{"id":4524,"date":"2022-05-08T21:12:37","date_gmt":"2022-05-08T21:12:37","guid":{"rendered":"https:\/\/computerscienced.co.uk\/site\/?page_id=4524"},"modified":"2022-05-21T14:36:07","modified_gmt":"2022-05-21T14:36:07","slug":"ks3-computing-and-digital-literacy-age-11","status":"publish","type":"page","link":"https:\/\/computerscienced.co.uk\/site\/ks3-computing-and-digital-literacy-age-11\/","title":{"rendered":"KS3 Computing and Digital Literacy – Age 11+"},"content":{"rendered":"\n
\"\"<\/figure>
\n

Computing is a subject studied at secondary schools in the UK from the age of 11 upwards and normally for 2 to 3 years until students start their GCSE courses. Many school study a broad curriculum ranging from basic digital literacy, right up to basic computer science theory.<\/p>\n\n\n\n

In this section we present a range of different topics aimed at KS3 aged students covering the full range of both computing and digital literacy subjects. <\/p>\n<\/div><\/div>\n\n\n\n

\n\n\n\n

Our curriculum<\/h2>\n\n\n\n
\n
\n
\n
An introduction to the Computing lab<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This topic features basic information and resources about how to use computer systems in schools and can be used to teach the basics of logging on, choosing passwords and how to access Office 365. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
KS3 Homework<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

A selection of homework tasks, questions and booklets suitable for KS3 students. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
RocketCake basics tutorial<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

A basic tutorial on creating a HTML webpage with the RocketCake WYSIWYG program. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n\n\n\n

Teach Computing \/ NCCE<\/h2>\n\n\n\n

Some helpful resources for supporting the Teach Computing \/ National Centre for Computing Education scheme of work. These schemes of work can be downloaded from the Teach computing website – www.teachcomputing.org<\/strong> <\/a><\/p>\n\n\n\n

Year 7<\/h3>\n\n\n\n
\n
\n
\n
Collaborating Online Respectfully<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

The Collaborating Online Respectfully course is the start of students journeys through the Teach Computing scheme of work and introduces students to the Computing Lab<\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Networks: from Semaphores to the internet<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the history of the internet and talks about how the internet that we know today works. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Using media: Gaining support for a cause<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This modules introduces students to using media and asks them to partake and use their skills in a project to gain support for a cause. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Programming essentials in Scratch<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to fundamental programming concepts using the program Scratch. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Modelling data: Spreadsheets<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to data modelling and data science concepts using spreadsheets. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n\n\n\n

Year 8<\/h3>\n\n\n\n
\n
\n
\n
Developing for the web<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the basics of HTML and the development of websites. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Representations: from clay to silicon<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to number representation in binary. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Mobile app development<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the features of mobile apps and teaches the skills necessary to develop apps for mobile. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Media: Vector graphics<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to vector graphics and teaches students how to create and edit vector graphics. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Computing Systems<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the hardware and elements that make up computer systems. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Introduction to Python Programming<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to basic Python programming concepts. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n\n\n\n

Year 9<\/h3>\n\n\n\n
\n
\n
\n
Python programming with sequences of data<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module expands on students Python knowledge and expands it to include sequences of data. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Media: Animations<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the basics of animation and gives students the ability to create 3D animations. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Data science<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module asks students to use data to investigate real world problems and make changes based upon this data. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Representations: Going audio visual<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module expands students knowledge of number representations and applies this knowledge to the representation of audio and visual. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Cyber Security<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the world of cyber security, covering how people can protect themselves from cyber attack. <\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n
Physical computing<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
\n

This module introduces students to the physical aspects of computing using the Micro:Bit.<\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Computing is a subject studied at secondary schools in the UK from the age of 11 upwards and normally for…<\/p>\n","protected":false},"author":1,"featured_media":3182,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"disable_featured_image":true,"footnotes":""},"class_list":["post-4524","page","type-page","status-publish","has-post-thumbnail","hentry"],"blog_post_layout_featured_media_urls":{"thumbnail":["https:\/\/computerscienced.co.uk\/site\/wp-content\/uploads\/2021\/12\/undraw_teaching_f-1-cm-1.svg",150,150,true],"full":["https:\/\/computerscienced.co.uk\/site\/wp-content\/uploads\/2021\/12\/undraw_teaching_f-1-cm-1.svg",948,758,false]},"categories_names":null,"comments_number":"0","_links":{"self":[{"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/pages\/4524","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/comments?post=4524"}],"version-history":[{"count":33,"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/pages\/4524\/revisions"}],"predecessor-version":[{"id":4744,"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/pages\/4524\/revisions\/4744"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/media\/3182"}],"wp:attachment":[{"href":"https:\/\/computerscienced.co.uk\/site\/wp-json\/wp\/v2\/media?parent=4524"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}