Computer Science

At TIBHS we have a high-quality computing education which equips pupils to use computational thinking and creativity to understand and change the world. 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 pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils 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.

Pupils will:

• understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• be responsible, competent, confident and creative users of information and communication technology

The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life in the computing curriculum:

• Educational excellence: pupils understand and apply the fundamental principles and concepts of computer science. They become digitally literate.
• Character development: pupils learn to be responsible, competent, confident and creative users of information and communication technology. They become expert problem solvers.
• Service to communities: the study of computing supports social mobility in an area of high deprivation through computational thinking, creativity and entrepreneurial skills

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Pupils study the design, development and analysis of hardware and software in a variety of contexts. In an increasingly technology driven world it provides pupils with enough Computer Science knowledge and skills so that they can build pathways for themselves that will enable them to explore and fulfil career aspirations.

Computer Science is a subject which teaches pupils to ‘learn learning’ – that is to learn the skills of thinking and problem solving. Pupils can then use this skillset to other subjects and their daily lives. They apply logic to every problem, working through problems and tasks, step by step in a logical manner. It strengthens their ability to collaborate with their peers, using others skillset and ideas to brainstorm through algorithms and programming errors.

Using the National Curriculum for Computing as a guide, pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are also equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils 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.

Pupils will learn to:

• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
• 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
• 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]
• understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
• 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
• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
• 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
• develop their capability, creativity and knowledge in computer science, digital media and information technology
• develop and apply their analytic, problem-solving, design, and computational thinking skills
• understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.

The National Curriculum aims for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and communication technology.

In Key Stage 3 pupils will learn how algorithms are used in computer programs and understand how to become independent and discerning users of IT. Pupils will evaluate the effectiveness of computer programs as well become proficient at applications that are IT based such Microsoft Excel.

Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils 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.

KS4 Qualification: OCR Computer Science 9-1

At Key Stage 4, the Computer Science GCSE will equip pupils with a range of transferable practical and theoretical skills such as:

1. 1. Programming skills in a modern language
   2. An understanding of how computers and networks work
   3. Knowledge of cyber-security and how hackers attack systems
   4. Develop their capability, creativity and knowledge in computer science, digital media and information technology
   5. Develop and apply their analytic, problem-solving, design, and computational thinking skills
   6. Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.

Pupils also develop understanding of current and emerging technologies and how they work, which helps them to become informed, confident citizens.

At key stage 5, pupils will delve into a wide range of topics, including programming, data structures, computer architecture, networking, cybersecurity, artificial intelligence, and more. Our aim is to nurture a deep appreciation for the principles and practices that underpin modern computing while preparing students for a future filled with exciting opportunities in technology and innovation.

• Fundamental Concepts of Programming: You will learn about programming languages, data types, variables, operators, control structures (e.g., loops and conditionals), and algorithms.
• Data Structures: This includes topics like arrays, lists, stacks, and queues, along with an understanding of their uses and implementation.
• Algorithms: Study various sorting and searching algorithms, as well as their efficiency and implementation.
• Boolean Algebra and Logic Gates: Explore the fundamentals of digital logic and how it relates to computer hardware.
• Computer Architecture: Understand the components of a computer system, including the CPU, memory, storage, and input/output devices.
• Operating Systems: Learn about operating system concepts, processes, memory management, and file systems.
• Databases: Study database management systems, SQL (Structured Query Language), and database design.
• Networking: Explore topics related to computer networks, including network topologies, protocols, and security.
• Software Development: Gain practical experience in software development, which may include coding projects and software design.
• Ethical and Legal Issues: Understand the ethical and legal considerations related to computing, including issues like data protection and copyright.
• Cybersecurity: Learn about security threats, encryption, and techniques to protect computer systems and data.
• Artificial Intelligence (AI) and Machine Learning: Explore the basics of AI and machine learning algorithms and their applications.
• Human-Computer Interaction (HCI): Understand principles of designing user-friendly interfaces and the importance of user experience.
• Project Management: Learn about project planning and management, particularly in the context of software development.
• Ethics and Social Implications: Discuss the societal and ethical impacts of technology and computing.

The subject offers many enrichment opportunities. Pupils take part in BAE challenges, Race for the Line, and coding workshops each year which further allow for the mastery of learning and develop pupils to experience the `application` of their Computer Science learning. Pupils also take part in LEGO Mindstorms as part of the STEM learning whereby pupils acquire skills directly applicable to real-world Python programming. We also offer afterschool enrichment for the ‘GeekClub’ where pupils create project for Crest learning. This allows pupils to learn and evolve with the new challenges the technology world faces currently.

TIBHS has expanded the curriculum by offering pupils in Y11 the Unity Course in partnership with IN.4. Unity is a powerful game development platform used in both the gaming industry and other fields like simulation and training. It also offers pupils opportunities to problem solve and create a portfolio of work that can be demonstrated to potential employers or applications.

Through our partnership with IN4.0, our students have the unique privilege of participating in the ‘Festival of Play,’ an event hosted by Ukie’s Digital Schoolhouse in collaboration with Electronic Arts. This exciting initiative provides our pupils with valuable insights into the world of creative careers, offers engaging talks by industry experts, and immerses them in the world of cutting-edge and innovative gaming experiences.

Possible A Level subject combination including Computer Science

1. Computer Science, Physics, Maths A great set of A-Levels for anything you want to do, but most importantly, university applications. Computer Science is highly valued among universities, as technology is fast developing in this day and age.
2. Chemistry, Physics, Computer Science – This combination of A-Levels is similar to the last one, but Maths has been replaced by Chemistry. This can be useful for those of you who are interested in pursuing a science course in university. Universities like pupils that take sciences – they’re hard, but can also show that you’ve got a good aptitude for logic. This is great, as university needs pupils that can handle the heavy workload and difficult content.
3. Computer Science, Graphic Design, Art is a combination a bit different from the previous two. This combination of A-Levels is good for pupils who are looking to go into graphic design, or even videogame animation. This combination of A-Levels mixes logical with the creative, to show that you can apply yourself to anything. Universities love to see this in pupils, as it means that they can stretch and succeed in whatever they put their mind to.

In relation to careers in IT, programming and computer services have an ever-growing number of jobs in the UK including jobs in Cyber security analyst, robotics engineer, Programming consultants, systems engineer and many others. Major international companies are present in the UK like Goggle, Microsoft, Apple, Samsung and are always looking for bright new talent within this field.

Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.

Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in pupil books.

Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.

Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft

OneNote to access resources and complete learning at school and at home with a device.

Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.

• Teach-ICT Computer Science learning for school pupils,
• GCSE Computer Science – BBC Bitesize
• Computing at School which supports homework, revision, free videos, step-by-step guides, activities and quizzes by level and subject.
• Computer Science GCSE GURU – Revision, Quizzes and Resources Created by experienced teachers, this website contains Computer Science Theory, Quizzes, News, Resources and a Glossary of key terms.
• Videos – Craig ‘n’ Dave | Students (craigndave.org) Covering the knowledge required for every bullet point of each Computer Science specification the videos support each topic with videos.

This subject offers ample leadership opportunities, and opportunities for real life experiences to come to life to allow new leaders to emerge.

Pupils take part in competitions such as:

Race for the Line (Performance – Goal orientated),

LEGO league (Civic – Working Together),

BAE challenge (Performance – Self belief and awareness)

VEX IQ (Performance – Reflective and resilient).

Pupils are also given the opportunity to partake in The ICT and Computing Study Experience in Disneyland, Paris. This trip is designed to immerse pupils in the practical applications of ICT and Computing and encourages the pupils to use their knowledge of Computing principles and practices to work as a team to investigate the use of computers in design, maintenance and operations of the theme park.

Within school, pupils are offered enrichment clubs where pupils enter their projects to Crest and upon completion receive certification. This variety of inspiring, challenging and valued projects impact positively on learning, teaching and well-being and this empowers them to be able to interact with the broader community and inspire them to excellence.

To develop a culture of alumni engagement TIBHS now offers alumni pupils who excelled in the subject to tutor pupils partaking in Computer Science GCSE (Civic – Knowing and serving my community). Alumni pupils have seized this leadership initiative which not only empowers them but benefits their former institution in a way which is unrivalled and will provide concrete and significant benefits to current pupils.

Computer Science Learning Journey 2023-24

AS Computer Science Learning Journey 2023-24

In your son’s exercise book, you will find a number of key documentation:

Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).

Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons. This document includes the lesson outcome/s and key knowledge components for each lesson in the half term. This will serve as the reference point for all key learning and revision topics for the given half term whilst helping him to know more and remember more over time.