What does the course cover? The programme of study and National Curriculum links

The Wolsey Hall Part 3 Computing course follows the National Curriculum for England at Key Stage 3. 

We have ensured that all of the National Curriculum outcomes are covered in the course and the table below provides an overview of how the Wolsey Hall course can be mapped to the course textbooks and to the National Curriculum for England.

You may want to print out this overview Download overview of the course and refer to it as you progress through the course. Note. Module Six details will be added in due course, so you may want to print it once they are added.

Do also bear in mind that:

  • Before Module One, there is a Welcome call with your tutor.
  • At the end of Module Three, there is a mid-course review.
  • At the end of Module Six, there is an end-of-course review.

 

  Course introduction

Read the Course Guide and Welcome Call with your tutor

 

Module One: Drilling Down: How the Processor Processes 

National Curriculum Link  

Coursebook Pages 

Topic One (1.1): About the CPU and Inside a Digital Device 

  • Describe a CPU 
  • Describe the basic internal components of a device, including CPU, cache and RAM 

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]. 

 

Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems 

 

 

Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits. 

 

Computing Stage 9 

Pages 8-13 

Topic Two (1.2): Inside the CPU and High/Low-Level Languages 

  • Describe the internal parts and registers of a CPU 
  • Describe both high- and low-level languages 
  • Describe an assembly language instruction and its machine-code equivalent 

Computing Stage 9 

Pages 14-17 

Topic Three (1.3): Introducing Fetch-Decode-Execute… Repeat and All About the Accumulator  

  • Describe the von Neumann Fetch-Decode-Execute cycle 
  • Trace through an assembly language program 
  • Describe the accumulator and it’s use 

Computing Stage 9 

Pages 18-25 

Topic Four (1.4): A detailed look at the Fetch-Decode-Execute cycle and Logic gates 

  • Describe the use of registers within the Fetch-Decode-Execute cycle 
  • Draw, describe and construct truth tables for AND gates 

Computing Stage 9 

Pages 25-30 

Topic Five (1.5): More logic gates and how they fit with AI and VR 

  • Draw, describe and construct truth tables for OR, NOT and XOR gates 
  • Discuss Artificial Intelligence and Virtual Reality and their relationship with logic gates 

Computing Stage 9 

Pages 30-37 

Topic Six (1.6): Final Project 

  • Be able to trace an assembly program 
  • Develop a logic circuit for a problem 
  • Produce a written report for a problem solution 

Computing Stage 9 

Pages 38-41 

ASSIGNMENT ONE 

 

 

Module Two: Sorting it all out: Searching and Sorting Data Structures 

National Curriculum Link  

Coursebook Pages 

Topic One (2.1): The Importance of Searching and Sorting Techniques, What is an Array, and Lists and For Loops in Python 

  • Discuss the importance of searching and sorting techniques 
  • Describe an array data structure 
  • Describe and use two forms of for loops in Python 

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems. 

 

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem. 

 

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions. 

 

Computing Stage 9 

Pages 42-48 

Topic Two (2.2): Checking Out the Bubble sort 

  • Be able to describe a bubble sort in terms of passes and swaps 
  • Be able to create and walk-through code for a bubble sort 

Computing Stage 9 

Pages 49-55 

Topic Three (2.3): Is the Insertion Sort for Me? 

  • Be able to describe an insertion sort 
  • Be able to create and walk-through code for an insertion sort 

Computing Stage 9 

Pages 55-62 

Topic Four (2.4): Evaluating Sorting Algorithms and Introducing Linear and Binary Searches 

  • Be able to evaluate sorting algorithms in terms of comparisons, swaps, advantages and disadvantages 
  • Be able to describe the linear and binary search algorithms  

Computing Stage 9 

Pages 62-67 

Topic Five (2.5): Continuing the Linear and Binary Searches 

  • Be able to follow pseudocode and python code for the binary search 
  • Be able to apply searches to a problem in code  

Computing Stage 9 

Pages 67-73 

Topic Six (2.6): Final Project 

  • Provide code to solve a real-life problem 
  • Utilise procedures in problem solving 

Computing Stage 9 

Pages 74-75 

ASSIGNMENT TWO 

 

 

Module Three: HTML, CSS, JavaScript: Web-Pro Games 

National Curriculum Link  

Coursebook Pages 

Topic One (3.1): Combining HTML, CSS and JavaScript and a Quick review 

  • Describe the combination of HTML, CSS and JavaScript 
  • Recall commonly used HTML tags 

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions. 

 

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users. 

 

Computing Stage 9 

Pages 76-81 

Topic Two (3.2): W3Schools for CSS and Classes 

  • Describe the use of W3School CSS stylesheets 
  • Be able to use classes to apply CSS 

Computing Stage 9 

Pages 82-87 

Topic Three (3.3): Buttons, Bars and Anchors 

  • Be able to apply CSS to a range of navigational links 

Computing Stage 9 

Pages 87-91 

Topic Four (3.4): HTML Forms for User Input 

  • Be able to create a user input form 
  • Be able to describe a range of input form elements 

Computing Stage 9 

Pages 92-95 

Topic Five (3.5): JavaScript – Submitting and Validating Forms 

  • Be able to describe how form data is submitted in an Email 
  • Be able to describe how JavaScript can access form data 

Computing Stage 9 

Pages 96-100 

Topic Six (3.6): Further Introduction to JavaScript and Final Project 

  • Be able to carry out a simple validation check in JavaScript 
  • Be able to create a full web page with validation 

Computing Stage 9 

Pages 100-107 

ASSIGNMENT THREE 

 

 

Module Four: Networking: Not Just a Way of Meeting New People 

National Curriculum Link  

Coursebook Pages 

Topic One (4.1): Why Network Computers and Making Networks Work 

  • Describe some of the keywords within networking 
  • Describe essential parts of a LAN 

Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems. 

 

Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. 

 

Computing Stage 9 

Pages 108-113 

Topic Two (4.2): Wireless Networking 

  • Describe a PAN and a WPAN 
  • Discuss wireless technologies 

Computing Stage 9 

Pages 114-118 

Topic Three (4.3): Getting Technical – Routing Data 

  • Discuss the use of routers in routing data 
  • Explore and describe the use of IP addresses 

Computing Stage 9 

Pages 119-124 

Topic Four (4.4): Data on the Move and Keeping it all Secure 

  • Evaluate different mobile devices 
  • Discuss ciphers and symmetrical encryption 
  • Describe asymmetric encryption 

Computing Stage 9 

Pages 125-130 

Topic Five (4.5): Staying Within the Law 

  • Be able to describe plagiarism, copyright infringement, GDPR and data subjects 
  • Discuss some security policies 

Computing Stage 9 

Pages 131-137 

Topic Six (4.6): Final Project 

  • Create a proposal document for a real-life situation that needs networking 

Computing Stage 9 

Page 138 

ASSIGNMENT FOUR 

 

 

 

Module Five: Designing, Coding and Documenting Solutions 

National Curriculum Link  

Coursebook Pages 

Topic One (5.1): Bringing it all Together and Wire frames 

  • Consider some of the tools used in managing projects 
  • Describe and create wireframes for a project 

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users. 

 

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability. 

 

Computing Stage 9 

Pages 139-144 

Topic Two (5.2): Design Algorithms Using Flowcharts and Pseudocode 

  • Create flowchart solutions to simple problems 
  • Consider some pseudocode style commands 

Computing Stage 9 

Pages 145-149 

Topic Three (5.3): Translating a Flowchart to Pseudocode and Creating Data Dictionaries 

  • Be able to translate between flowcharts and pseudocode 
  • Be able to create a simple data dictionary 

Computing Stage 9 

Pages 150-153 

Topic Four (5.4): Solving Sub-problems Using Functions and Procedures 

  • Be able to differentiate between a function and a procedure 
  • Be able to create a subroutine in Python 

Computing Stage 9 

Pages 154-160 

Topic Five (5.5): Project Management and Creating a Test Plan 

  • Be able to describe a Gantt chart 
  • Be able to create a test plan for a project 

Computing Stage 9 

Pages 161-168 

Topic Six (5.6): Final Project and Evaluation 

  • Manage a project based on a variety of provided documents 
  • Evaluate a project management 

Computing Stage 9 

Pages 169-170 

ASSIGNMENT FIVE 

 

 

Module Six: Developing a Text-Based Adventure Game

National Curriculum Link

Coursebook Pages

Topic One (6.1): Designing a Map and Rooms

  • Design a concept, map and rooms for a text-based adventure game

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.

 

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.

 

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming.

Adventure Games in Python

Pages 1-9

Topic Two (6.2): Programming a Map

  • Produce program code to model a game map

 

Adventure Games in Python

Pages 9-14

Topic Three (6.3): Designing and Programming a Player

  • Design a player class
  • Program a player class that can accept some commands

Adventure Games in Python

Pages 14-18

Topic Four (6.4): Designing, Programming and Creating Things

  • Design, program and create ‘things’ within a game

Adventure Games in Python

Pages 18-25

Topic Five (6.5): Designing and Programming Puzzles

  • Design and create simple puzzles

Adventure Games in Python

Pages 25-33

Topic Six (6.6): Winning the Game

  • Develop logic for the ‘win’ condition in a game

Adventure Games in Python

Pages 33-35

ASSIGNMENT SIX