Information Technology KS3
Ethos and Aims
The national curriculum for computing aims to ensure that all students can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. There is no National Curriculum requirement in Information Technology, but it is still of critical importance that students can skilfully use and develop their capability in a number of software packages in common use in our world today, which are used as a basis for digital communication.
The aim of this curriculum audit tool is to ensure that our students have the opportunities to develop and consolidate their skills in key areas of communication, and to have experience of a number of specialist software environments, to help them in making future career decisions. There is not an exhaustive list of these specialised environments and they will change and evolve over time. They are likely to include:
- Working with programming languages in computing
- Working with digital media in art and creative i-media
- Working with sound files in music
- Working with CAD/CAM in technology
- Working with data packages in science/geography
Staffing
Mr S Birmingham – Subject lead for Digital Media
It is important that teaching staff are able to demonstrate and teach basic competence and confidence in at least the four areas listed below, under ‘Intent’, and that they are confident and competent in using online teaching software (e.g. Microsoft Teams). Teaching staff should also model the use of these methods in the way that they communicate with their students, so that digital communication forms the foundations of high–quality learning and teaching.
Intention
Digital literacy and IT are part of the National Curriculum for Computing. Whilst students may not necessarily develop high levels of skill in more specialised software, it is intended that by the end of Key Stage 3 should have basic competence in:
- Communication by email, including working with attachments
- Creating written text documents using word processor packages
- Creating spreadsheets to manage, collate and analyse information
- Creating presentations to communicate their ideas with clarity
Implementation
Year 7
In Year 7, the integration of IT across the curriculum is designed to equip students with foundational digital skills applicable to various subjects.
In English, students begin by planning a reworking of a tale and writing their own version of a myth using Word. Later in the year, they focus on letter writing, composing letters in role also using Word.
Maths introduces students to basic spreadsheet skills, particularly in event planning and the use of functions within Excel.
Science lessons utilise PowerPoint (PPT) for creating posters and presentations throughout the year. By the summer term, students also use Excel to create and consolidate skills in making bar graphs.
In PE, students use iPads to film and analyse their performances in trampolining, gymnastics, and dance, developing their ability to self-assess and improve through digital feedback.
Languages classes begin with basic PowerPoint skills such as inserting text and pictures, gradually advancing to creating multi-slide presentations with transitions. Students create presentations about themselves and later apply these skills to cultural projects, such as designing promotional posters or ideal schools. By the end of the year, students are expected to share, print, and present their PowerPoint projects.
In Geography, students use the internet for research on countries and continents, supporting their homework tasks with digital tools.
History lessons focus on evaluating the reliability of historical sources, including websites and documentaries, with students learning to assess these through various historical topics like the Siege of Kenilworth.
RE and PD introduce students to digital citizenship, where they learn to send emails, use Word and PowerPoint, and manage their digital work effectively, with skills further developed in subsequent years.
In Art, students engage in digital art projects, including taking digital photographs for competitions and using Adobe Photoshop for layering and digital painting. They compile their work into digital portfolios using PowerPoint.
Drama lessons incorporate research tasks that focus on exploring effective research strategies using digital tools.
Music classes focus on file management and using a Digital Audio Workstation (DAW). Students learn to export their work in various file types and share their compositions via email and attachments.
Technology lessons introduce students to CAD using 2D Design software and the basics of CAM with laser cutters. Additionally, they engage in Scratch programming to enhance their problem-solving and programming skills.
Year 8
As students progress to Year 8, the IT curriculum builds on the skills learned in Year 7, with more advanced applications and digital literacy.
In English, students begin using italics to show quotations within their written analyses on Word, deepening their understanding of text formatting and its importance in literary studies.
In Maths, the skills covered in Year 7 are revisited, with an emphasis on refining and applying these skills in more complex mathematical tasks.
Science lessons focus on creating and emailing documents, with students using the internet for research and Word for writing texts, enhancing their ability to communicate scientific concepts digitally.
PE continues the use of iPads for filming and analysing performances, with students encouraged to use these recordings to critically assess and improve their skills throughout the year.
In Languages, students advance their PowerPoint skills, learning to insert notes for presentations, embed recordings and videos, and save and protect their work in OneDrive. They apply these skills in various tasks, such as creating holiday scrapbooks, voice presentations on celebrations or sports, and video presentations on local activities. The year culminates in students presenting their projects, demonstrating all the skills they have acquired.
In Geography, students conduct research on deforestation and sustainable development, using PowerPoint to create presentations that include animations and images, supported by effective internet research.
History continues to emphasise the reliability of historical sources, with a focus on topics such as the Civil War and Harriet Tubman. Students use digital tools to critically assess these sources.
RE and PD involve evaluating the credibility of sources in relation to gaining support for a cause, helping students develop critical thinking skills in the digital age.
In Art, students engage in artist research and flexi homework tasks, including taking digital photographs for competitions and submitting them via email or on the school’s homework platform (SMHW).
Drama lessons in Year 8 continue to focus on research-based tasks, with students exploring effective research strategies and applying them in their studies.
Music lessons maintain a focus on exporting DAW work, with students repeatedly practicing file management, email attachments, and file type conversions, ensuring they can navigate the digital aspects of music creation with ease.
Technology lessons expand to include HTML website coding and microbit programming, alongside continued use of CAD and CAM, with students developing websites and engaging in more complex programming and problem-solving activities.
Through the progression from Year 7 to Year 8, students are gradually equipped with a broad spectrum of IT skills that are integrated across all subject areas, ensuring they become proficient digital learners capable of applying these skills in a variety of contexts.
Here is the IT curriculum implementation for Year 9, integrated into a comprehensive narrative format:
Year 9
In Year 9, the IT curriculum across various subjects builds on the foundational skills acquired in previous years, with a greater emphasis on applying digital tools in more specialised and sophisticated ways.
In English, students begin the year by engaging in web-based research to inform their understanding of the context for literary texts. They also critically evaluate media bias and representation in writing and social media, learning how to discern credible sources and present their analyses using Word.
In Maths, the skills from Year 7 are revisited, with an emphasis on using Excel for more advanced data handling. By the summer term, students are proficient in creating and interpreting line graphs, which they use to analyse and present mathematical data.
Science lessons continue to integrate IT by requiring students to use the internet for research and to create presentations on scientific topics. They also practice emailing their documents to teachers for feedback. In the summer terms, students focus on using Excel to create and consolidate their understanding of line graphs, which they then incorporate into their presentations.
In PE, the use of iPads to film and analyse performances in trampolining, gymnastics, and dance remains central. Students are expected to use these recordings to improve their techniques and to present their analyses to peers.
Languages classes in Year 9 involve more advanced PowerPoint (PPT) skills. In the autumn term, students learn to edit existing PPT designs, adapting them for different target audiences. They then move on to importing and exporting content between PPT and other Microsoft software, such as Word and Excel. For example, in French, students use Word documents to create slides about artists or environmental issues, and in Spanish, they use Excel data to present information on topics like healthy living or environmental concerns. By the end of the year, students are expected to research and present information on specific cultural topics, demonstrating all the skills they have acquired.
In Geography, students prepare for an energy debate by creating PowerPoint presentations that include images, animations, and research gathered from the internet. They also explore the use of digital maps and GIS, learning to layer images and maps to support their geographical analyses.
History lessons focus on the reliability of historical sources, with a particular emphasis on propaganda during World War I. Students critically assess websites, documentaries, and films, using digital tools to enhance their understanding of historical bias and reliability.
In RE and PD, students develop their knowledge of the credibility of sources through research projects that culminate in presentations. This helps them to critically evaluate the information they encounter online and to present their findings effectively.
In Art, students complete artist research homework tasks and participate in flexible homework projects, such as taking digital photographs for the Rotary Competition, which they submit via email or the school’s homework platform (SMHW). They continue to refine their digital art skills and present their work in various digital formats.
Drama classes involve research into theatre companies and practitioners, where students apply effective research strategies using digital tools. They also use Word to format their coursework, ensuring that their written work is organised and professionally presented. As the year progresses, students explore different styles of drama, conducting research and applying their findings to practical work.
In Music, students consistently use Digital Audio Workstations (DAWs) to create and export their musical projects. They learn to manage their files using OneDrive and email, ensuring that their work is accessible and sharable. Throughout the year, they practice exporting their work in various formats, preparing them for future studies in music technology.
Technology lessons in Year 9 focus on advanced design and manufacturing techniques. Students use CAD software for 2D design and engage in CAM processes, such as laser engraving. They also learn about desktop publishing (DTP), applying these skills to present their design projects in a professional manner.
Overall, the Year 9 IT curriculum ensures that students are well-equipped with advanced digital skills that are applicable across all subject areas. By the end of the year, they are expected to confidently use a range of digital tools to research, create, present, and share their work, preparing them for the demands of higher education and the digital workplace.
Impact
The impact of Information Technology pervades all areas of daily life, and it is critical that our students not only have mastery of social media, which is now their principle means of communication, but also that they can use software which forms the foundations of working life.
It is therefore of fundamental importance that we not only teach these skills, but that we have methodology across the whole KS3 curriculum to measure and report the impact of this teaching on the skills that students have developed.