Humanities Department Intent The Humanities Department at Lathom aims to develop students’ understanding of, and curiosity about, the world around them. The curriculum is designed to equip students with the knowledge, skills and vocabulary to investigate, analyse and interpret the modern world. Through their study of Geography, History, Religion and World Views and Citizenship students will learn about how our globalized world has been shaped and is continually changing. They will have the opportunity to explore enquiry questions, think critically and communicate effectively. Geography Intent “An understanding of the natural world and the people in it is a source of not only great curiosity but also great fulfilment” – Sir David Attenborough There has never been a more important time to study Geography. With huge interest in issues that affect us all, such as climate change, migration, environmental degradation and globalisation the study of Geography is a gateway to understanding the world around us. Within Humanities we aim to provide our students with opportunities to appreciate and try to make sense of the world around us and develop a sense of place. Students are encouraged to ask as well as answer questions, and at the heart of our geographical study is engaging students with the global issues of today, such as the threat of climate change, and how we can manage and protect our world in a sustainable way. The Geography Curriculum is underpinned by these core principles: The curriculum offered to students will be accessible to all and provide all students with opportunities to be challenged, to think hard and to extend their learning Students should be equipped with the necessary analytical and evaluative skills to succeed in the modern world, therefore should develop an understanding of physical processes that have shaped the world we live in, and how humans have had an impact on our physical environment Students should be given access to a wide-ranging curriculum that covers geographical skills Students are able to define a range of physical and human characteristics and how these provide a geographical context for understanding the actions of processes We will give opportunities for all students to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length Key Stage 3 Students at KS3 receive four lessons a fortnight, and homework which is designed to support the learning that takes place in the classroom. The progress of students is monitored regularly through classwork and homework, and there are assessments completed at an appropriate stage in each unit of work. Key Stage 4 Students can opt to study GCSE Geography. Students will follow the AQA syllabus, with three units which will be examined at the end of Y11. These are: Living with the physical environment Challenges in the human environment Geographical applications. Enrichment Opportunities Use of film clips and documentaries Local fieldwork visits to gather and explain data Use of geographical equipment to gather data Visits such as Liverpool city centre, Crosby beach, the Tawd Valley How to Support your Child’s Learning You can support your child with their homework, and by asking questions about what they are studying in school. You can read or watch the news and discuss any issues linked to Geography, such as weather hazards, climate change and environmental destruction. Where to visit locally Tawd Valley Park Ruff Wood Crosby Beach Formby Beach The Lake District Liverpool One Salford Quays Jodrell Bank What to watch Documentaries by David Attenborough – many are available on BBC iPlayer National Geographic channel TV News programmes There are a number of films linked to themes that we cover in Geography. Here are a few enjoyed by our teachers: Dante’s Peak – A film that shows many features of a volcano The Day after Tomorrow – A temperature rise in the Arctic causes erratic weather around the world before resulting in a killer drop to freezing temperatures. Slumdog Millionaire – A peak into life in shanty towns in India Twister – Storm chasers have to work together to create a weather – warning system, whilst coping with the effects of tornadoes. What to listen to Internet Geography podcastGeography Revision podcastAsk the Geographer What to read National Geographic magazine No-one is too small to make a difference by Greta Thunberg – A collection of Greta Thunberg’s inspiring speeches about the global climate crisis. Prisoners of Geography by Tim Marshall – An exploration of how Geography influences the politics of our world We are Displaced: My Journey and Stories from Refugee girls around the world by Malala Yousafzai – Nobel Peace Prize winner, Malala Yousafzai, shares both her own story and those of girls she has met who have been displaced. There is no Planet B by Mike Berners-Lee – An exploration of the global challenges that we face, with interesting suggestions of how humanity might thrive continuing to live on earth. When the Rivers Run Dry by Fred Pearce – A book about the global water crisis, with ideas about how it can be solved. Useful Websites Royal Geographical Society National Geographic AQA Seneca Learning GCSE Seneca Learning KS3 Potential Careers Geography is great for any kind of career that involves the environment, planning, or collecting and interpreting data. Conservation Environmental Planning Surveying Sustainability Tourism Town Planning Transport Planning Waste Management Water Management Weather Forecasting Curriculum Overview English Department Intent “So it is with children who learn to read fluently and well: They begin to take flight into whole new worlds as effortlessly as young birds take to the sky” – William James Our aims in the English department are to ensure that, at both key stages, all students: embrace the broad world of literature and enjoy the best of what has been said and written gain the cultural capital to understand references and the relevance of language to our lives become successful communicators who can compete in the modern world as they acquire the necessary skills in reading, writing and oracy. The English Curriculum “Great books help you to understand, and they help you to feel understood.” – John Green The English Curriculum across key stage 3 and 4 is a continuous development of knowledge and skill. Through studying a broad range of engaging texts and writing styles, students will be immersed in the literary experience, be able to make connections with literature, acknowledge the relevance of language in the world in which they live and manipulate language to create meaning. Students develop, and are explicitly taught, the skills outlined in the National Curriculum and as per the requirements of GCSE English Language and Literature. We aim to take students on the journey of reading for betterment to reading for pleasure. As part of this journey, we ensure we expose students to momentous moments in writing across time, place, and cultures. English is at the core of all curriculum subjects. Therefore, literacy and the technicalities of writing are explicitly developed throughout all schemes of learning to ensure the importance of these skills is highlighted, and automaticity – when it comes to writing, is encouraged throughout life at Lathom. The power of the spoken word is embraced in English as students become proficient in spoken communication. All schemes of learning are planned to build confidence in independent expression, give opportunities to share opinions and experiences, and collaborate effectively. Key Stage 3 At key stage 3, the doors of literature continue to open for our students as they build upon experiences in key stage 2. Years 7, 8 and 9 receive eight, 60 minute lessons a fortnight with homework each week, as is the policy at Lathom. In Years 7 and 8, Accelerated Reader is used to encourage independent reading and bridge reading between school and home. Students are taught in adaptive groups to ensure students are in the best place to maximise learning. Key Stage 4 All pupils study GCSE English Language and GCSE English Literature. They will also receive a Spoken Language award as part of their final qualifications. The English department follows the Eduqas (WJEC) syllabus. In Year 10 students study nine hours of English across the fortnight; in Year 11 this increases to ten hours of English. English Roadmap Enrichment Opportunities Theatre Trips Online Workshops Local Author Speaking Events Public Speaking Opportunities Reading Clubs Writing Competitions Poetry Competitions Lancashire Book of the Year Judging Accelerated Reader Competitions College Taster Days Talk the Talk workshop How to Support your Child’s Learning Support your child with homework. Ask them questions about what they are learning about in English and how it applies to the real world around them; discuss and explore issues in the world that surrounds your child and allow them to express opinions and consider whether they want to find out more about topics of interest. Watch documentaries, films and news programmes with them and talk about how they feel about both real and fictional events. Please read a range of texts together, both fiction and non-fiction, and promote reading at every opportunity. Books can be provided for all students from our school library so encourage your child to select something they will enjoy. In school, we use the High Five reading strategies across the school to support reading for meaning. The strategies help students to confidently engage with a range of texts. Students are also tested for a reading age and reading focus on admission to school. The focus becomes their ‘Reading Rainbow’ target, which they will then use to support reading in all subjects across school. To support our reading in school, and transition, we use the five innovative ‘Shine Strategies’, which many students may be familiar with form KS2. The strategies, which are to be embedded whole school from September 2025, help our students to make sure that they really understand what they are reading! The strands will work alongside the reading rainbow to ensure that students are getting a whole school approach. Strand 1: The Timeline Strand (Students to identify 5 significant events from a text – this can be a poem, or even a language paper – tracking a writer’s viewpoint) Strand 2: Six word summary / hashtag Strand 3: The emoji strand Strand 4: Impression / evidence Strand 5 The 3 / 5 most important events from a text What to watch Top 10 films every English Literature student must watch: Finding Neverland – semi-biographical film about playwright J.M. Barrie and his relationship with his family that helped him inspire ‘Peter Pan’ Shakespeare in Love – This film depicts an imaginary love affair involving playwright William Shakespeare while he was writing ‘Romeo and Juliet’ To Kill a Mockingbird – The adaptation of Harper Lee’s classic Pulitzer Prize winning novel. This film depicts prejudice, discrimination, social inequality and racism in America – the real dark side of human nature! Based on Harper Lee’s award-winning novel; a must watch! The Dead Poets Society – Robin Williams starts as an English teacher who inspires his students through poetry Harry Potter – The film series adapted from J.K. Rowling’s famous novels follows the evolution of a child’s journey in the wizarding world The Lord of the Rings – The trilogy of films, taken from J.R.R. Tolkien’s classic epic fantasy novels To All the Boys I’ve Loved Before – A modern adaptation of Jenny Han’s New York Times bestseller about the struggle with adolescence – streamed on Netflix Little Women – Based on Louisa May Alcott’s novel. A beloved story of the March sisters – four young women, each determined to live life on her own terms The Hunger Games – The power of one woman changes the world! Set in the future with what is left of the USA which is now called Panam; the 12 districts are forced to compete in the annual ‘Hunger Games’ – but the contestants are children! The Fault in our Stars – Based on the novel by John Green. The story follows Lancaster, a sixteen-year-old cancer patient who is forced by her parents to attend a support group, where she meets and subsequently falls in love with Augustus Waters, another cancer patient Wonder – Based on the novel by R.J. Palacio – The film follows a boy with Treacher Collins Syndrome trying to fit in What to watch on TV or to stream! The Baby Sitters Club – The ultimate in comfort entertainment, this series follows a group of suburban tweens as their babysitting gigs bring them closer to the world of adults. Fans of the old Ann M. Martin book series will get a nostalgic kick from it A Series of Unfortunate Events – NETFLIX – Follows the misadventures of the three Baudelaire children, Violet, Klaus, and Sunny, following the deaths of their parents in the destruction of their home His Dark Materials – BBC I player – This is about the strange occurrences that happen to three orphaned siblings Noughts and Crosses – BBC I player – A British television series based on the novel by Malorie Blackman. The series is set in an alternative history where the ‘Crosses’ rule over the ‘Noughts’ Anne with an E – Anne with an E based on the novel by Lucy Maud Montgomery is a story of Anne’s struggles and joys in settling into Green Gables Horrible Histories – a children’s live-action and historical sketch television series focusing on events in history spanning from the stone age to post world war What to read Boy – Roald Dahl Holes – Louis Sachar Private Peaceful – Michael Morpurgo Skellig – David Almond The Breadwinner – Deborah Ellis The Five People You Meet in Heaven – Mitch Albom The Sign of Four – Arthur Conan Doyle The Twits – Roald Dahl To Kill a Mocking Bird – Harper Lee Woman in Black – Susan Hill A Monster Calls – Patrick Ness Coraline – Neil Gaiman Northern Lights – Philip Pullman Hound of the Baskervilles – Arthur Conan Doyle Five Little Liars – Amanda K. Morgan The Quiet at the End of the World – Lauren James The Disappearance of Timothy Dawson – Nathan Parker Or go to: https://schoolreadinglist.co.uk for even more recommendations. Personal recommendations from your English teachers: Mrs Hongkins: Boys Don’t Cry by Malorie Blackman & The Discworld novels by Terry Pratchett Mrs Hornby: The Hunger Games by Suzanne Collins Mr Anderson: Operation Red Jericho by Joshua Mowll & Two Weeks with the Queen by Morris Gleiztman Mrs Boyers: Wonder by R.J.Palacio Miss Lawson: This Lie Will Kill You by Chelsea Pitcher Mr Livesley: Artemis Fowl by Eoin Colfer Miss Sherborne: The Night Bus Hero by Onjali Q Rauf & The Unwind series by Neal Shusterman Miss Sheridan: The Lines We Cross by Randa Abdel-Fattah & Looking for Alaska by John Green Online www.poetryfoundation.org www.poemhunter.com www.nosweatshakespeare.com www.youngwriters.co.uk www.shakespearesglobe.com www.bbc.co.uk/bitesize www.bbc.co.uk/teach/secondary www.thenational.academy/ www.youtube.com/user/MrBruff Borrow Box – Lancashire Online Library with free access to e-books: www.lancashire.gov.uk/libraries Future Careers ActorAdvertisingAuthorCopywriterCriticDirectorEditorGame writerJournalistLawyerLexicographerLibrarianLinguist Magazine editorMarketingNews presenterPoetPoliticianProof-readerPublic RelationsPublishingScript writerSocial Media ContentTeacherWeb content writerWriter Curriculum Overview – KS3 and KS4 English Design Technology Department Intent Our aim in the Design Technology Department is to give all students the knowledge and skills to engage positively with the designed and made world, and to harness the benefits of technology. Students gain knowledge into how products and systems are designed and manufactured, build skills on how to be innovative and to make creative use of a variety of resources, including digital technologies, to improve the world around them. “Design technology is a phenomenally important subject. Logical, creative and practical, it’s the only opportunity students have to apply what they learn in maths and science – directly preparing them for a career in engineering. Policy-makers must recognise design and technology’s significance for the UK economy and strive not just to preserve it – but to ensure it appeals to the brightest of young minds.” – James Dyson The Design Technology Curriculum The Design Technology Department currently offers two different disciplines at both key stages. These are Design Technology: Resistant Materials and Food Preparation and Nutrition. Key Stage 3 Design Technology KS3 Design Technology curriculum consists of projects that enables students to: operate safely in a workshopuse each piece of equipment independently in the workshopresearch, design and model according to a specific brief Key Stage 3 Food Preparation and Nutrition The KS3 Food Preparation and Nutrition course consists of practical cooking lessons that are supported by theory lessons that focus on: health and safety in the kitchennutrition and healthy eatingspecial diets, cultures, religions and food labelling Key Stage 4 Design Technology Students need to complete a Non-Examined Assessment (NEA) and a theory based final exam. The theory part of the course covers such areas as Manufacturing, Robotics, Sustainability, Energy Generation, Natural World and Designers. As part of the NEA, students research and investigate the theme, in order to find a design problem to solve. As a designer, they consider the design problem from the point of view of a potential client/customer, leading to a design brief and specification. They produce a series of designs and develop one or more, leading to a final manufactured prototype. This will be then tested and evaluated. Key Stage 4 Food Preparation and Nutrition Students need to complete a Non-Examined Assessment (NEA) and a theory based final exam. The theory part of the course enables students continue to develop their knowledge of ingredients, dietary requirements, manufacturing processes and designing. The NEA tasks include a Food Investigation Task and a Food Preparation Task. The Food Investigation Task tests knowledge, learning and understanding of the science of food preparation and cooking food. The Food Preparation Task includes students demonstrating their knowledge, skills and understanding in relation to the planning, preparation, cooking, and presentation of food and application of nutrition related to the chosen task. Enrichment Activities The Hive – afterschool club where students can take part in a range of food, Design Technology or textiles activities Junior Technician programme GCSE Study Sessions for KS4 students to further their studies ‘Bake Off’ competition ‘Let’s Get Cooking’ competition How to Support your Child’s Learning You can support your child by asking questions about what they have made or cooked in school. Ask them about why or how they have produced the final product. Encourage your child to be inquisitive about how things work or have been made. Where to visit (click on the links for a virtual visit) The Design Museum LondonV&A Museum LondonLegoland Discovery Centre (Trafford Centre)London Transport MuseumNational Railway Museum YorkBritish Motor Museum Cadbury’s World Birmingham Restaurants serving foods from around the world What to watch Great British Bake Off – shows how each contestant approaches the brief with different design ideas and the final presentation of each dishMaster Chef – demonstrates how to multi task and produce high end dishes in a short period of timeTop Gear – demonstrates the final product after a series of designs and upgradesHow It’s Made: You Tube/Discovery Channel – detailed look at the manufacturing processGrand Designs – individuals design and then manage a project from start to finishFood Unwrapped – presenters travel the world to explore the industry secrets behind our favourite food Snackmasters – top chefs take on the challenge of recreating some of our most popular snacks The Great British Sewing Bee – amateur sewers take on a range of challenges to be crowned Britain’s most creative sewer Repair Shop – look in the detail of how things work and how to bring them back to lifeWhat to read Making Mechanical Toys by Rodney PeppeAutomata & Mechanical Toys by Rodney PeppeThe Total Inventors Manual by Sean Michael ReganWoodwork – The Complete Step by Step from DKThe Design Thinking ToolboxQuick and Delicious by Gordon RamsayHow Baking Works by Paula I FigoniReal Food 30 Minute Cook by Nigel SlaterWhite Heat by Marco Pierre WhiteThe Ultimate Student Cookbook by Superbeans.comGood Food Magazine (free content online)The Science of Cooking by Dr Stuart Farrimond Online www.technologystudent.comwww.foodafactoflife.org.ukwww.bbcbitesize.co.uk www.greatbritishchefs.comwww.design-technology.org Careers ArchitectureCAD DesignCateringChefEngineeringFarming Food HygieneFood ScienceFood Technology Graphic DesignHospitalityJoineryMechanicsPlasteringProduct Development Technical SupportTeaching Curriculum Overview – KS3 and KS4 Design Technology, Food Preparation & Nutrition Creative Arts Department Intent At Lathom our aims in the Creative Arts department are to ensure that in both key stages all students: Develop a love for creativity and personal expression Develop a good understanding of the skills and techniques that are used in Art, Music and Drama Develop understanding of the Arts, through investigation into Artists and practitioners, performance skills and practical skills Are equipped with the appropriate skills, subject vocabulary, knowledge and understanding of Art, Music and Drama to be able to study their chosen subject at a higher level The Creative Arts Curriculum Curricula at both key stages look at the skills and techniques that students will need to be successful at GCSE. The assessment criteria set by our exam board links to all of the work that students study from Year 7 up until the end of Year 11 In all three subjects students will be taught with a practical approach, learning new skills, techniques and subject specific vocabulary Students will be expected to perform on a regular basis in both Music and Drama, which will help to develop with student confidence, musicality and communication skills In all aspects of teaching across both key stages, learning will be embedded consistently by all teachers using the following pedagogy: Provide clear learning objectives and success criteria Use activities appropriate for the teaching group Provide clear instruction for students Clearly model the skills and techniques that students will be learning Build in opportunities for students to respond Provide meaningful feedback Periodically check if students have progressed by using appropriate assessment strategies. In Art, students are given the skills and techniques that are needed to artistically express themselves, whether this is through drawing, painting, photography or other media. From Year 7 onwards students are taught how to use a variety of media and techniques, how to investigate the work of other artists and crafts people, the historical and cultural significance of art and the impact it has on our society. Students will be equipped with the ability to develop their own ideas and voice their own opinion of their work and the work of others. Learning in Music is based around singing, composing, improvising and playing. Critical engagement and SMSC threads run throughout the Music curriculum with a particular focus on what music means to us and how it can make us feel. In Key Stage 3, we explore the key skills of performance, composition and listening through various styles, genres and instruments. As students progress, we seek to enrich their love of music through further development of the key skills using a variety of ensemble and solo works. Key Stage 3 Students in Years 7, 8 and 9 receive two 60 minute lessons of Art, one Music a fortnight. Homework is set on a termly project basis. Students are taught in mixed ability groups. Progress is tracked and monitored in accordance with agreed procedure. Students complete a baseline assessment on entry in Year 7 and will complete three practical assessment pieces per year. Key Stage 4 At KS4 we currently offer GCSE Art and Photography. GCSE Art/Photography (AQA) comprises of two units, one unit consists of two projects. One teacher lead project and one independent project, where students will be given free choice to choose their own theme. The second unit is an externally set exam, where students will create a project based on one of seven themes that has been set by the exam board. Enrichment Opportunities Lunchtime Art club Crafting club Photography club Keyboard club Guitar club Choir Creative Arts London trip Theatre trips How to Support your Child’s Learning Support your child with homework. Encourage them to enjoy and participate in creative activities at home or in organised groups/clubs outside of school.Actively take part in creative events close to where you live for example, visiting galleries, attending musical events or festivals or watching a live production of a play or musical. Encourage a new hobby like singing, learning to play an instrument, drawing, painting or acting. Where to go Liverpool Tate Museum Walker Art Gallery Museum of Liverpool Manchester Art Gallery Music/Drama Performances at: Liverpool Empire The Lowry Palace Theatre Royal Exchange Bolton Octagon What to watch Project Runway – look at the world of fashion, how clothes designs are made from start to finish Work of Art: next great artist – a great competition/TV series where people of all ages, gender and ability compete to become the next great artist. Each week the competitors are given a different technique/media or style of art that they need to master Ink Master – watch tattoo artists in action, from designing their tattoo based on their clients wishes to creating the finished masterpiece The Great British Sewing Bee – another great competitive TV series where people compete against each other to make the best sewn item – from cloths to bedding and everything in between Face Off – this competition style programme looks at theatre and film make up, with contestants trying to create the best look. From special effects to theatre and stage makeup, an interesting watch for those who are interested in both Art and Drama. The Proms Concert Series – the BBC hold different musical events each year from July to September. These can be viewed on TV, BBC IPlayer and archived footage from previous Proms and events can be viewed on the BBC Proms website. The Get Down – a Netflix series about the rise of Hip Hop and Disco in America. 20 Feet From Stardom – an Oscar winning film, that looks at the backup singers who support some of the world’s most famous musicians. Any TV drama or series – drama is seen in every TV series, drama and film – try to watch a variety of different genres to see how they compare against each other and how they are acted out e.g. romance, horror, thriller, mockumentary etc. National theatre productions (on line) – the national theatre showcase a lot of their productions on their website for free, check out the website and see some live theatre for yourself. What to read We Are Artists by Kari Herbert The Art Book by Phaidon Art: The Definitive Visual Guide by Andrew Graham Dixon The A-Z Great Modern Artists by Andy Tuohy Variety of plays – we recommend: Our Day Out, Blood Brothers, Harry Potter and the Cursed Child, A Streetcar Named Desire, The Crucible, Girls Like That, DNA, A Taste of Honey. Music Theory for Dummies by Holly Day and Michael Pilhofer Theory and Technic for the Young Beginner by James Bastien Rolling Stone magazine Online tate.org.uk moma.org louvre.fr/en BBC Bitesize brainpop.com/artsandmusic classicsforkids.com musictheory.net knowitall.org rsc.org.uk ett.org.uk Future Careers ActorMusicianSingerChoir MasterAnimatorArt TherapistBroadcast PresenterFilm MakerDirectorProducerProp/set DesignerFashion DesignerTattoo ArtistCommunity Arts WorkerConservatorDancer Drama TherapistMusic TherapistIllustratorCar DesignerGraphic DesignerTeacherGame DesignerMakeup ArtistGallery CuratorPhotographerMusical DirectorTheatre DirectorChoreographerMusic TutorTheatre Manager Curriculum Overview KS3 and KS4 -Creative Arts Computing Department Intent Computing enables students to develop their digital literacy skills allowing students to become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. Understanding and utilising computer science and information technology in a safe learning environment equips our students with the ability to interact with the digital world across the curriculum allowing them to harness the power of technology. How do we ensure PROUD in our computing curriculum? Students are taught to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, decomposition, computational thinking and data representation. Students acquire skills which allow them to express themselves and develop their ideas through engagement with a variety of software programmes. They can identify the most appropriate software to use in order to meet the desired outcome, and can utilise it to its full potential. Students develop practical skills in the safe use of ICT and the ability to apply these skills to solving relevant, worthwhile problems, for example understanding safe use of Internet, networks, email and social media. Students are encouraged to apply their knowledge, evaluate and review when attempting to reach a particular outcome. We nurture skills such as communication and collaboration. Students are exposed to increasingly complex and challenging real-life problems that they need to engage with that allow them to develop their skills within the context of the ever-developing digital world. Computing offers mathematical, logical, and creative opportunities to succeed and demonstrate potential which ensures that all students are able to develop. Students are taught how to engage with and use digital devices, technology and social media appropriately and safely to communicate with their friends and the wider community. Students understand how they can use social media to influence an audience in a positive manner. Students know how to identify, question and challenge the source of news and facts so that they are able to call-out inaccurate and misleading information. Students have the skills and abilities to use their computing knowledge to publicise, gain opinions, share ideas, engage an audience. This allows students to communicate their ideas in a positive and fair manner. Students can understand the views of others and be able to discuss the potential similarities and difference to gain a positive outcome. KS3 Knowledge Overview Students in years 7, 8 and 9 will receive two 60 minutes lessons over a fortnight, with a homework set at least once per half time, as is the policy at Lathom. Students are taught in mixed ability groups and their progress is tracked and monitored throughout with reports showing the progress made completed twice a year. Students cover a range of different topics in Years 7-9 including, E-Safety, Networks, Scratch, Python Programming, Data Analysis, & Ethics, to name a few. KS4 Knowledge Overview Students have the opportunity to study Computer Science or IT in Years 10 and 11. In Computer Science students will study on Paper 1 about how the computer works internally, how data is represented, how computer networks work and how they are kept secure, along with ethical computing. Within Paper 2 students learn how to write algorithms, how to program in python, and how programs are designed and tested.In IT students complete an exam and a number of coursework units. Within the exam students look at a number of topics including, computer memory, AI, ecommerce, IT management, emerging technologies, to name a few. Within their coursework students learn how to design and build a database and a spreadsheet, create an automated word document and create a logo. Enrichment Opportunities Code Club 3D Printing Cyberfirst eSports What to read The Early Days – Charles Babbage The Early Days – Ada Lovelace Computing Ends World War ll Early – Alan Turing Computing Ends World War ll Early – Bletchley Park Computing Ends World War ll Early – The National Museum of Computing Your Computer Is Decades Old – John Von Neumann Your Computer Is Decades Old – Manchester Baby Early Days Of Microsoft – Microsoft Early Days of Apple – Apple Our Connected World Begins – History of The Internet Our Connected World Begins – Napster Our Connected World Begins – Y2K Bug Key Stage 3 Curriculum Map Key Stage 4 Curriculum Map
