Students program the most jaw-droppingly fun, advanced, and versatile educational robots in the world; they push their Computer Science skills to the maximum by writing code in industry-standard text languages.
Music, films, and 3D architecture; students experience how modern devices can empower them to create in the same league as professionals. With technology as intuitive as it is today; the only limit is what can be imagined.
It’s often overlooked that the internet is very much a physical object; students learn how our most powerful communication tool works whilst using it to research social topics such as women in computing, and the opportunities and challenges posed by automation.
Learn what makes computers tick. Write code and experiment with its power to make physical changes in the world around us.
Discover how computers can have a material and positive impact on everyday experiences. Explore nature, produce a pop song, or design a 3D model; the possibilities are boundless.
Computers power humanity’s productivity and communications; a focus on the fundamentals of software used in the workplace is as essential as ever.
Students begin their journey by considering the simple question: “what can a computer do?” A variety of apps are introduced that encourage gesture development and familiarity with the user interface; details we adults take for granted, such as how best to wake and lock an iPad! Once the fundamentals are taken care of, students get their first taste of programming as they complete challenges in which they guide a character towards a goal by dragging shapes into its path. Finally, students get creative; from photography to writing shopping lists – an extensive and varied set of computing skills that enable a user to make things are touched upon.
Level two of the programme of study is similar in structure to level one: students use a computer to consume content, before returning to the fundamentals of coding. However, the newly introduced apps are more complex in terms of layout and require additional input from the student; text, recordings, and even sensor activation are all required from students in order to progress through content. Likewise, Computer Science is progressed by challenging students to place their code away from the character that they are controlling, thus developing their visualisation skills. In the final phase, students participate in one of two non-embedded e-safety modules that promote safe and respectful digital citizenship.
As students progress to KS2, two-thirds of the course becomes dedicated to Computer Science as they become able to engage fully with this demanding content. The first module sees participants code their own animations, with strong potential for bespoke cross-curricular theming. Next, students consider the flow and logic of a program for the first time as they code their own mini-app; an app that must meet increasingly complex design criteria as the module progresses! Finally, students use technology to get creative in projects that include song production, film trailer production, and 3D graphic design.
Now that a strong foothold in programming has been established, it’s time to elevate the fun factor; enter the robots! Students are wowed by the potential for code that they created on-screen to have a tangible effect on the physical world around them as they program advanced educational droids. Participants discover sensors, progressively advanced coding, and the joy of overcoming mentally-challenging problems. Later in the year, they push their technical understanding of coding concepts further in the most challenging on-screen puzzles yet, before designing visual social media posts to promote ‘safe surfing’ amongst your school community.
Students move on to designing and programming their own advanced and fully-functioning video games. At this stage in the course, students have encountered almost all the coding concepts that they are required to by the end of KS2; now the programme of study shifts focus to establishing proficient and confident coders with modules that reduce guidelines and promote creative autonomy; students, for example, return to robotics for a project designed to push their understanding of the ‘invisible’ maths and logic that underpins programming to new heights. During the final term, students complete an additional creative technology module such as song or video production.