Ken Stimpson Academy

Introduction

The Computing faculty at Ken Stimpson Academy has specialist teachers who cover Key stages 3, 4 and 5. Lessons are taught in well-equipped rooms covering topics such as e-Safety, Graphic Manipulation, Computer Programming, Sequence and Control, Game Design and functional skills. These topics are split across Key Stage 3 and 4 to equip students with a strong set of IT skills, communication and presentation skills and team working abilities. Logical and computational thinking are developed throughout the key stages, with an embedded focus on both literacy and numeracy skills.

Students are able to elect a pathway of study within Computing subjects at Key Stage 4; GCSE ICT and GCSE Computer Science are all available. Post 16 students are also able to choose a pathway of study, undertaking either the GCE Applied ICT and A Level Computer Science qualifications.

Key Contacts

Head of Faculty: Mr Satari - f.satari@kenstimpson.org.uk

Key Stage 3

Computer Science Year 7

Topic	Half Term	Assessment
Familiarise with school network E-Safety Binary & Control	Autumn Term 1	Skill based teacher feedback given every 6 lessons. Assessment completed end of Autumn Term 2 based on Autumn Topics.
MS Logo Scratch	Autumn Term 2
Scratch Game Project Safer Internet Week	Spring Term 1	Skill based teacher feedback given every 6 lessons.
E-Safety Introduction to Python Programming	Spring Term 2	Skill based teacher feedback given every 6 lessons.
Spreadsheets and Budgeting	Summer Term 1	Skill based teacher feedback given every 6 lessons. Assessment completed end of Summer Term 1 based on Spring and Summer 1 Topics

Computer Science Year 8

Topic	Half Term	Assessment
E-Safety Cryptography	Autumn Term 1	Skill based teacher feedback given every 6 lessons.
Networks Python Programming	Autumn Term 2	Skill based teacher feedback given every 6 lessons.
Internet, Cyber Security, Legal/Ethical Issues Safer Internet Week	Spring Term 1	Skill based teacher feedback given every 6 lessons. Assessment completed end of Spring 1 based on Autumn and Spring 1 Topics
Data Representation	Spring Term 2
Python Programming	Summer Term 1	Skill based teacher feedback given every 6 lessons. End of term assessment completed end of Summer Term 1 based on Spring 2 and Summer 1 Topics
E-Safety Hardware/Logic Gates	Summer Term 2

Key Stage 4

We offer the following courses in this area at KS4:

See more information and courses on our KS4 Pathways process here

Post 16

We offer the following courses in this area at Post 16:

See our full range of Post 16 courses here

Life After Levels

KS3 Scheme of Learning and Assessment

In 2014 the government abolished National Curriculum Levels for KS3. Therefore, students in Key Stage 3 at Ken Stimpson Academy are assessed using a transitional model that allows students to progress from Key Stage 2 (Primary school) to Key Stage 4 (GCSE).

Each student has a target grade for the academic year in each subject which is derived from KS2 prior attainment. This target grade translates to one of the following descriptors:

Beginning - I can demonstrate understanding by identifying, reducing and transforming key information
Developing - I can demonstrate understanding by describing, deconstructing and deriving key information
Securing - I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.
Advancing - I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.
Excelling - I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Each subject has a specific scheme of learning and reflection every half term designed to allow students to be introduced to and practice the skills required for GCSE. Therefore, making progress at KS3 will allow students to significantly enhance their performance at KS4.

Students homework’s and assessments throughout the year will be assessed using the descriptors above. Additional subject specific comments will also be made to show students how to progress to the next level.

Phase One Assessment: Life After Levels – competency descriptors

Descriptor

Teaching and Learning:

Blooms / Thinking hard

Assessment:

Subject specific statements

Beginning

(1 – 2)

I can demonstrate understanding by identifying, reducing and transforming key information

I can identify what an algorithm is and I can express simple algorithms using symbols.

I can use software under the control of the teacher to transform, store and edit digital content using appropriate file and folder names.

I can talk about my work and make changes to improve it.

I know that digital content can be represented in many forms.

Developing

(3 – 4)

I can demonstrate understanding by describing, deconstructing and deriving key information

I can describe and deconstruct simple algorithms linking to key information.

I can use technology and software with increasing independence to purposefully create digital content.

I can describe my work and make changes to improve it linking to key information.

Securing

(5 – 6)

I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.

I can design and explain simple algorithms using loops, and selection i.e. if statements.

I can explain the difference between data and information.

I can collect, organise and present data and information in digital content.

I can talk about my work, explaining and recognising the positive and negative aspects and how to make improvements.

Advancing

(7 – 8)

I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.

I can identify similarities and differences in situations and can use these to analyse and solve problems connecting information together.

I can use criteria to analyse, evaluate and critique the quality of solutions. In addition, I can identify improvements making some refinements to the solution, and future solutions.

I know what is acceptable and unacceptable behaviour when using technologies and online services.

I can make judgements about digital content when evaluating and repurposing it for a given audience.

Excelling

(9 – 10)

I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

I can identify similarities and differences in situations and can use these to analyse and solve problems connecting information together and creating new information.

I can use criteria to analyse, evaluate and critique the quality of solutions and can identify improvements making some refinements to the solution, and future solutions.

I can use technologies and online services securely, and I know how to identify and report inappropriate conduct.

I can design criteria for users to evaluate the quality of solutions, and can use the feedback from users to identify improvements and can make appropriate refinements to the solution.

Extra Curricular/Enrichment Opportunities

Please contact us for further details.