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KS3 Computing

Throughout Key Stage 3, students will have the opportunity to examine the use of ICT in a wide range of domestic and professional situations. Through assessed written tasks and practical assignments, students will learn how to use and evaluate ICT in both familiar and unfamiliar forms.

The scheme of work for Key Stage 3 ensures that we cover the following areas within the ICT Framework:

Finding Things Out

Using data and information sources

• Understand that different forms of information – text, graphics, sound, numeric data and symbols – can becombined to create meaning and impact.

• Identify the purpose of an information source (e.g. to presentfacts or opinions, to advertise, publicise or entertain) andwhether it is likely to be biased.

• Identify what information is relevant to a task.

• Understand how someone using an information source could be misled by missing or inaccurate information.

Searching and selecting

• Search a variety of sources for information relevant to a task

(e.g. using indexes, search techniques, navigational structures and engines).

• Narrow down a search to achieve more relevant results.

• Assess the value of information from various sources to a particular task.

• Acknowledge sources of information used.

Organising and investigating

• In an investigation:

– design and use an appropriate data handling structure to

answer questions and draw conclusions;

– design a questionnaire or data collection sheet to provide

relevant data;

– check data efficiently for errors;

– investigate relationships between variables;

– use software to represent data in simple graphs, charts ortables, justifying the choice of representation;

– derive new information from data, e.g. averages,

probabilities;

– check whether conclusions are plausible;

– review and amend the structure and its data to answerfurther questions.

 

Developing Ideas and Making Things Happen

Analysing and automating processes

• Use automated processes to increase efficiency (e.g. templates, master pages).

• Represent simple processes as diagrams, showing:

– how a task can be broken down into smaller ones;

– the sequence of operations, and any conditions or decisions that affect it;

– the initial information needed (e.g. room temperature, prices of items).

Models and modelling

• Use software to investigate and amend a simple model by:

– formatting and labelling data appropriately (e.g. formatting cells to display currency);

– entering rules or formulae and checking theirappropriateness and accurate working;

– explaining the rules governing a model;

– predicting the effects of changing variables or rules.

• Test whether a simple model operates satisfactorily.

Control and monitoring

• Implement a system to carry out a simple control task,

including some that involve sensed physical data, by:

– compiling sets of instructions, identifying those which can

be grouped to form procedures or loops;

– testing and refining the instructions.