Computer Science at Deira International School
Computer Science is a rapidly evolving discipline that combines a multitude of skills, including programming, problem-solving, mathematics, linguists and engineering. The DIS Computing and ICT curriculum provides students with a complete set of skills to become creative problem solvers. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. These competencies enable students to respond to familiar and unfamiliar situations by using computational and algorithmic thinking strategies to make educated decisions and resolve problems efficiently. Building on this knowledge and understanding; the spiral curriculum at DIS equips students to use information technology to create programs, systems and a range of content. The Computing curriculum also ensures that students become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. The curriculum aim is to create an environment where there is a desire to learn new skills, develop creativity, foster independence and appreciate reflection. Within this framework, underpinning the KS3 curriculum are key enquiry-based questions which are focused around preparing students for IGCSE and IB course further up in the school. We aim to inspire and excite all students within a demanding academic environment.
Please click on the arrow for a detailed breakdown:
Curriculum Intention
1. Students will understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.
2. Students will understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems.
3. Students will understand how instructions are stored and executed within a computer system.
Curriculum Implementation
A mix of enquiry based, and guided learning projects are used to deliver both computing & ICT topics. This enables students to become familiar with the concept of combining software tools to solve problems as well as understand the theory to unpin the understanding of the technologies in preparation for KS4 and KS5.
The variety of software used is constantly changing as our philosophy in the department is to encourage exploration and creativity. Whilst students are introduced to the common functions within mainstream software the focus is on developing their independent problem solving skills. We take care to ensure that through the KS3 ICT curriculum students not only learn important ICT skills which will help them with future studies but to also open their eyes to the wider world of ICT and computing such as creating animations, basic programming, flow diagrams & computer control and designing & writing web-pages in HTML. We also ensure that our students have a thorough understanding of how to stay safe online by introducing the topic at the start of every year with more advancing issues as they develop as young people.
As a department, we encourage students to become independent in their learning by showing them how to use software but giving them the confidence to explore further both individually and through collaboration. Providing students with core computer science skills helps prepare them for the technical challenges of the future, but also teaches them a wide range of transferable skills such as problem solving, logical reasoning and computational thinking.
These skills provide a great base for students’ future careers where digital jobs and activity are becoming ever more important in traditionally non-digital areas of the economy, from retail to financial services and the public sector. It is estimated that the digital tech economy currently provides 1.56m jobs in the UK and moreover, that job growth in the digital tech economy is 2.8 times faster than the rest of the economy with the three biggest areas being in app development, data management and analytics and hardware, devices and open-source hardware.
Assessment
Students are assessed using a range of summative and formative assessments across all units. ONENOTE and student E Portfolio form a basis for assessment. These along with end of unit assessments, combined with class based work are used to determine current work at grades.
Wider Curriculum Opportunities
Minecraft Club
Coding Clubs
Robotics Club
Bebras International Competition
Curriculum Impact
Unit 1: Using Computers Safely and Responsibly
Students should be able to use TEAMS/ONENOTE and school email. They will be looking at file management and security (passwords). Students will also be able to use the Internet properly for school related purposes, such as research and getting images. Students will become more socially aware of the school’s network and how to fully use it to improve their learning across the whole school community. In addition, by completing the ‘Using Computers Safely and Responsibly’ unit students will gain a greater understanding of the implications of e-safety and cyberbullying.
Unit 2: History of Computing & Binary
In this unit students will learn how mathematics relates to Computer science, how the first computer first came about and how computers operate in terms of calculations and hardware.
Unit 3: Games-Programming in Scratch
This unit introduces the Scratch programming environment. Students will plan and develop their own games, learning to incorporate variables, procedures, lists and operators. They should be able to create a fully working game using computer science concepts. By completing this unit students are able to apply concepts such as sequencing, selection, abstraction and iteration to a game in Scratch. They will be applying their knowledge of skills learnt, to create a game specified by the teacher.
Unit 4: Python Turtle
The focus of this unit of work is on getting students to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs.
Key Skill
|
Skills Developed |
Abstraction (able to focus on key points from the bigger picture) |
Abstraction (able to focus on key points from the bigger picture) |
Abstraction (able to focus on key points from the bigger picture) |
|
Algorithmic thinking (develop step by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Evaluation (reflect in terms of efficiency and application) |
Algorithmic thinking (develop step-by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Evaluation (reflect in terms of efficiency and application). Pattern recognition/Generalisation (spotting similarities within problems) |
Algorithmic thinking (develop step-by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Evaluation (reflect in terms of efficiency and application). Pattern recognition/Generalisation (spotting similarities within problems) |
Curriculum Intention
1. Students will use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.
2. Students will understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal.
3. Students will understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits.
Curriculum Implementation
A mix of enquiry based, and guided learning projects are used to deliver both computing & ICT topics. This enables students to become familiar with the concept of combining software tools to solve problems as well as understand the theory to unpin the understanding of the technologies in preparation for KS4 and KS5.
The variety of software used is constantly changing as our philosophy in the department is to encourage exploration and creativity. Whilst students are introduced to the common functions within mainstream software the focus is on developing their independent problem solving skills. We take care to ensure that through the KS3 ICT curriculum students not only learn important ICT skills which will help them with future studies but to also open their eyes to the wider world of ICT and computing such as creating animations, basic programming, flow diagrams & computer control and designing & writing web-pages in HTML. We also ensure that our students have a thorough understanding of how to stay safe online by introducing the topic at the start of every year with more advancing issues as they develop as young people.
As a department, we encourage students to become independent in their learning by showing them how to use software but giving them the confidence to explore further both individually and through collaboration. Providing students with core computer science skills helps prepare them for the technical challenges of the future, but also teaches them a wide range of transferable skills such as problem solving, logical reasoning and computational thinking.
These skills provide a great base for students’ future careers where digital jobs and activity are becoming ever more important in traditionally non-digital areas of the economy, from retail to financial services and the public sector. It is estimated that the digital tech economy currently provides 1.56m jobs in the UK and moreover, that job growth in the digital tech economy is 2.8 times faster than the rest of the economy with the three biggest areas being in app development, data management and analytics and hardware, devices and open source hardware.
Assessment
Students are assessed using a range of summative and formative assessments across all units. ONENOTE and student E Portfolio form a basis for assessment. These along with end of unit assessments, combined with class based work are used to determine current work at grades.
Wider Curriculum Opportunities
Minecraft Club
Coding Clubs
Robotics Club
Bebras International Competition
Curriculum Impact
Unit 1: Understanding Computers
In this theoretical unit pupils will learn about the basic principles of computer architecture and the use of binary. Delving deeper with the principles of computer Input-Process-Output sequence through the Fetch-Decode-Execute cycle through practical activities. Students s will then look at some simple binary to decimal conversion and vice versa, followed by some simple binary addition. Students will learn in more depth how storage devices represent data using binary patterns and are able to physically save these patterns.
Unit 2: Introduction to Python
This unit is an introduction to Python, a powerful but easy-to-use high-level programming language. Although Python is an object-oriented language, at this level the object-oriented features of the language are barely in evidence and do not need to be discussed. The focus is on getting students to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs. Students final programs are put into a learning portfolio with evidence of correct running, for assessment purposes.
Unit 3: Networks
This is a theoretical unit covering the basic principles and architecture of local and wide area networks. Students will learn that the World Wide Web is part of the Internet, and how web addresses are constructed and stored as IP addresses. Client-server, peer-to-peer networks and the concept of cloud computing are all discussed. Ways of keeping data secure and simple encryption techniques are also covered. In the final lesson, students will sit a multiple choice test which will form the Unit assessment.
Unit 4: Computer Crime and Cyber Security
|
Skills Developed |
Abstraction (able to focus on key points from the bigger picture) Decomposition (breaking down a complex problem to smaller parts) Pattern recognition/Generalisati on (spotting similarities within problems) Evaluation (reflect in terms of efficiency and application). |
Abstraction (able to focus on key points from the bigger picture) Algorithmic thinking (develop step-by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Pattern recognition/Generalisation (spotting similarities within problems) |
Abstraction (able to focus on key points from the bigger picture) Algorithmic thinking (develop step-by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Pattern recognition/Generalisation (spotting similarities within problems) |
Students will learn about some of the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, “data harvesting” and identity theft are discussed together with ways of protecting online identity and privacy. Health and Safety Law and environmental issues such as the safe disposal of old computers are also discussed.
Curriculum Intention
Students will understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.
Students will understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems.
Students will understand how instructions are stored and executed within a computer system.
Curriculum Implementation
A mix of enquiry based, and guided learning projects are used to deliver both computing & ICT topics. This enables students to become familiar with the concept of combining software tools to solve problems as well as understand the theory to unpin the understanding of the technologies in preparation for KS4 and KS5.
The variety of software they use is constantly changing as our philosophy in the department is to encourage exploration and creativity. Whilst students are introduced to the common functions within mainstream software the focus is on developing their independent problem solving skills. We take care to ensure that through the KS3 ICT curriculum students not only learn important ICT skills which will help them with future studies but to also open their eyes to the wider world of ICT and computing such as creating animations, basic programming, flow diagrams & computer control and designing & writing web-pages in HTML. We also ensure that our students have a thorough understanding of how to stay safe online by introducing the topic at the start of every year with more advancing issues as they develop as young people.
As a department, we encourage students to be more independent in their learning by showing them how to use software but giving them the confidence to explore further both individually and through collaboration. Providing students with core computer science skills helps prepare them for the technical challenges of the future, but also teaches them a wide range of transferable skills such as problem solving, logical reasoning and computational thinking.
These skills provide a great base for students’ future careers where digital jobs and activity are becoming ever more important in traditionally non-digital areas of the economy, from retail to financial services and the public sector. It is estimated that the digital tech economy currently provides 1.56m jobs in the UK and moreover, that job growth in the digital tech economy is 2.8 times faster than the rest of the economy with the three biggest areas being in app development, data management and analytics and hardware, devices and open source hardware.
Assessment
Students are assessed using a range of summative and formative assessments across all units. ONENOTE and student E Portfolio form a basis for assessment. These along with end of unit assessments, combined with class based work are used to determine current work at grades.
Wider Curriculum
Minecraft Club
Coding Clubs
Robotics Club
Bebras International Competition
Curriculum Impact
Unit 1: Hardware & Data Representation
Students will learn about different types of logic gates and produce truth tables based on given circuits. They will develop their knowledge of binary and hexadecimal number system and apply problem solving skills to solve real life puzzles. Students will gain an understanding of the purpose of the CPU and explore the primary memories and how they are used to ensure the computer processes all the requests made by a user. Students will learn about resolution and how file sizes are calculated by finding out the relationship between bit, bytes, kilobytes and more.
Unit 2: Advanced Python
Create a Python quiz. Variables, selection were learnt in year 8 and will be recapped this unit. New concepts such as iteration, random and lists are used to produce a more efficient quiz. All these skills are needed for GCSE Computer Science.
Unit 3: HTML and Web Development
By completing this unit students will learn how to create text styles and add content, including text and graphics, in a specified position on a page, as well as navigation links to other pages on their website and to external websites.
Unit 4: Introduction to Databases
This unit covers essential theory of databases, but has a practical focus, covering the creation and use of a single table database and/or a simple relational database. Create a flat-file or two-table relational database. Understand the importance of suitable data types, field types and validation. Create queries and reports using data from one or both tables. Students will be able to demonstrate their knowledge and understand how we use databases in the real world.
Key Skills
Skills Developed | Abstraction (able to focus on key points from the bigger picture) Decomposition (breaking down a complex problem to smaller parts) Pattern recognition/Generalisati on (spotting similarities within problems) Evaluation (reflect in terms of efficiency and application). | Abstraction (able to focus on key points from the bigger picture) Algorithmic thinking (develop step-by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Pattern recognition/Generalisation (spotting similarities within problems) | Abstraction (able to focus on key points from the bigger picture) Algorithmic thinking (develop step-by-step solutions to problems) Decomposition (breaking down a complex problem to smaller parts) Pattern recognition/Generalisation (spotting similarities within problems) |
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Possible Symbol? | Learner Attribute(s) |
| File Management & Powerpoint- Cyber Security | What are the signs you need to look for to identifying fake emails? How can you protect yourself from becoming a victim of email scams? Can you identify the differences between hacking and malware? Describe the laws in place concerning computer crimes. Can hacking be used to do good or is it always a criminal act? What is the difference between personal and sensitive data? How is our data used by online companies? What are the laws in place to protect user’s data stored by companies? Can you describe the key points of Copyright law? What is the impact of Copyright and Patent Law on society? | Creating a folder structure & naming files, retrieving files Phishing Genuine and Fraudulent emails Effective protection from email scams Computer Misuse Act, Hacking Types of Malware Data Protection Act Identity Theft Sensitive and Personal data Copyright Law Patent Law Social impact of computers Health & safety law Health problems of using computer | 4 weeks | An Inquirer | |
| Spreadsheets | Can explain what a Computer Model is? Can you create a financial model? Can you create graphs and charts ? Can you complete simple functions like SUM , Average and MAX. | Understand what is meant by the term computer model, and compare different types of model Understand that spreadsheets can be used to build financial models | 4 Weeks | A Thinker | |
| Document Production /MS Word | Can you Format Text in word document? Can you add and delete Table using the office package? Do you when mail merge would be used? Can you place an image or chart in a word document? | Format text and organise page layout. Format table , graph , image | 4 weeks | ||
| Introduction to Python | Can you add Strings and Variables in your programme?Do you know what data types are? Can you write a algorithim ?Do you what a while loop is? | Know what Python is and some of the applications it is used for Run a simple Python program in Interactive mode using the input and print function | 6 Weeks | Open Minded | |
| Kodu – Block Coding | What is kodu ? Do you know how to add paths and scores ? Can plan a game referring to the system life cycle? Can you create a game with variable and loops? | Visual Programming , Problem solving skills and programming languages | 6 weeks | Knowledgeable | |
| History of Computing | Who created the first computer? Do you know how the computing language binary? Can you represent binary numbers ? How do we convert between the different number bases? | Describe the purpose of binary. Describe how to convert between base 2 to base 10 and vice versa. Perform binary addition in steps. | 4 weeks | Thinker, knowledge |
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Colur Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| File Management-Powerpoint & Computational Thinking and Logic | Can you ask logical questions to solve problems? Explain the differences between the common Boolean operators: AND – OR – NOT. Show examples of how Boolean operators can be represented in written expressions and Venn diagrams. Can you show how logic is used in different situations? Explain the different logic gates including: AND gates – OR gates – NOT gates Demonstrate how to complete truth tables for logic gates and circuits with up to three inputs. | Creating a folder structure & naming files, retrieving files Logic AND OR NOT Logic Gates Truth Tables Boolean Operators | 4 Weeks | Risk Taker | ||
| What is an algorithm? Can you create a sequence of instructions to achieve a goal? How can loops be used to reduce the amount of code required for a solution? How can nested loops can be used to improve solutions further? Can you refine algorithms to reduce the number of instructions required? What are the differences between lossy and lossless compression? Can you create algorithms for compressing data? | Algorithm Sequence Loops Nested Loops Lossy Compression Lossless Compression | 4 weeks | Images of cables | |||
| Spreadsheets | Can explain what a Computer Model is? Can you create a financial model? Can you create graphs and charts ? Can you complete simple functions like SUM , Average and MAX? Can you complete conditional formatting? Can you complete data validation? | 4 Weeks | Thinker | |||
| Document Production /MS Word | Can you Format Text in word document? Can you add and delete Table using the office package? Do you when mail merge would be used? Can you place an image or chart in a word document? | Format text and organise page layout. Format table , graph , image | 3 weeks | |||
| Introduction to Networks | How are websites constructed?Can you describe the purpose of a packet on the internet and how packet switching works? Can you differentiate between different topologies? Why is using client server model adopted on the internet? | Security , HTTP , HTTPS, Bus , Star , Ring | 6 Weeks | Thinker | ||
| Intermediate Python | Do you know what syntax errors are? What is the order of arithmatic pragram used in BIDMAS in a sleeping proram? Can you use selection statements? What is the difference between symtax errors and runtime errors? Do you know how to write algorithims in pseudocode? Can you write selection statements? | Know what python is, understand syntax errors and run a python program to get user interaction. Use selection statements , Learn to use while loops, realtime errors vs syntax errors | 6 weeks | Thinker |
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Colour Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| File Mangement & Data Representation and CPU | Can you recognise the standard symbols used to represent logic gates? Can you draw truth tables and recognise a logic gate from its truth table? Can you create electronic circuits using standard logic gates? Can you produce a logic circuit to implement a given problem or written logic statement? Can you explain the role of the CPU? Can you describe the difference between the primary and secondary memory. | Creating a folder structure & naming files, retrieving files Recognise and use the standard symbols used to represent logic gates NOT, AND, OR. Draw truth tables and recognise a logic gate from its truth table. Use NOT, AND and OR logic gates to create electronic circuits. | 4 weeks | Logic Gates | Knowledgeable | |
| Advanced Spreadsheets | Can explain what a Computer Model is? Can you create a financial model Can you complete conditional formatting and validation ? Can you include Macros and charts | Understand what is meant by the term computer model, and compare different types of model Understand that spreadsheets can be used to build financial models | 4 weeks | Knowledge | ||
| Document Production/Ms Word | Can you Format Text in word document? Can you add and delete Table using the office package? Do you when mail merge would be used? Can you place an image or chart in a word document? | creating new stylesheets, insert rows and columns , adding titles and labeling axes. | 4 weeks | |||
| Advanced Python Programming | What is the difference between Basics of Programming and Program Flow? How do loops help improve the program? how lists procedure’s and functions different to each other? | Read and understand an existing Python program Recall different data types Use the int(), float() and str() functions to convert data types Write an if-else statement | 6 weeks | Inquirer | ||
| HTML and CSS | Do you know what HTML can be used for? Why do we create CSS Can design and create a fully functional website? | Learn what HTML is, what it is used for and use a text editor to create a web page using HTML tags that can be viewed in a web browser | 6 weeks | Knowledge |