Computer Science

Powerful Knowledge

Two qualifications are offered at KS5: A-Level Computer Science (OCR) and Level 3 BTEC Information Technology (Edexcel). 

A-level Computer Science

A-Level knowledge is taught in sequenced units (following the OCR specification) and is built on knowledge gained in KS4.  Although the A-Level more naturally builds on GCSE Computer Science (taught in KS4), students who have taken other Computer-based qualifications will be able to develop missing knowledge throughout the course.

Teaching for the A-Level course is focused on three areas (matching the three assessments: two exams and one programming project.  These are: Computer Systems (how computers work),  Algorithms and Programming (how to program computers) and a Programming Project. 

The key knowledge developed in the three teaching areas of the A-Level course is as follows:

• Computer Systems:
  • The characteristics of contemporary processors, input, output and storage devices
  • Software and software development
  • Exchanging data
  • Data types, data structures and algorithms
  • Legal, moral, cultural and ethical issues
• Algorithms and Programming
  • Elements of computational thinking
  • Problem solving and programming
  • Algorithms to solve problems and standard algorithms
• Programming Project
  • Analysis of a problem
  • Design of a solution
  • Developing a solution
  • Evaluation

BTEC level 3 in Information Technology

BTEC knowledge is taught following the Pearson specification and is built on knowledge gained in KS3.  Although the BTEC level 3 more naturally builds on BTEC level 2 Digital Information Technology (taught in KS4), students who have taken other Computer-based qualifications will be able to develop missing knowledge throughout the course.

Teaching for the BTEC level 3 is focused on 4 areas (matching the four units of the course).  There are two external assessments - Information Systems and Systems to Manage Information - plus two internal assessments - Social Media in Business and an optional unit of either Web Development or Data Modelling.

The key knowledge developed in the BTEC level 3 course is as follows:

• Unit 1 - Information Technology Systems:
  • Digital Devices in IT systems
  • Transmitting data
  • Operating online
  • Protecting data and information
  • Impact of IT systems
  • Issues from the use of IT systems
• Unit 2: Creating Systems to Manage Information:
  • The purpose and structure of relational database management systems
  • Standard methods and techniques to design relational database solutions
  • Creating a relational database structure
  • Evaluating a database development project
• Unit 3: Using Social Media in Business:
  • Explore the impact of social media on the ways in which businesses promote their products and services
  • Develop a plan to use social media in a business to meet requirements
  • Implement the use of social media in a business.

Either:

•  Unit 5: Data Modelling:
  • Investigate data modelling and how it can be used in the decision-making process
  • Design a data model to meet client requirements
  • Develop a data model to meet client requirements

Or:

•  Unit 6: Website Development:
  • Understand the principles of website development
  • Design a website to meet client requirements
  • Develop a website to meet client requirements

Literacy

Focus on keywords and their definitions: 

• Computing and IT have a lot of keywords that students need to know for their exams and IT students need to use key vocabulary to meet distinction criteria in their assessments.
• Keywords are highlighted in class and students are asked to write definitions in their notes.
• Note taking proforma includes specific sections for keywords.
• Etymology used to aid remembering and recall of keyword definitions.
• Plenary tests often include recall of keyword definitions

Reading in class:

• Students are given instructions for the lesson and activities in written form on Google Classroom, along with the lesson powerpoints which provide all the content for the lesson.  Although the class tasks are explained in verbal form throughout the lesson, students are often directed to Google Classroom and the lesson powerpoints for further clarity.
• Research tasks are often set requiring students to search for good information online. Reading, filtering and summarising information are key parts of these activities.
• Plenary activities often require students to read exam style questions and provide answers in full sentences.
• Occasionally students will be asked to read from the board, though this is only when teachers are confident that the students

Writing in class:

• Students are asked to give full sentence answers in worksheets and reflection documents.
• Sentence starters and model answers used in class
• Marking includes highlighting of spelling and grammar mistakes
• ABC structure used for essay type questions
• Exam board mark schemes used to show students what examiners will be looking for in their answers

School Context

• Rural setting of the school means there is wide ranging access to technology, with some students having no access to computers at home.  As computer-based home working is an essential part of the course, students without computer access at home are lent devices to use.
• Uptake of KS5 courses has historically been low.  This may be because implementation of the computing/IT curriculum has been inconsistent in the past.
• A-level Computer Science course has been offered since 2020.

Assessment

• Feedback provided in class to lesson activities.
• Plenary activities use low stakes assessment to gauge misunderstandings (which can then be rectified in next lesson’s Do it now task).
• End of topic assessments used to assess understanding.  These include exam style questions.
• Mock exams used to inform revision/recap work
• IT students complete external assessments in year 12 (giving the option of retakes in year 13).

Careers

• Computer Science can lead to a huge variety of career options such as software design, digital marketing and future technologies.
• Information technology can lead to many career options too, including entry-level roles such as vocational apprenticeships, social media specialist, web/content developer and business analyst.