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KS3: IT / Computing

Statement of Inquiry

Developing methods of communication used to teach perspectives of online safety and forming identities.

Key Concepts

Communication

Assessment Criteria

A, D

ATLs

  • Keep a journal to record reflections
  • Access information to be informed and inform others

Links to Prior Learning

Computing systems and networks – The Internet – Ks2 Sharing information
Computing systems and networks – Systems and searching – How search results are ranked, searching skills

Statement of Inquiry

Developing methods of communication used to teach perspectives of online safety and forming identities.

Key Concepts

Communication

Assessment Criteria

A, D

ATLs

  • Keep a journal to record reflections
  • Access information to be informed and inform others

Links to Prior Learning

Computing systems and networks – The Internet – Ks2 Sharing information
Computing systems and networks – Systems and searching – How search results are ranked, searching skills

Statement of Inquiry

Entrepreneurs collaborate across subjects to explore culture.

Key Concepts

Culture

Assessment Criteria

A, B, C

ATLs

  • Access information to be informed and inform others

Links to Prior Learning

Computing systems and networks – Communication and collaboration KS2, Year 6 Shared work
Creating media – Web page creation, KS2 Year 6

Statement of Inquiry

By studying systems and the way they function leads to improvements in products and process

Key Concepts

Systems

Assessment Criteria

A

ATLs

  • Plan short- and long-term assignments; meet deadlines

Links to Prior Learning

Computing systems and networks – The Internet KS2 Yr 4
Computing systems and networks – Communication and collaboration KS2 Yr6

Statement of Inquiry

Through the power of communities, we are able to educate and influence humans’ impact on sustainability and the effect it has on the environment.

Key Concepts

Communities

Assessment Criteria

B, C

ATLs

  • Apply existing knowledge to generate new ideas, products or processes

Links to Prior Learning

Programming A – Sequencing sounds – year 3
Programming B – Events and actions in programs -year 3

Statement of Inquiry

Through the power of communities, we are able to educate and influence humans’ impact on sustainability and the effect it has on the environment.

Key Concepts

Communities

Assessment Criteria

B, C

ATLs

  • Apply existing knowledge to generate new ideas, products or processes

Links to Prior Learning

Programming A – Sequencing sounds – year 3
Programming B – Events and actions in programs -year 3

Statement of Inquiry

Through communication we can adapt the perspective of our understanding towards identities and relationships

Key Concepts

Communication

Assessment Criteria

A

ATLs

  • Access information to be informed and inform others
  • Practise observing carefully in order to recognize problems

Links to Prior Learning

Computing systems and networks – The Internet – Ks2 Sharing information
Computing systems and networks – Systems and searching – How search results are ranked, searching skills
E-safety staying safe online year 7 term 1

Statement of Inquiry

Can adapting and developing new graphics increase the amount of business exposure?

Key Concepts

Development

Assessment Criteria

D

ATLs

  • Apply existing knowledge to generate new ideas, products or processes
  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Links to Prior Learning

Creating media – Introduction to vector graphics Yr 5
Interdisciplinary unit into brand image and design Yr7

Statement of Inquiry

Can adapting and developing new graphics increase the amount of business exposure?

Key Concepts

Development

Assessment Criteria

D

ATLs

  • Apply existing knowledge to generate new ideas, products or processes
  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Links to Prior Learning

Creating media – Introduction to vector graphics Yr 5
Interdisciplinary unit into brand image and design Yr7

Statement of Inquiry

Can we adapt and develop an app to benefit people globally?

Key Concepts

Developed

Assessment Criteria

B

ATLs

  • Access information to be informed and inform others
  • Practise observing carefully in order to recognize problems
  • Combine knowledge, understanding and skills to create products or solutions

Links to Prior Learning

Programming A – Sequencing sounds – year 3
Programming B – Events and actions in programs -year 3
Scratch Programming Yr 7, producing a working game Term 6

Statement of Inquiry

Can we adapt and develop an app to benefit people globally?

Key Concepts

Developed

Assessment Criteria

B

ATLs

  • Apply existing knowledge to generate new ideas, products or processes
  • Combine knowledge, understanding and skills to create products or solutions
  • Understand and use technology systems

Links to Prior Learning

Programming A – Sequencing sounds – year 3
Programming B – Events and actions in programs -year 3
Scratch Programming Yr 7, producing a working game Term 6

Statement of Inquiry

Can we adapt and develop an app to benefit people globally?

Key Concepts

Developed

Assessment Criteria

B

ATLs

  • Apply existing knowledge to generate new ideas, products or processes
  • Combine knowledge, understanding and skills to create products or solutions
  • Understand and use technology systems

Links to Prior Learning

Programming A – Sequencing sounds – year 3
Programming B – Events and actions in programs -year 3
Scratch Programming Yr 7, producing a working game Term 6

Statement of Inquiry

Systems used for Communication online can form warped perspectives on identities and relationships

Key Concepts

Communication

Assessment Criteria

A

ATLs

  • Evaluate and manage risk
  • Make inferences and draw conclusions

Links to Prior Learning

Links into previous yr 7,8 e-safety and primary based e-safety

Statement of Inquiry

How can I use animation to communicate effectively?

Key Concepts

Communication

Assessment Criteria

B, C, D

ATLs

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
  • Propose and evaluate a variety of solutions

Links to Prior Learning

Links into brand identity interdisciplinary covered in year 7

Statement of Inquiry

How can I use animation to communicate effectively?

Key Concepts

Communication

Assessment Criteria

B, C, D

ATLs

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
  • Propose and evaluate a variety of solutions

Links to Prior Learning

Links into brand identity interdisciplinary covered in year 7

Statement of Inquiry

Developments and adaptations to systems can lead to scientific and technical innovation

Key Concepts

Systems

Assessment Criteria

A, B, C, D

ATLs

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
  • Understand and use technology systems
  • Design new machines, media and technologies

Links to Prior Learning

–

Statement of Inquiry

Developments and adaptations to systems can lead to scientific and technical innovation

Key Concepts

Systems

Assessment Criteria

A, B, C, D

ATLs

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
  • Understand and use technology systems
  • Design new machines, media and technologies

Links to Prior Learning

–

Statement of Inquiry

Developments and adaptations to systems can lead to scientific and technical innovation

Key Concepts

Systems

Assessment Criteria

A, B, C, D

ATLs

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
  • Understand and use technology systems
  • Design new machines, media and technologies

Links to Prior Learning

–

KS4: GCSE Computing

Vision Statement

The ICT and Computer Science department is an inspirational depart ment with high expectations to ensure that your achieve/ exceed your  potential. Our vision is to provide 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 course entails a number of Units that will prepare you for the ever  evolving technological world and ensure you have the tools needed to for  the changing workforce, we value and praise hard work and encourage you to explore new concepts. 

The course enables the learners to understand and apply the fundamental principles and concepts of Computer Science, including abstraction,  decomposition, logic, algorithms, and data representation– this will develop skills such as thinking creatively, innovatively, analytically, logically  and critically. 

Course Outline/Assessment Methods

This course is 100% externally assessed examinations.

Component 1 - 50%

J277/01: Computer systems . This component will assess:

  • 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  

J277/02: Computational thinking, algorithms and programming. This  component will assess:  

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

Linked Sixth Form Courses:

  • Computer Science
  • Maths
  • Physics
  • Applied Science

Future Course/ Career Opportunities:

  • IT consultant
  • Information systems manager
  • Systems analyst
  • Technical writer
  • Cyber security consultant
  • Database administrator
  • Games developer

Departmental Performance:

First results expected summer 2024.

KS4: GCSE Creative iMedia

Vision Statement

In a world that revolves around technology the Hundred of Hoo Academy gives pupils an exciting opportunity to study ICT through a course that will provide them with practical and employment based context to ensure they are well prepared for the world and it’s technological growth. We provide an exciting and innovative    curriculum which is regularly reviewed to ensure that all our pupils develop up to date knowledge and skills that fit with the 21st century workplace. The iMedia course, designed to build upon the  programme of study that pupils have already followed in Years 7 and 8.

This is a creative course centred around the ICT and media industries. You will develop conceptual ideas, and visualise these all the way through the production cycle; from planning and pre-production right through to  editing, post-production and presentation of products. The course enables development of how to analyse target audience requirements, research market demand and bring a media concept alive working in line with legal and regulatory requirements, in a safe and effective way, protecting yourselves and those you’re working with from injury or harm. Pupils will also gain an understanding of how different businesses and organisations in the media and ICT sectors work. 

Pupils will also develop transferable skills such as planning, communication, adaptability and leadership. The optional units provide pupils with the opportunity to broaden your knowledge, understanding and skills in areas such as planning and delivering a pitch, advertising and digital graphics, video editing or web design.

Course Outline/Assessment Methods

All pupils will complete 3 modules of assessment throughout their 2 years. 2 units are mandatory, whilst a third is carefully chosen by the team.

R093 – Creative iMedia in the media industry. This is the exam element of the course, sat at the end of year 11, and is worth 40% of the pupils’ final mark.

R094 – Visual identity and digital graphics. This is a coursework element completed in year 10 and is worth 30% of the pupils’ final mark.

R097 – Interactive digital media. This is coursework element completed in year 11 and is worth 30% of the pupils’ final mark.

Linked Sixth Form Courses:

  • Digital iMedia
  • Art
  • Graphic Communication
  • Sciences
  • Maths

Future Course/ Career Opportunities:

  • Programming
  • Systems analysis
  • Communications
  • Software systems
  • Project management 
  • Hardware applications

Departmental Performance:

  • 2022/23: 9-4 = 67%
  • 2021/22: 9-4 = 65%
  • 2020/21: 9-4 = 77%

KS5: BTEC Digital iMedia

Vision Statement

Students complete the Level 3 Digital Media course which will develop professional and social skills through interaction with performers, clients and peers; as well as theoretical knowledge, technical knowledge and understanding, to underpin these skills. This course includes ICT skills and knowledge to ensure that they are desirable candidates for work and Higher Education. This will allow their creativity and flair to be harnessed in the design and production of media products used within the industry.

Students will develop conceptual ideas, and visualise these all the way through the production cycle; from planning and pre-production right through to editing, post-production and presentation of products. They’ll also learn how to analyse target audience requirements, research market demand and bring a media concept alive working in line with legal and regulatory requirements, in a safe and effective way, protecting themselves and those they’re working with from injury or harm.

Course Outline/Assessment Methods

Unit 1: Media products and audiences - 25%
The aim of this unit is for students to develop their understanding of how different media institutions operate in order to create products that will appeal to specific target audiences. Students will learn about the different ownership models within media industries, and how to analyse different media products within the sector in order to understand the fundamentals of how meaning is created for audiences.

An externally set assignment by the examination board. Students will have full in-class preparation for this, before completing a 15-hour exam over 3 days.

The aim of this unit is for your students to develop knowledge and understanding of the production processes of producing a media product.
The aim of this unit is to enable students to understand the ways in which online technologies and social media products have created a globalised, connected society and how such tools are used by media producers.
Advertising media is around us on a daily basis, from billboards in the street to adverts watched daily on the television. Different types of advertisements are used together to create campaigns that grow a brand and an organisation’s image, and promote all types of products and services used to entice the public at large.

Skills for Success:

  • Digital media helps students develop the knowledge and practical skills required in the digital industry.
  • Develop creative technological solutions.

This course gives students the tools they need for everyday life; as well as making students highly employable due to the technological advantage they will have over other candidates. This is because an ICT qualification is highly desirable in the global and local economy of the ever changing ICT and Technological Landscape. Whether you want to work in the ICT and/or study it at University you will gain valuable ICT skills that will ensure you are a lifelong learner.

Future Course/ Career Opportunities:

  • Web designer
  • Graphic designer
  • Social media
  • Animator
  • Games developer
  • Communications
  • Software systems
  • Project management

Departmental Performance:

  • 2021/22: D*-P = 88%

KS5: T Level Digital Production, Design and Development

Vision Statement

The Technical qualification in Digital Production is one of a number of T Levels offered by the Academy, combining classroom theory, practical learning and a minimum of 315 hours of industry placement with an employer.  The IT department will offer this modern and interesting course is designed for students that wish to follow a career in the Digital sector, with a focus on software design and development. 

Modern society is becoming increasingly reliant on modern technology, whether that be for work or leisure; social media, gaming and the internet are all important elements of everyday life. We aim to support and develop the next generation web, app, software and game developers.  

Students will be well supported through each of the core components, whether in the Academy or in the employer’s setting. Students will gain knowledge across a broad spectrum within the course coverage, but will be given the opportunity to specialise in a particular area when completing the employer based component.

If you are interested in becoming part of a fast based, ever-changing and diverse field of work, then this course will certainly give you the appropriate experiences.

Course Outline/Assessment Methods

The main content covers the concepts, theories and principles relating to:

  • Problem Solving
  • Introduction to programming
  • Emerging issues and impact of digital
  • Legislation and regulatory requirements
  • Business Context
  • Data
  • Digital environments
  • Security

Annual Series for Digital Production, Design and Development

  • Component: Core 1 (Written Examination)
  • Component: Core 2 (Written Examination)
  • Component: Employer Set Project (Task)
  • Component: Occupational Specialist (Task)

Skills for Success:

To be successful in this particular technical qualification, students will need the following:

  • The ability to use adaptable knowledge to approach a problem in a number of different ways.
  • Some programming experience would be preferable.
  • An active interest in digital impact on business.
  • Be able to work individually and as part of as team.

Future Course/ Career Opportunities:

  • Web designer
  • Graphic designer
  • Social media
  • Animator
  • Games developer
  • Communications
  • Software systems
  • Project management

Departmental Performance:

This is a new course with first results due 2026

KS5: BTEC eSports

Vision Statement

ESports will be studied as a fourth subject and will not be timetabled during the usual academic day. Pupils will be expected to complete the course outside of lesson time. 

Our young people are growing up in a world that is increasingly involved in technological development with interest in electronics, cyber reality and gaming. It is important that we acknowledge this development in our society, embracing it and giving those that are growing up in it the opportunity to participate and learn about something they have a true passion for. eSports is the competitive gaming industry, with gamers competing against each other in the same way as professional sports.

Although this seems like a niche subject, there are a vast array of transferrable skills available from completing this course. Those with interests in Science, Technology, Sport and Business would all gain hugely from undertaking eSports.

We aim to create happy, confident, team players with leadership qualities; all of which will be developed through this course. Pupils learn best when they are invested and passionate about the subjects they access; eSports is certainly one of those subjects that pupils can get excited about!

Course Outline/Assessment Methods

The National Extended Certificate is equivalent to one full A-Level and consists of four mandatory units, taking 360 Guided Learning Hours.

The mandatory units are:

  1. Introduction to eSports
  2. eSports Skills, Strategies and Analysis
  3. Enterprise and Entrepreneurship in the eSports Industry
  4. Health, Wellbeing and Fitness for eSports Players

All units are internally assessed and subject to external validation and standards verification.

All pupils will be given the opportunity to:

  • Present the findings of their own research
  • Use case studies to explore complex or unfamiliar situations
  • Carry out projects for which they have choice over the direction of outcomes
  • Demonstrate practical and technical skills using appropriate processes

The key learning aims that will be met across throughout the course are:

  • Understand the organisation of eSports and traditional sports industries in the UK and globally
  • Examine genres of eSports games titles played by professional and grassroots eSports teams and tournaments
  • Explore career pathways and associated routes in eSports

Skills for Success:

  • Love of gaming
  • Research and analysis
  • Strategic thinking
  • Gaming skills and previous knowledge are recommended

Future Course/ Career Opportunities:

  • eSports player
  • Team coach
  • Social media
  • Data analyst
  • Games developer
  • Communications
  • Software systems
  • Project management

The research, analysis and strategic thinking elements of this course make it an extremely useful transferable skills developer for the future of any pupil.

Departmental Performance:

First results due 2025.