Subject Leader: Miss C Shea – cshea@knoleacademy.org
Subject Teachers: Mr L Challenor and Mrs C Gouli
Exam Boards: WJEC and BCS
At Knole Academy our ICT curriculum is designed to empower students with the essential digital skills and knowledge required in today’s technologically driven world. Our aim is to develop students who are proficient, confident, and responsible users of information and communication technology, equipped to thrive in their academic pursuits and future careers.
Intent
- Digital Literacy: We strive to ensure that all students acquire a comprehensive understanding of digital literacy. This includes the ability to use technology effectively and safely, understanding the implications of digital footprints, and developing critical thinking skills to navigate online information.
- Technical Proficiency: Our curriculum fosters technical proficiency by providing hands-on experience with a variety of software tools, programming languages, and hardware components. Students will learn to design, create, and troubleshoot digital solutions, preparing them for further education and employment in ICT-related fields.
- Innovative Thinking: We encourage innovative thinking by incorporating project-based learning and real-world applications of ICT. Students are challenged to solve complex problems, collaborate with peers, and create original projects that demonstrate their understanding and creativity.
- Ethical Use: A key component of our curriculum is the promotion of ethical and responsible use of technology. We emphasise the importance of online safety, data privacy, and the ethical considerations of digital communication and content creation.
- Inclusivity and Accessibility: We are committed to creating an inclusive learning environment where every student has equal access to ICT resources and opportunities. Our curriculum is designed to cater to diverse learning needs and to inspire all students, regardless of their background or prior experience with technology.
Implementation
- Structured Learning Path: The ICT curriculum is structured to build on students’ prior knowledge, with a clear progression of skills from Key Stage 3 to Key Stage 5. Each stage is carefully planned to ensure a seamless transition and continuous development of ICT competencies.
- Engagement and Participation: We use a variety of teaching methods, including interactive lessons, group projects, and individual assignments, to engage students and encourage active participation. Technology-enhanced learning tools are integrated into our teaching practices to create a dynamic and stimulating learning environment.
- Assessment and Feedback: Regular assessments are conducted to monitor student progress and provide constructive feedback. This helps students understand their strengths, identify areas for improvement, and set personal learning goals.
Impact
- Preparedness for the Future: Our students will finish with a robust foundation in ICT, ready to tackle the challenges of further education, the workplace, and everyday life in an increasingly digital world.
- Critical and Ethical Thinkers: Students develop critical thinking skills and a strong sense of digital ethics, enabling them to make informed decisions and contribute positively to the digital society.
- Innovators and Problem Solvers: Students who study ICT are not only proficient users of technology but also innovators who can think creatively and solve problems efficiently.
ICT in Each Stage
Year 7
Term 1 – Baseline test – Week 2 – Test is out of 70 marks. It has multiple choice and some short answer questions. Testing general terms and topics to have an understanding of what they learnt at primary school. There will be no end of topic test on e-safety.
Term 2 – Hardware and Network – Students will have to create an interactive PowerPoint in order to understand about computer hardware and networks. They will have to create a page for each of the following: input devices, output devices, processing, primary and secondary storage, what is a computer network, different type of topologies, types of operating systems and advantages.
Term 3 – Spreadsheets – Students will be given a written test where they complete short and long answer questions based on databases, why they are used and how they work.
Term 4 – Databases – Students will have to complete a multiple choice test based on the lessons covered in the class.
Term 5 – Scratch – students will have a practical assessment to complete. In this test they will be given instructions and they need to apply what they have learnt to complete the assessment. They will be required to code multiple sprites and background to make a working game.
Term 6 – Python – Students will be given a test which contains a mixture of short and long answer questions. They will also be asked to write short programs of code similar to what was completed in lesson.
Year 8
Term 1 – Spreadsheets – Students will sit a practical exam. It includes the formulas and functions that were learnt throughout the term. Some of the key terms and formulas are on the knowledge organiser. The test will be practical and use Microsoft Excel.
Term 2 –Control Algorithm– students will sit a test based on the key terms and concepts learnt this term. They will need to provide a control flowchart solution for a simple problem.
Term 3 – Website – the test will be in two parts students will sit a short theory exam testing them on key definitions and terms and the use of website features. They will also be asked to sit a short practical examination and make a mini website.
Term 4 – HTML – The students will sit a combination of multiple choice and short answer test. It will require for them to demonstrate what they have learnt during the lessons this term.
Term 5– Microbits – students will set a practical examination linked with microbits, they will need to code the microbits to meet certain requirements. It will require using the skills they have been taught during the term.
Term 6 – End of Year Examination – Students will complete an end of year test at the start of this final term. It will be out of 70 and consists of a number of multiple choice and short answer questions. It will cover ICT basics and a combination of topics that have been covered since starting at Knole.
Year 9
Term 1 – Website design – Students will complete a written exam at the end of this term. It will link to all the Pre-Production documents learnt about. They will need to know the purpose of the document and the content. They will also need to be able to develop the different types of document. It will be similar questions to the GCSE paper so students can see what the GCSE is like.
Terms 2 – 6 – Students will be given a scenario and based on the skills learnt for each topic they need to make a project that meets the needs of the client. They will be marked based on the quality of the project they make.
Vocational context ICT usage is becoming increasingly widespread in day-to-day life, as people become progressively dependent on their digital devices. In 2018, Ofcom6 reported that 78% of UK adults owned a smartphone and 64% of adults described the internet as ‘an essential part of their life’.
The qualification is made up of 2 units. The course has been created with the following aims/foci
- Explore the wide range of uses of hardware, application and specialist software in society.
- Investigate how information technology is used in a range of contexts, including business and organisations, education and homes.
- Gain a working knowledge of databases, spreadsheets, automated documents and images.
- Learn to apply your knowledge and understanding to solve problems in vocational settings
ICDL is proof of digital literacy. It is an internationally-recognised qualification, validated and approved by academic and global experts, and valued by employers around the world. Students are equipped with the skills to use a computer confidently and effectively, building on existing knowledge and motivating further learning.
Students study the units listed below –
- Word Processing Software
- Presentation Software
- Spreadsheet Software
- Improving Productivity
Aim of the course
The aim of this qualification is to recognise the application of a range of IT user skills and knowledge in the workplace, and to meet employer workforce demands. ICDL in IT Application Skills is a fixed combination qualification, which builds on existing knowledge of key software applications including word processing, spreadsheets, presentations and improving productivity.
Examination Information
Exam Board: WJEC
Qualification: Level 1/2 Vocational Award ICT (Technical Award)
Unit 1: ICT in society (40%)
Examination
This unit allows learners to explore the wide range of uses of hardware, applications and specialist software in society.
They will investigate how information technology is used in a range of contexts, including business and organisations, education and home use.
- How IT can be used to fulfil the needs of organisations and individuals
- How data and information is used and transferred
- Legal, moral, ethical, cultural and environmental impacts of IT and the need for cybersecurity
Unit 2: ICT in Context (60%)
Coursework
This unit enables learners to gain a broad working knowledge of databases, spreadsheets, automated documents and images and to apply their knowledge and understanding to solve problems in vocational settings. Learners will need to draw on knowledge of:
- How IT can be used to fulfil the needs of organisations and individuals
- How data and information is used and transferred
- Planning, creating, modifying and using databases
- Planning, creating, modifying and using spreadsheets
- Planning, creating and modifying an automated document
- Planning, creating, manipulating and storing images
Exam Board: BCS
Qualification: International Certification of Digital Literacy (ICDL)
There are 4 components which make up the BCS ICDL qualification in IT application skills. Each component is worth 25% of the qualification and is assessed by an exam.
Presentation software (25%)
Shows the learner how to produce high-quality presentations using a variety of tools including charts, graphs and drawn objects.
Word processing (25%)
Develops the learner’s ability to create word-processed documents: entering text, editing and formatting work, using graphs, tables and pictures for a professional finish, and effectively using tools such as the spell-checker and mail merge.
Spreadsheet software (25%)
Helps the learner develop a working knowledge of spreadsheets, from entering data and formatting worksheets, to creating charts and producing high-quality documents.
Improving productivity using IT (25%)
Enables the learner to work more effectively with IT. This unit looks at using tools to save time and effort when producing word processed document, presentations and spreadsheets.
ICT Future Paths
Students can progress further to IB IT in Digital Society.
Vocational context ICT usage is becoming increasingly widespread in day-to-day life, as people become progressively dependent on their digital devices. In 2018, Ofcom6 reported that 78% of UK adults owned a smartphone and 64% of adults described the internet as ‘an essential part of their life’.
In the workplace, ICT is also vital for the smooth running of many everyday tasks as well as enabling organisations to operate in a more efficient manner. There are a number of key skills that employers look for which centre around having an understanding of, and the practical ability to use, a range of computer programmes, software and other applications.
Jobs in ICT exist in a variety of contexts. However, there are key areas of knowledge that any ICT specialist will be required to know. This base knowledge allows them to provide the best service and advice possible for their clients and the industries they are working in