exam)
|
Unit 3: Cyber Security (Exam)
|
Unit 17: The Internet of Everything (Coursework) |
Unit 17: The Internet of Everything (Coursework) |
