Computing & ICT

The change from ICT to Computing has allowed Highgate Wood School to move to the forefront of this exciting new discipline.

“Computing is not about computers anymore. It’s about living.” – Nicholas Negroponte – MIT Media Lab

The computing curriculum is designed to give all students the ability and confidence to think critically, deconstruct problems and develop a solid digital literacy skill set essential to their success. It is coherently planned, sequenced and aims to maximise students’ cognitive development and to help develop their entire personalities and talents.The curriculum is designed with inclusion and diversity in mind. Content is well differentiated, meets the needs, interests and aspirations of all groups of students. It enables the creation of a learning environment of computational participation and personal expression.
Students will learn key skills including decomposition, algorithm design and program algorithms. They gain knowledge and understanding of different hardware and software applications, as well as the tools and techniques used to select, store, manipulate and present data.
After studying computing at key stage 3, students will be confident users of technology including PC, mobile technology, cloud computing, and master the use of a range of software to facilitate their future learning. On completing of a level 2 course in either computer science (CS) or information technology (IT), students will have studied programming, algorithm design and implementation to solve problems. IT related skills include the capability and confidence to implement IT solution using generic software for specific purpose. Those who go on to study A level computer science, specialise in software development, project management and gain knowledge computer systems design and architecture.
Studying computing equips learners with understanding of how computers and computer systems work, how they are designed and programmed, how to apply computational thinking to problem solving, and how to make best use of information technology. Students master computational thinking skills, how to criticise to become active learners and recipients of information. They learn to be tenacious when debugging, creative when problem solving, and meticulous when working to enable them to pay attention to detail. In short, they have the skills to be the next generation of savvy users of technology.

Students in Years 7, 8 and 9 are now learning computational thinking and programming, developing their understanding of coding through the use of Scratch, Kodu and Python. They are also developing their general capability in the use of ICT and learning how to protect themselves, their equipment and their identity when using digital tools.

Some students who have selected it as an Option will be studying information technology and computer science in depth all students in Key Stage 4 will be taught to:

  • 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.

This will be achieved through a series of enrichment activities over the course of Year 10 and 11 and also across the curriculum in different subjects. We usually have a whole day Computer Science Enrichment for Year 10 in the summer term.

Component 1: Understanding Computer Science Written Examination: 1 hour 45 minutes 50% of qualification

This component investigates data types and representation of data, data structures, Boolean logic and algebra, system software, computer architecture, networking, security and programming languages.

Component 2: Computational Thinking and Programming On-screen examination: 2 hours 50% of qualification

This component is an on-screen exam which is in three parts. Firstly, students need to construct a basic webpage using HTML. Secondly, students need to write an algorithm (pseudocode) to solve a problem. Lastly, students will use the software Greenfoot to create a program based on a scenario set by the exam board.

Component 3: Software Development Non – exam assessment: 20 hours Course requirement (not graded but required)

This component requires you to produce a program with a report based on a given scenario from the exam board. You must analyse the scope of a problem, design a solution to the problem, prototype the solution, evaluate the prototype, refine the initial design, develop a final programmed solution, test the solution and give suggestions for further development of the solution.

The content of the Eduqas GCSE in Computer Science is based on and mapped against the Computer Science curriculum for schools produced by the CAS Working Group.

The aims of the Eduqas GCSE in Computer Science are to enable learners to:

  • develop knowledge and understanding of the fundamental principles and concepts of computer science
  • develop and apply computational thinking skills to analyse problems and design solutions across a range of contexts
  • gain practical experience of designing, writing, and testing computer programs that accomplish specific goals
  • develop the ability to reason, explain and evaluate computing solutions
  • develop awareness of current and emerging trends in computing technologies
  • develop awareness of the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues Useful resources/ ways to improve:
  • communicate computer science concepts and explain computational solutions clearly and concisely using appropriate terminology.

Controlled Assessment conditions:

The unit is internally assessed under controlled conditions. Students must complete a controlled assessment task provided by Eduqas. Students must complete the task within 20 hours. Marking of the task is carried out by teachers and moderated by Eduqas against set assessment criteria.

The course provides a solid grounding in computing theory and problem solving. It consists of both theory and practical work. Some of the theory topics will have been touched upon at GCSE level, but are now significantly more advanced. In the second year, students will be required to create their own project. They will need to investigate, design, prototype, implement and evaluate a computerised solution to a problem. It is an ideal course if you are planning to do mathematics, computer science, engineering or robotics at university, it is also useful if you have ambitions to work in the games, software or programming industries.

AS Level

Component 1: Fundamentals of Computer Science, written exam (2hrs) – 70%

This component investigates computer architecture, communication, data representation, data structures, software applications, programs, algorithms, logic, programming methodologies and the impact of computer science on society.

Component 2: Practical Programming to Solve Problems, on-screen examination (2hrs 15mins) – 30%

This component consists of a series of set tasks completed on-screen by candidates. These tasks will assess the practical application of knowledge and understanding and will require the use of Visual Basic.NET, Python or Java as a programming language.

A Level

Component 1: Programming and System Development, written exam (2hrs 45mins) – 40%

This component investigates programs, data structures, algorithms, logic, programming methodologies and the impact of computer science on society.

Component 2: Computer Architecture, Data, Communication and Applications, written exam (2hrs 45mins) – 40%

This component investigates computer architecture, communication, data representation, organisation and structure of data, programs, algorithms and software applications.

Component 3: Programmed Solution to a Problem, non-exam assessment – 20%

Candidates discuss, investigate, design, prototype, refine and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming). This is a substantial piece of work, undertaken over an extended period of time.

Key Stage 3

Students in Years 7, 8 and 9 are now learning computational thinking and programming, developing their understanding of coding through the use of Scratch, Kodu and Python. They are also developing their general capability in the use of ICT and learning how to protect themselves, their equipment and their identity when using digital tools.

Key Stage 4

Some students who have selected it as an Option will be studying information technology and computer science in depth all students in Key Stage 4 will be taught to:

  • 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.

This will be achieved through a series of enrichment activities over the course of Year 10 and 11 and also across the curriculum in different subjects. We usually have a whole day Computer Science Enrichment for Year 10 in the summer term.

Component 1: Understanding Computer Science Written Examination: 1 hour 45 minutes 50% of qualification

This component investigates data types and representation of data, data structures, Boolean logic and algebra, system software, computer architecture, networking, security and programming languages.

Component 2: Computational Thinking and Programming On-screen examination: 2 hours 50% of qualification

This component is an on-screen exam which is in three parts. Firstly, students need to construct a basic webpage using HTML. Secondly, students need to write an algorithm (pseudocode) to solve a problem. Lastly, students will use the software Greenfoot to create a program based on a scenario set by the exam board.

Component 3: Software Development Non – exam assessment: 20 hours Course requirement (not graded but required)

This component requires you to produce a program with a report based on a given scenario from the exam board. You must analyse the scope of a problem, design a solution to the problem, prototype the solution, evaluate the prototype, refine the initial design, develop a final programmed solution, test the solution and give suggestions for further development of the solution.

The content of the Eduqas GCSE in Computer Science is based on and mapped against the Computer Science curriculum for schools produced by the CAS Working Group.

The aims of the Eduqas GCSE in Computer Science are to enable learners to:

  • develop knowledge and understanding of the fundamental principles and concepts of computer science
  • develop and apply computational thinking skills to analyse problems and design solutions across a range of contexts
  • gain practical experience of designing, writing, and testing computer programs that accomplish specific goals
  • develop the ability to reason, explain and evaluate computing solutions
  • develop awareness of current and emerging trends in computing technologies
  • develop awareness of the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues Useful resources/ ways to improve:
  • communicate computer science concepts and explain computational solutions clearly and concisely using appropriate terminology.

Controlled Assessment conditions:

The unit is internally assessed under controlled conditions. Students must complete a controlled assessment task provided by Eduqas. Students must complete the task within 20 hours. Marking of the task is carried out by teachers and moderated by Eduqas against set assessment criteria.

Key Stage 5

The course provides a solid grounding in computing theory and problem solving. It consists of both theory and practical work. Some of the theory topics will have been touched upon at GCSE level, but are now significantly more advanced. In the second year, students will be required to create their own project. They will need to investigate, design, prototype, implement and evaluate a computerised solution to a problem. It is an ideal course if you are planning to do mathematics, computer science, engineering or robotics at university, it is also useful if you have ambitions to work in the games, software or programming industries.

AS Level

Component 1: Fundamentals of Computer Science, written exam (2hrs) – 70%

This component investigates computer architecture, communication, data representation, data structures, software applications, programs, algorithms, logic, programming methodologies and the impact of computer science on society.

Component 2: Practical Programming to Solve Problems, on-screen examination (2hrs 15mins) – 30%

This component consists of a series of set tasks completed on-screen by candidates. These tasks will assess the practical application of knowledge and understanding and will require the use of Visual Basic.NET, Python or Java as a programming language.

A Level

Component 1: Programming and System Development, written exam (2hrs 45mins) – 40%

This component investigates programs, data structures, algorithms, logic, programming methodologies and the impact of computer science on society.

Component 2: Computer Architecture, Data, Communication and Applications, written exam (2hrs 45mins) – 40%

This component investigates computer architecture, communication, data representation, organisation and structure of data, programs, algorithms and software applications.

Component 3: Programmed Solution to a Problem, non-exam assessment – 20%

Candidates discuss, investigate, design, prototype, refine and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming). This is a substantial piece of work, undertaken over an extended period of time.

Additional Information

All students study computing through Years 7, 8 and 9. At Key Stage 4 they have the option of studying either ICT or Computer Science.

Those students who do not opt for either subject are still required to develop their understanding and knowledge of computational thinking, e-safety and in the effective use of ICT and this is achieved through a programme of study across the year.

Harnessing the huge enthusiasm that exists in the wider world for the development of coding skills amongst our next generation of programmers we have established links with Samsung, Apps for Good and also Digital School House – through which we are sharing our expertise and facilities to support our primary colleagues in delivering the new Computing curriculum.

The ICT rooms are open most mornings, lunchtimes and after-school to allow students to continue with their work and develop their skills and abilities.