“Information technology and business are becoming inextricably interwoven. I don’t think anybody can talk meaningfully about one without the talking about the other.” – Bill Gates
ICT and computing skills are essential for 21st century employment. The IT and computing curriculum support skill development and understanding to engage students, with courses that are suitably matched to student needs. The department is well resourced with the latest Microsoft software installed on each PC and industry standard software like the Adobe Design programmes.
Faculty Head of PE/Sport/Health & Social Care/Business/ICT/Hair & Beauty
Miss C Rawson
On entry to the school in year 9 students study a wide variety of disciplines in ICT and Computing that allows them to make informed choices for their GCSE, A level and careers. Students have discrete ICT lessons and are given the skills and knowledge in the traditional office applications: word processing, spreadsheet, database and presentation software that equip students with a broad range of skills that can be used in any workplace. Entwined with this are the innovative technologies used to create and publish digital products where students design, create and evaluate: Podcasting; graphics; websites; videos; computer games etc. The final strand of the year 9 curriculums teaches the science behind the technology as students explore such topics as binary, hardware, programming, networking etc. All these areas of study highlight to students the need and skills to use ICT safely when online and physical health and safety.
OCR Cambridge National in Information Technologies Level 1/2
COURSE CONTENT
This level 2 qualification allows students to develop their knowledge and understanding of different hardware and software applications and the tools and techniques used to select, store, manipulate and present data. You will also explore the risks associated with collecting, storing and using data, including legal, moral, ethical and security issues.
Students will create a technological solution that processes data and communicates information, following the phases of the project life cycle using different hardware and software technologies to create an integrated technological solution. They develop practical skills such as carrying out a SWOT analysis, creating GANTT charts, developing online surveys, and presenting data through web-based technologies.
Students will study two units:
ASSESSMENT
PROGRESSION
After completing this qualification, you will have the foundation, knowledge and skills required to progress to further study of IT-related courses at level 3 or A-Level. This course complements other subjects and provides a good grounding for a future career working within the industry.
CURRICULUM PLANS FOR THE FUTURE
We aim to offer OCR Cambridge National in Creative iMedia Level 2 in the next 12 months, an IT-focused course includes digital graphics, multimedia and animation.
BTEC Level 3 Extended Certificate in Information Technology
COURSE CONTENT
This level 3 qualification is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information. The objective of this qualification is to give learners the opportunity to develop their knowledge and skills in IT systems, systems management and social media in business. It is equivalent in size to 1 A level and is taken alongside other level 3 qualifications.
Key areas of study are the relationship between hardware and software that form an IT system, managing and processing data to support business and using IT to communicate and share information, including through social media. You will also study computational thinking skills, the principles of designing and developing computer programs, websites and mobile apps.
There are three mandatory units:
Students also study a unit website development to complete the qualification
ASSESSMENT
PROGRESSION
This qualification helps prepare you for a wide range of careers, such as a programmer, software or web developer or as a project manager with a focus on an organisation’s IT infrastructure. The variety of IT topics studied during the course will enhance your options for employment or for further study in higher education.
The ICT department provide a range of extra curricula clubs from games design to programming. The clubs are supported by 6th form students who enhance their leadership skills through role modelling their ICT skills and high standards of behaviour.
ICT contributes to the students SMSC development in a number of ways often through: Preparing children for the challenge of living and learning in a technologically enriched, increasingly interconnected world; increasing awareness of the moral dilemmas created by technological advances and establishing boundaries in society by considering what is acceptable. These generic principals are embraced by all ICT staff are taught within all aspects of ICT as the learning necessitates. Whilst there is much overlap between the ICT, computing and creative media disciplines the main strands have been identified for each course.
E-safety is a large strand of the SMSC provision for ICT and is again taught freely as the learning discussion necessitates. Above that of the examination specifications all students are taught e-safety and wider ICT issues through the learning for life programme. This covers the issues of Impersonation, cyberbullying, sexting, sexual identity and good practice to keep your devices virus free.
To promote Pupils’ spiritual development, their sense of self and their will to achieve, the ICT department continually takes the opportunity to praise students for their contribution in lessons.
Students reflect on their own and others’ lives and the impact ICT has on this; focus is given to the religious and cultural customs.
Students debate the power and limitations that ICT can bring to an individual’s beliefs and how they may conflict with spiritual teachings.
Students are encouraged to reflect and learn from reflection from the position of a particular audience viewpoint as they create a number of promotional products.
Students explore ideas, feelings and meaning whilst interpreting a project brief and creating promotional materials.
Students explore the patterns and relationships of data and its collection and use whilst programming data.
Students gain an appreciation the innovations achievements of past individuals and understand their struggles and motives in relation to historical attitudes.
Students are encouraged to recognise their own creativity when finding innovative solutions to technical and design problems; they gain respect for insight as well as knowledge and reason.
Students develop a readiness to challenge stereotypes and challenge injustice in class, sexism, racism, homophobia and other discriminations as they look at how media companies conduct their research.
They develop the knowledge and skills to question, analyse and reflect on the world and how it applies to themselves.
Students gain awareness and understanding of their own and other beliefs; looking at how the individual decisions can be influenced by their spiritual beliefs.
Students debate and formulate their own set of values and beliefs as they share their own experiences.
Students are able to address personal development needs, create and work through a personal development plan.
Students research then present their views on “controversial” subjects (Bin Laden, 9/11, Arab Spring, Human Rights and Homelessness.
Students investigate ways in which ICT can be used to monitor individuals’ movements and communications.
Students learn about and adhere to legislation and codes of practice including acknowledging sources and respecting copyright when developing digital products.
Students work together to investigating the impact of digital inclusion and the digital divide locally, nationally and globally.
Students consider accessibility issues when evaluating and developing digital products.
Students develop their understanding of the development of online communities its implications for an individual’s learning, leisure and social interactions.
Students learn that collaborations are facilitated through the availability of online workspaces and that the growth of social networking has potential risks as well as benefits.
Students develop Skills and moral decisions taken and reflected when studying both sides of the argument in their evaluation of their own and other products.
Students link their productions to the knowledge of right and wrong in the media i.e., exposure to violence, bias, unattainable images and messages etc.
Students create advert campaigns which warn of potential dangers or influences and learn to be media wise when evaluating marketing language and persuasive devices.
Students discuss possible future developments in ICT and their impact on the following areas: transport, medicine, the disabled, education, entertainment, digital piracy, shopping, marketing and communication.
Students explain methods for combating ICT crime and protecting ICT systems: physical security, firewalls, backup, encryption, biometric security, software patches/updates, ‘anti-viruses and anti-spyware software,
Students discuss the impact of external change on an organisation, individuals within the organisation and on the systems in use.
Students will discover how to select their sources and decide on how much credence can be placed in them.
Students investigate the impact of the use of digital devices on the way organisations operate.
Students look at security risks to data and how to reduce or contain the.
Students develop and understanding of the causes and implications of unequal access to ICT
Students study the sustainability issues and ways of minimising the environmental impact of ICT whilst considering the impact of ICT on working practices
Students discover the importance of ethical, environmental and legal considerations when creating computer systems.
Students justify the advantages of networking stand-alone computers into a local area network
Students develop discussion skills and reflection on each of the topics studied and students’ place in the world as audience, active consumers and producers of media.
Social responsibilities of games designers – responsibilities for social good.
Influence of the media on violence, effects and power of the media studied.
Students make judgements about sources and accuracy of information and are able to select and manipulate information to support sound decision making.
Students understand In any organisation it is important that employees know the constraints that impact on the use of information and students will consider issues such as data protection and other legislation.
Students will know the technologies involved in e-commerce, understand the
Impact of e-commerce on organisations and on society.
Students can discuss the main aspects, purpose and implications of legislation such as the Data Protection Act, Computer Misuse Act, Copyright, Designs and Patents Act.
Students look at the impact of age, gender and disability on individuals’ choice/use of digital devices
Students consider the impact on lifestyles and behaviour of the availability of goods and services online
Students gain an understanding of the requirements and communication needs of all groups of people when developing digital products
Students consider issues such as changing leisure patterns and work practices, privacy and confidentiality of data held in systems, illegal opportunities for access to information and environmental issues.
Students can describe the purpose and activities of professional bodies such as the British Computing society.
Students discuss the range of services offered by communication services and the impact of these services on individuals and organisations;
Students discuss hardware and software developments that are changing, or might change, the way we live. Such as advances in treating injuries or disease, leisure activities, the environment, the home, education and freedom of speech and movement.
