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Raising the achievement of All

Computing

Subject: Computing

Head of Subject: Mrs S Begum

Overview

KS3

 

A high-quality computing education 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.

 

KS4

 

OCR’s GCSE (9–1) in Computer Science will encourage learners to:

 

• understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

• think creatively, innovatively, analytically, logically and critically

• understand the components that make up digital systems, and how they communicate with one another and with other systems

• understand the impacts of digital technology to the individual and to wider society

• apply mathematical skills relevant to Computer Science

 

Key Stage 3 Overview

Year 7

 

Autumn 1

Autumn 2

Theme: Digital Literacy

 

Topic: Impact of Technology – Collaborating Online Respectfully

  • Familiarisation with the school network
  • Appropriate usage of the school network
  • Email communication
    An update and a reminder of important online safety issue:
    • Respecting others online
    • Spotting strangers
    • The effects of cyberbullying
  • Using presentation software effectively.

 

Revisit:

Topic: Impact of Technology – Collaborating Online Respectfully

Theme: Information Technology

 

Topic: Using Media – Gaining Support for a Cause

  • Use the skills learnt across the unit to create a blog post about a real-world cause to gain support for
  • Explore concerns surrounding the use of other people’s work, including licensing and legal issues
  • Select the most appropriate software to use to complete a task
    Identify the key features of a word processor
  • Apply the key features of a word processor to format a document
    Evaluate formatting techniques to understand why we format documents
  • Select appropriate images for a given context
  • Apply appropriate formatting techniques
  • Demonstrate an understanding of licensing issues involving online content by applying appropriate
  • Creative Commons licences
  • Demonstrate the ability to credit the original source of an image
  • Critique digital content for credibility
  • Apply techniques in order to identify whether or not a source is credible
  • Apply referencing techniques and understand the concept of plagiarism
  • Evaluate online sources for use in own work
  • Construct a blog using appropriate software
  • Organise the content of the blog based on credible sources
  • Apply referencing techniques that credit authors appropriately
  • Design the layout of the content to make it suitable for the audience

 

Revisit:

Topic: Impact of Technology – Collaborating Online Respectfully

Topic: Using Media – Gaining Support for a Cause

Spring 1

Spring 2

Theme: Computer Science

 

Topic: Modelling Data – Spreadsheets

  • Introduction to the concept of spreadsheets and why spreadsheets are useful
  • Identify columns, rows, cells, and cell references in spreadsheet software
  • Use formatting techniques in a spreadsheet
  • Use basic formulas with cell references to perform calculations in a spreadsheet (+, -, *, /)
  • Use the autofill tool to replicate cell data
  • Explain the difference between data and information
  • Explain the difference between primary and secondary sources of data
  • Collect data
  • Analyse data
  • Create appropriate charts in a spreadsheet
  • Use the functions SUM, COUNTA, MAX, and MIN in a spreadsheet
  • Use a spreadsheet to sort and filter data
  • Use the functions AVERAGE, COUNTIF, and IF in a spreadsheet
  • Use conditional formatting in a spreadsheet

 

Revisit:

Topic: Impact of Technology – Collaborating Online Respectfully

Topic: Using Media – Gaining Support for a Cause

Topic: Modelling Data – Spreadsheets

Theme: Computer Science

 

Topic: Networks - From Semaphores to the Internet

  • Understand what a computer network is and how data is transmitted between computers across networks
  • Understand ‘protocol’ and examples of non-networking protocols
  • List examples of the hardware necessary for connecting devices to networks
  • Compare wired to wireless connections and list examples of specific technologies currently used to implement such connections
  • Define ‘bandwidth’, using the appropriate units for measuring the rate at which data is transmitted, and discuss familiar examples where bandwidth is important
  • Define what the internet is
    Explain how data travels between computers across the internet
  • Describe key words such as ‘protocols’, ‘packets’, and ‘addressing’
  • Explain the difference between the internet, its services, and the World Wide Web
  • Describe how services are provided over the internet
  • Explain the term ‘connectivity’ as the capacity for connected devices (‘Internet of Things’) to collect and share information about me with or without my knowledge (including microphones, cameras, and geolocation)
  • Describe how internet-connected devices can affect me
  • Describe components (servers, browsers, pages, HTTP and HTTPS protocols, etc.) and how they work together

 

Revisit:

Topic: Impact of Technology – Collaborating Online Respectfully

Topic: Using Media – Gaining Support for a Cause

Topic: Modelling Data – Spreadsheets

Topic: Networks - From Semaphores to the Internet

Summer 1

 Summer 2

Theme: Computer Science

 

Topic: Programming essentials in Scratch

  • Build confidence and knowledge of the key programming constructs
    The main programming concepts covered in this unit are:
    • Sequencing
    • Variables
    • Selection
  • Count-controlled iteration.
  • Build on understanding of the control structures’:
    • Sequence
    • Selection
    • Iteration
  • Develop problem-solving skills
  • Learn how to create subroutines
  • Develop understanding of decomposition
  • Create and use lists

 

Revisit:

Topic: Impact of Technology – Collaborating Online Respectfully

Topic: Using Media – Gaining Support for a Cause

Topic: Modelling Data – Spreadsheets

Topic: Networks - From Semaphores to the Internet

Topic: Programming essentials in Scratch

Theme: Computer Science

 

Topic: Computing systems

  • Recall that a general-purpose computing system is a device for executing programs
  • Recall that a program is a sequence of instructions that specify operations that are to be performed on data
  • Explain the difference between a general-purpose computing system and a purpose-built device
  • Describe the function of the hardware components used in computing systems
  • Describe how the hardware components used in computing systems work together in order to execute programs
  • Recall that all computing systems, regardless of form, have a similar structure (‘architecture’)
  • Analyse how the hardware components used in computing systems work together in order to execute programs
  • Define what an operating system is, and recall its role in controlling program execution
  • Describe the NOT, AND, and OR logical operators, and how they are used to form logical expressions
  • Use logic gates to construct logic circuits, and associate these with logical operators and expressions
  • Describe how hardware is built out of increasingly complex logic circuits
  • Recall that, since hardware is built out of logic circuits, data and instructions alike need to be represented using binary digits
  • Provide broad definitions of ‘artificial intelligence’ and ‘machine learning’
  • Identify examples of artificial intelligence and machine learning in the real world
  • Describe the steps involved in training machines to perform tasks (gathering data, training, testing)
  • Describe how machine learning differs from traditional programming
  • Associate the use of artificial intelligence with moral dilemmas
  • Explain the implications of sharing program code

 

 

Topic: Impact of Technology – Collaborating Online Respectfully

Topic: Using Media – Gaining Support for a Cause

Topic: Modelling Data – Spreadsheets

Topic: Networks - From Semaphores to the Internet

Topic: Programming essentials in Scratch

Topic: Computing systems


 

Year 8

 

Autumn 1

Autumn 2

Theme: Information Technology

 

Topic: Data Science

  • Define data science
  • Explain how visualising data can help identify patterns and trends in order to help gain insights
  • Use an appropriate software tool to visualise data sets and look for patterns or trends
  • Recognise examples of where large data sets are used in daily life
  • Select criteria and use data set to investigate predictions
  • Evaluate findings to support arguments for or against a prediction
  • Define the terms ‘correlation’ and ‘outliers’ in relation to data trends
    Identify the steps of the investigative cycle
  • Solve a problem by implementing steps of the investigative cycle on a data set
  • Use findings to support a recommendation
  • Identify the steps of the investigative cycle
  • Identify the data needed to answer a question defined by the learner
  • Create a data capture form
  • Describe the need for data cleansing
  • Apply data cleansing techniques to a data set
  • Visualise a data set
  • Analyse visualisations to identify patterns, trends, and outliers
  • Draw conclusions and report findings

 

Revisit:

Topic: Data Science

Theme: Computer Science

 

Topic: Introduction to Python Programming

  • Describe what algorithms and programs are and how they differ
  • Recall that a program written in a programming language needs to be translated in order to be executed by a machine
  • Describe the semantics of assignment statements
  • Use simple arithmetic expressions in assignment statements to calculate values
  • Receive input from the keyboard and convert it to a numerical value
  • Use relational operators to form logical expressions
  • Use binary selection (if, else statements) to control the flow of program execution
  • Generate and use random integers
  • Use multi-branch selection (if, elif, else statements) to control the flow of program execution
  • Describe how iteration (while statements) controls the flow of program execution
  • Use iteration (while loops) to control the flow of program execution
  • Use variables as counters in iterative programs
  • Combine iteration and selection to control the flow of program execution
  • Use Boolean variables as flags

 

Revisit:

Topic: Data Science

Topic: Introduction to Python programming

Spring 1

Spring 2

Theme: Digital Literacy

 

Topic: Cybersecurity

  • Explain the difference between data and information
  • Critique online services in relation to data privacy
  • Identify what happens to data entered online
  • Explain the need for the Data
  • Protection Act
  • Recognise how human errors pose security risks to data
  • Implement strategies to minimise the risk of data being compromised through human error
  • Define hacking in the context of cyber security
  • Explain how a DDoS attack can impact users of online services
  • Identify strategies to reduce the chance of a brute force attack being successful
  • Explain the need for the Computer
  • Misuse Act
  • List the common malware threats
  • Examine how different types of malware causes problems for computer systems
  • Question how malicious bots can have an impact on societal issues
  • Compare security threats against probability and the potential impact to organisations
  • Explain how networks can be protected from common security threats
  • Identify the most effective methods to prevent cyberattacks

 

Revisit:

Topic: Data Science

Topic: Introduction to Python programming

Topic: Cybersecurity

Theme: Computer Science

 

Topic: Representations - from clay to silicon

  • List examples of representations
    Recall that representations are used to store, communicate, and process information
  • Provide examples of how different representations are appropriate for different tasks
  • Recall that characters can be represented as sequences of symbols and list examples of character coding schemes
  • Measure the length of a representation as the number of symbols that it contains
  • Provide examples of how symbols are carried on physical media
  • Explain what binary digits (bits) are, in terms of familiar symbols such as digits or letters
  • Measure the size or length of a sequence of bits as the number of binary digits that it contains
  • Describe how natural numbers are represented as sequences of binary digits
  • Convert a decimal number to binary and vice versa
  • Convert between different units and multiples of representation size
  • Provide examples of the different ways that binary digits are physically represented in digital devices

 

Revisit:

Topic: Data Science

Topic: Introduction to Python programming

Topic: Cybersecurity

Topic: Representations - from clay to silicon

Summer 1

 Summer 2

Theme: Computer Science

 

Topic: Python programming with sequences of data

  • Write Python programs that display messages, assign values to variables, receive keyboard input, and use simple arithmetic expressions in assignment statements
  • Use selection (if-elif-else statements) to control the flow of program execution
  • Locate and correct common syntax errors
  • Create lists and access individual list items
  • Perform common operations on lists or individual items
  • Use iteration (while statements) to control the flow of program execution
  • Perform common operations on lists or individual items
  • Perform common operations on strings or individual characters
  • Use iteration (for statements) to iterate over list items
  • Perform common operations on lists or strings
  • Use iteration (for loops) to iterate over lists and strings
  • Use variables to keep track of counts and sums
  • Combine key programming language features to develop solutions to meaningful problems

 

Revisit:

Topic: Data Science

Topic: Introduction to Python programming

Topic: Cybersecurity

Topic: Representations - from clay to silicon

Topic: Python programming with sequences of data

Theme: Computer Science

 

Topic: Programming: Mobile app development

  • Identify when a problem needs to be broken down
  • Implement and customise GUI elements to meet the needs of the user
  • Recognise that events can control the flow of a program
  • Use user input in an event-driven programming environment
  • Use variables in an event-driven programming environment
  • Develop a partially complete application to include additional functionality
  • Identify and fix common coding errors
  • Pass the value of a variable into an object
  • Establish user needs when completing a creative project
  • Apply decomposition to break down a large problem into more manageable steps
  • Use user input in a block-based programming language
  • Use a block-based programming language to create a sequence
  • Use variables in a block-based programming language
  • Use a block-based programming language to include sequencing and selection
  • Reflect and react to user feedback
  • Evaluate the success of the programming project

 

Revisit:

Topic: Data Science

Topic: Introduction to Python programming

Topic: Cybersecurity

Topic: Representations - from clay to silicon

Topic: Python programming with sequences of data

Topic: Programming: Mobile app development


 

Useful websites/resources

https://www.bbc.com/bitesize/subjects/zvc9q6f

https://www.advanced-ict.info/theory/NC/index.html

Key Stage 4 Overview

Exam Board

OCR

Qualification type

GCSE

Assessment

Computer systems (01), 80 marks 1 hour and 30 minutes Written paper (no calculators allowed) – Paper 1

Computational thinking, algorithms and programming (02) 80 marks 1 hour and 30 minutes Written paper (no calculators allowed) – Paper 2

Programming Project, 20 timetabled hours, formal requirement to consolidates the learning across the specification through practical activity

Year 9

 

 

Autumn 1

Autumn 2

Topic:
1.1 Systems architecture & Programming

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

 

1.2 Memory and storage & Programming

  • 1.2.1 Primary storage (Memory)

 

Revisit:

1.1 Systems architecture

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

1.2 Memory and storage

  • 1.2.1 Primary storage (Memory)

Topic:

  • 1.2.2 Secondary storage
  • 1.2.3 Units
  • 1.2.4 Data storage
  • 1.2.5 Compression

 

Revisit:

1.1 Systems architecture

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

1.2 Memory and storage

  • 1.2.1 Primary storage (Memory)
  • 1.2.2 Secondary storage
  • 1.2.3 Units
  • 1.2.4 Data storage
  • 1.2.5 Compression

Spring 1

Spring 2

Topic:
1.3 Computer networks, connections and Protocols & Programming

  • 1.3.1 Networks and topologies
  • 1.3.2 Wired and wireless networks, protocols and layers

 

Revisit:

1.1 Systems architecture

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

 

1.2 Memory and storage

  • 1.2.1 Primary storage (Memory)
  • 1.2.2 Secondary storage
  • 1.2.3 Units
  • 1.2.4 Data storage
  • 1.2.5 Compression

 

1.3 Computer networks, connections and Protocols

  • 1.3.1 Networks and topologies
  • 1.3.2 Wired and wireless networks, protocols and layers

Topic:

1.4 Network security & Programming

  • 1.4.1 Threats to computer systems and networks
  • 1.4.2 Identifying and preventing vulnerabilities

 

 1.5 Systems software & Programming

  • 1.5.1 Operating systems

 

Revisit:

1.1 Systems architecture

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

 

1.2 Memory and storage

  • 1.2.1 Primary storage (Memory)
  • 1.2.2 Secondary storage
  • 1.2.3 Units
  • 1.2.4 Data storage
  • 1.2.5 Compression

 

1.3 Computer networks, connections

and Protocols

  • 1.3.1 Networks and topologies
  • 1.3.2 Wired and wireless networks, protocols and layers

 

1.4 Network security

  • 1.4.1 Threats to computer systems and networks
  • 1.4.2 Identifying and preventing vulnerabilities

Summer 1

 Summer 2

Topic:

1.5 Systems software & Programming

  • 1.5.1 Operating systems
  • 1.5.2 Utility software

 

1.6 Ethical, legal, cultural and environmental impacts of digital technology & Programming

  • 1.6.1 Ethical, legal, cultural and environmental impact

 

Revisit:

1.1 Systems architecture

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

1.2 Memory and storage

  • 1.2.1 Primary storage (Memory)
  • 1.2.2 Secondary storage
  • 1.2.3 Units
  • 1.2.4 Data storage
  • 1.2.5 Compression

1.3 Computer networks, connections and Protocols

  • 1.3.1 Networks and topologies
  • 1.3.2 Wired and wireless networks, protocols and layers

1.4 Network security

  • 1.4.1 Threats to computer systems and networks
  • 1.4.2 Identifying and preventing vulnerabilities

1.5 Systems software

  • 1.5.1 Operating systems
  • 1.5.2 Utility software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

  • 1.6.1 Ethical, legal, cultural and environmental impact

Topic:
Programming

  • Python Programming

 

Revisit:

1.1 Systems architecture

  • 1.1.1 Architecture of the CPU
  • 1.1.2 CPU performance
  • 1.1.3 Embedded systems

1.2 Memory and storage

  • 1.2.1 Primary storage (Memory)
  • 1.2.2 Secondary storage
  • 1.2.3 Units
  • 1.2.4 Data storage
  • 1.2.5 Compression

1.3 Computer networks, connections and Protocols

  • 1.3.1 Networks and topologies
  • 1.3.2 Wired and wireless networks, protocols and layers

1.4 Network security

  • 1.4.1 Threats to computer systems and networks
  • 1.4.2 Identifying and preventing vulnerabilities

1.5 Systems software

  • 1.5.1 Operating systems
  • 1.5.2 Utility software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

  • 1.6.1 Ethical, legal, cultural and environmental impact

Programming

  • Python Programming

Year 10

 

 

 

Autumn 1

Autumn 2

Topic:

2.1 Algorithms

  • 2.1.1 Computational thinking
  • 2.1.2 Designing, creating and refining algorithms
  • 2.1.3 Searching and sorting algorithms

 

Revisit:

1.1 Systems architecture

1.2 Memory and storage

1.3 Computer networks, connections and Protocols

1.4 Network security

1.5 Systems software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

2.1 Algorithms

  • 2.1.1 Computational thinking
  • 2.1.2 Designing, creating and refining algorithms
  • 2.1.3 Searching and sorting algorithms

Topic:

2.2 Programming fundamentals

  • 2.2.1 Programming fundamentals
  • 2.2.2 Data types
  • 2.2.3 Additional programming techniques


Revisit:

1.1 Systems architecture

1.2 Memory and storage

1.3 Computer networks, connections and Protocols

1.4 Network security

1.5 Systems software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

2.1 Algorithms

  • 2.1.1 Computational thinking
  • 2.1.2 Designing, creating and refining algorithms
  • 2.1.3 Searching and sorting algorithms

2.2 Programming fundamentals

  • 2.2.1 Programming fundamentals
  • 2.2.2 Data types
  • 2.2.3 Additional programming techniques

Spring 1

Spring 2

Topic:

2.2 Programming fundamentals

  • 2.2.3 Additional programming techniques

 

2.3 Producing robust programs

  • 2.3.1 Defensive design
  • 2.3.2 Testing

 

Revisit:

1.1 Systems architecture

1.2 Memory and storage

1.3 Computer networks, connections and Protocols

1.4 Network security

1.5 Systems software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

2.1 Algorithms

  • 2.1.1 Computational thinking
  • 2.1.2 Designing, creating and refining algorithms
  • 2.1.3 Searching and sorting algorithms

2.2 Programming fundamentals

  • 2.2.1 Programming fundamentals
  • 2.2.2 Data types
  • 2.2.3 Additional programming techniques

Topic:

2.4 Boolean logic

  • 2.4.1 Boolean logic

2.5 Programming languages and Integrated Development Environments

  • 2.5.1 Languages
  • 2.5.2 The Integrated Development Environment (IDE)

 

Revisit:

 

1.3 Computer networks, connections and Protocols

1.4 Network security

1.5 Systems software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

 

2.3 Producing robust programs

  • 2.3.1 Defensive design
  • 2.3.2 Testing

2.4 Boolean logic

  • 2.4.1 Boolean logic

2.5 Programming languages and Integrated Development Environments 

  • 2.5.1 Languages
  • 2.5.2 The Integrated Development Environment (IDE)

Summer 1

 Summer 2

Topic:

Programming project:

Opportunity to put theory into practice. Students take part in 20 hour programming assignment which allows them to develop skills within the following areas when programming:

  • Design
  • Write
  • Test
  • Refine

 

Revisit:

1.1 Systems architecture

1.2 Memory and storage

 

2.1 Algorithms

  • 2.1.1 Computational thinking
  • 2.1.2 Designing, creating and refining algorithms
  • 2.1.3 Searching and sorting algorithms

2.2 Programming fundamentals

  • 2.2.1 Programming fundamentals
  • 2.2.2 Data types
  • 2.2.3 Additional programming techniques

 

Topic:

Programming project:

Opportunity to put theory into practice. Students take part in 20 hour programming assignment which allows them to develop skills within the following areas when programming:

  • Design
  • Write
  • Test
  • Refine

 

Revisit:

1.1 Systems architecture

1.2 Memory and storage

1.3 Computer networks, connections and Protocols

1.4 Network security

1.5 Systems software

1.6 Ethical, legal, cultural and environmental impacts of digital technology

2.3 Producing robust programs

  • 2.3.1 Defensive design
  • 2.3.2 Testing

2.4 Boolean logic

  • 2.4.1 Boolean logic

2.5 Programming languages and Integrated Development Environments 

  • 2.5.1 Languages
  • 2.5.2 The Integrated Development Environment (IDE)

 

Year 11

 

 

 

Autumn 1

Autumn 2

Topic:
Recap, revision and exam technique

  • 2.1 Algorithms
  • 2.2 Programming fundamentals
  • 2.3 Producing robust programs
  • 2.4 Boolean logic
  • 2.5 Programming languages and Integrated Development Environments

 

Revisit:

  • 1.1 Systems architecture
  • 1.2 Memory and storage
  • 1.3 Computer networks, connections and Protocols
  • 1.4 Network security
  • 1.5 Systems software
  • 1.6 Ethical, legal, cultural and environmental impacts of digital technology
  • 2.1 Algorithms
  • 2.2 Programming fundamentals
  • 2.3 Producing robust programs
  • 2.4 Boolean logic
  • 2.5 Programming languages and Integrated Development Environments

Topic:
Recap, revision and exam technique

  • 1.1 Systems architecture
  • 1.2 Memory and storage
  • 1.3 Computer networks, connections and Protocols
  • 1.4 Network security
  • 1.5 Systems software
  • 1.6 Ethical, legal, cultural and environmental impacts of digital technology

 

Revisit:

  • 1.1 Systems architecture
  • 1.2 Memory and storage
  • 1.3 Computer networks, connections and Protocols
  • 1.4 Network security
  • 1.5 Systems software
  • 1.6 Ethical, legal, cultural and environmental impacts of digital technology
  • 2.1 Algorithms
  • 2.2 Programming fundamentals
  • 2.3 Producing robust programs
  • 2.4 Boolean logic
  • 2.5 Programming languages and Integrated Development Environments

Spring 1

Spring 2

Topic:
Exam technique and preparation for actual exams

  • 1.1 Systems architecture
  • 1.2 Memory and storage
  • 1.3 Computer networks, connections and Protocols
  • 1.4 Network security
  • 1.5 Systems software
  • 1.6 Ethical, legal, cultural and environmental impacts of digital technology
  • 2.1 Algorithms
  • 2.2 Programming fundamentals
  • 2.3 Producing robust programs
  • 2.4 Boolean logic
  • 2.5 Programming languages and Integrated Development Environments

Topic:
Exam technique and preparation for actual exams

  • 1.1 Systems architecture
  • 1.2 Memory and storage
  • 1.3 Computer networks, connections and Protocols
  • 1.4 Network security
  • 1.5 Systems software
  • 1.6 Ethical, legal, cultural and environmental impacts of digital technology
  • 2.1 Algorithms
  • 2.2 Programming fundamentals
  • 2.3 Producing robust programs
  • 2.4 Boolean logic
  • 2.5 Programming languages and Integrated Development Environments

Summer 1

 Summer 2

Topic:
Exam technique and preparation for actual exams

  • 1.1 Systems architecture
  • 1.2 Memory and storage
  • 1.3 Computer networks, connections and Protocols
  • 1.4 Network security
  • 1.5 Systems software
  • 1.6 Ethical, legal, cultural and environmental impacts of digital technology
  • 2.1 Algorithms
  • 2.2 Programming fundamentals
  • 2.3 Producing robust programs
  • 2.4 Boolean logic
  • 2.5 Programming languages and Integrated Development Environments

Exams:

 

Please click here to Download a copy of the Curriculum Map

 

Useful websites/resources

https://www.ocr.org.uk/qualifications/gcse/computer-science-j276-from-2016/