Useful Links

Gilbert Inglefield

Computing Curriculum 2021-2022

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

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 TERM

 Induction unit

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.

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.

5.2 Creating media - Vector drawing

In this unit learners will find out that vector images are made up of shapes. They will learn how to use the different drawing tools and how images are created in layers. They will explore the ways in which images can be grouped and duplicated to support them in creating more complex pieces of work.

SPRING TERM 

5.3 Creating media - Video editing

This unit gives learners the opportunity to learn how to create short videos in groups. As they progress through this unit, they will be exposed to topic-based language and develop the skills of capturing, editing, and manipulating video. Active learning is encouraged through guided questions and by working in small groups to investigate the use of devices and software. Learners are guided with step-by-step support to take their idea from conception to completion. At the conclusion of the unit, learners have the opportunity to reflect on and assess their progress in creating a video.

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 TERM

5.5 Programming A - Selection in physical computing

In this unit, learners will use physical computing to explore the concept of selection in programming through the use of the Micro:Bit programming environment. Learners will be introduced to a microcontroller (Micro:Bit controller) and learn how to connect and program components (including output devices — LEDs) through the application of their existing programming knowledge. Learners will be introduced to conditions as a means of controlling the flow of actions, and explore how these can be used in algorithms and programs through the use of an input device (push switch). Learners will make use of their knowledge of repetition and conditions when introduced to the concept of selection (through the ‘if... then...’ structure) and write algorithms and programs that utilise this concept. To conclude the unit, learners will design and make an interactive game that will develop their understanding of how selection can be used. Throughout this unit, pupils will apply the stages of programming design.

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 TERM

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.

6.2 Creating media – 3D Modelling

During this unit, learners will develop their knowledge and understanding of using a computer to produce 3D models. Learners will initially familiarise themselves with working in a 3D space, including combining 3D objects to make a house and examining the differences between working digitally with 2D and 3D graphics. Learners will progress to making accurate 3D models of physical objects, such as a pencil holder, which include using 3D objects as placeholders. Finally, learners will examine the need to group 3D objects, then go on to plan, develop, and evaluate their own 3D model of a photo frame.

SPRING TERM

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.

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 TERM

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 TERM

7.1 Impact of technology – Collaborating online respectfully

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.

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!

SPRING TERM

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.

7.4 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.

SUMMER TERM

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.

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.

Year 8

AUTUMN TERM

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.

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.

SPRING TERM

8.3 Introduction to Python programming

This unit introduces learners to text-based programming with Python. The lessons form a journey that starts with simple programs involving input and output, and gradually moves on through arithmetic operations, randomness, selection, and iteration. Emphasis is placed on tackling common misconceptions and elucidating the mechanics of program execution. A range of pedagogical tools is employed throughout the unit, with the most prominent being pair programming, live coding, and worked examples. The Year 7 Programming units are a prerequisite for this unit.

8.4 Media – Vector graphics

Vector graphics can be used to design anything from logos and icons to posters, board games, and complex illustrations. Through this unit, students will be able to better understand the processes involved in creating such graphics and will be provided with the knowledge and tools to create their own.

SUMMER TERM

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.

8.6 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.