Computer Science, iMedia and Business

The Edexcel GCSE Business curriculum intent is to equip students with a practical understanding of how businesses operate, covering key concepts like marketing, finance, operations, and human resources. 

The curriculum is designed to foster critical thinking, analytical skills, and an entrepreneurial mindset through the study of real-world scenarios and challenges, ultimately preparing students for further education or careers. 

It aims to develop students' knowledge of the business environment, including the roles of entrepreneurs, business planning, and growth strategies, while also encouraging an appreciation for ethical and sustainable practices. 

Core aims of the curriculum

• Develop business knowledge: 

Provide a foundational understanding of how businesses start, operate, and grow, from the initial idea to large-scale operations. 

• Foster analytical and critical thinking: 

Enable students to evaluate business decisions, understand the impact on stakeholders, and consider the broader economic, social, and environmental context. 

• Enhance practical skills: 

Use real-world examples and case studies to help students apply theoretical knowledge to practical problems, including developing financial, marketing, and operational skills. 

• Promote entrepreneurial spirit: 

Explore the role of entrepreneurs, the risks and rewards of starting a business, and the skills required to succeed. 

• Instill an appreciation for ethical and global considerations: 

Encourage students to consider the impact of business on society, the importance of sustainability, and global business practices. 

Key Stage 3 Computer Science Curriculum Intent

At Key Stage 3 we strive to provide high-quality computing education to equip pupils to use computational thinking and creativity to understand and change the world. 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 digital content. Computing also ensures that pupils become digitally literate so that ideas can be developed through the use of information and communication technology at a level suitable for the future workplace and as an active participant in a digital world. 

In the Computer Science department we aim 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 digital technology

Intent

In years 7,8 and 9 students will work through the computer science topic areas, programming, digital literacy and IT, reflecting regularly on their knowledge and understanding throughout. Each topic provides opportunities to build up skills through practical and theoretical activities with links to prior learning flowing through the curriculum for years 7-9. Each unit will conclude with an assessment. Many opportunities are provided throughout each module which include practical work, such as exploring the inside of the computer, and programming and searching will present problem solving skills that students will need to show resilience and initiative.

Students will be stretched throughout the course as they will have plenty of opportunity to explore computer science and IT in a way that they have never done before. They will explore inside and outside of the computer; they will build a website in HTML using real life data and will program a computer using software such as Scratch, and Python as well as using digital literacy through desktop publishing. They will use effective search techniques from Year 7, using boolean searching, and e- safety concepts. They will also be introduced to how computers work and calculate and will carry out calculations to convert between binary and denary values, flowcharts and pseudocode, binary sorting and logic.

Impact

Students will have an overall good knowledge and understanding of how computer systems work and will build up transferable skills through Key Stage 3. They will develop a good knowledge and understanding of programming skills and terminology in preparation for learning textual based programming.

In years 10 & 11 teaching builds on prior knowledge acquired during KS3. Pupils have the option to choose 1 of 2 courses:, Computer Science or iMedia.

iMedia

OCR Nationals Creative i-Media (Technical Award)

The Cambridge National in Creative i-Media equips students with the wide range of knowledge and skills needed to work in the creative digital media sector. They start at pre-production and develop their skills through practical assignments as they create final multimedia products.

The course is made up of four units:

Unit 1: Pre-production skills

Students are introduced to a range of essential pre-production techniques used in the creative and digital media, including client brief, time frames, deadlines and preparation techniques. This unit is assessed through an examination

Unit 2: Creating digital graphics

Building on the skills and understanding that they have developed in the previous unit; students explore where and why digital graphics are used and the techniques that are involved in their creation. They apply their skills and knowledge in creating digital graphics against a specific brief. This unit is assessed through an externally moderated project task.

Unit 3: Creating a multipage website

Students explore the different properties, purposes and features of multipage websites. They demonstrate their creativity by combining components to create a functional, intuitive and visually pleasing website. This unit is assessed through an externally moderated project task.

Unit 4: Creating interactive multimedia products

Students develop their knowledge and understanding of about where and why different interactive multimedia products are used and what features are needed for a given purpose. They learn how to interpret a client brief, and how to use time frames, deadlines and preparation techniques as part of the planning and creation process. This unit is assessed through an externally moderated project task.