Computing Staff

Mrs Brown, Mr Roderick

S1 ICT  |  S2 Computing  |  S3/4  National 4/5 Computing Science  |  Higher Computing  |  NPA Computer Games Design


S1 ICT

Delivered via Computing and Business Education departments, jointly.The S1 course focuses on confident and responsible use of ICT across the curriculum, to provide core ICT skills for use throughout high school and beyond.Topics covered

  • Responsible and effective web searching
  • Online Safety
  • Email
  • Electronic data management
  • Word Processing and presentation skills
  • Spreadsheets

The course includes collaborative work with other subject departments on the following themes

  • English: All About Me
  • Food and Health Technology: Healthy Diet
  • Geography: Tokyo

S2 Computing

The S2 Computing course develops basic skills in Computing Science and further develops ICT skills

The principle focus of the S2 Course is the introduction of Computational Thinking via key problem-solving skills and techniques including

  • Abstraction : seeing a problem and its solution at many levels of detail
  • Algorithmic thinking : the ability to develop a step-by-step strategy for solving a problem
  • Decomposition : breaking down a problem into sub-problems
  • Pattern recognition : the ability to notice similarities or common differences that will help us make predictions or lead us to shortcuts.  Pattern recognition is frequently the basis for solving problems and designing algorithms
  • Generalisation : realising that a solution to one problem may be used to solve a whole range of related problems

Underpinning all of these concepts is the idea that computers are deterministic: it is possible to predict what they will do

Topics covered

  • Computer Programming using Scratch
  • Bitmap and Vector Graphics
  • Animation using Bitmap and Vector applications
  • Web site design and creation

S3/4 National 4 and National 5 Computing Science

In recent years Computing has played an increasing important role in society. The influence of computer and information systems has been pervasive, affecting work, home and leisure activities. Computing is both a Science and a Technology; it encompasses a very wide field of study, merging at its boundaries with many other disciplines. It provides us with many increasingly powerful hardware and software tools. Our society requires more and more individuals who have the skills to use these tools, who understand how they work and who have the ability to develop new and improved tools.
tablet

S3 – National 4

Core Topics

  • Software Design and Development
  • Information Systems Design and Development
  • Computing and Information Science Project

S4 – National 5

Core Topics

  • Software Design and Development
  • Information Systems Design and Development
  • Course Assessment

This course will give you the opportunity to:computer brain

  • Develop Information Systems such as websites and databases,
  • Explore the hardware of networks and the potential security risks.
  • Look at current developments in technology and their impact on society.
  • Experience the software development process in different contexts.
  • Develop computational thinking skills

The knowledge and skills gained as part of this course will enable the student to play a full and active role within the ‘information society’.

Homestudy:

Time taken to complete will depend on the presentation level. Initially once a fortnight increasing
to weekly in S4. Students are also expected to review the work done in class after each lesson.

SQA Assessment:

The National 4 course requires students to demonstrate their knowledge and understanding by applying their skills in a
practical context. There is no external exam.

At National 5 students will sit an external examination, which is worth 60% of the final grade. This exam will be sat at the end
of the National 5 course in S4. The remaining 40% will be assessed by an assignment carried out in class where they will be
able to apply the skills they have learned in a practical challenge.

Other Information:

The approach to these units is essentially practical, however there is a significant amount of related theory that has to be
completed and this will require effort and close attention to detail. Software Development is demanding because of the
combination of practical skill and the application of theoretical concepts in software design and computer languages.


Higher Computing

Entry Level:          4Standard Grades at grade 2 or above
Intermediate 2 Computing at grade ‘A’

Course Description:

Computing at Higher level provides an opportunity for students to gain an understanding of the underlying computing concepts and processes that drive information technology.  Also students will acquire skills in the development of computing solutions, within a broad based course, which reflects the wide range of computing.  The course develops generic, transferable, practical competencies and an understanding of computing concepts that are applicable in a range of context and activities.  Additionally there is emphasis on the design, testing and evaluation of computing solutions.

Core topics

  • Computer Systems
  • Software Developmentcp1

Option Topic

  • Artificial Intelligence

Aims of the Course

The course is designed to:

  • Provide students with knowledge and understanding of underlying fundamental concepts, with regard to the operation and organisation of computer systems as a basis for the assimilation of future developments,
  • Develop in students an appreciation of the applicability and potential of computing systems,
  • Develop in students skill of analysis, synthesis, computational thinking, evaluation, communication and problem solving within a computing context,
  • Develop practical abilities in the use of computing technology,
  • Provide intellectual stimulus and challenge, develop academic rigour and foster confidence and enjoyment of the subject,
  • Cater for career demands and personal developmental requirements across a range of student aspirations.

The knowledge and skills gained as part of this course will enable the student to play a full and active role within the ‘information society’.

cp3
Home Study

Initially homework will be issued once per week, increasing to twice per week prior to assessments and prelim examinations. Students are also expected to review the work done in class after each lesson.

 

Examination Board Assessment

Each of the units of work outlined above will be internally assessed through a series of tasks and tests completed in class using SQA assessments. There is an item of coursework that is internally assessed but externally moderated by the SQA which is worth 30% of the final grade. The final external examination at the end of the course will be worth 70% of the final grade.


Computer Games Development SCQF 4, 5, & 6

Entry Level:          4 Standard Grades at grade 3 or above
Intermediate 2 Computing at grade ‘B’

Course Rationale

Computer Games Development at SCQF 4, 5, & 6 are National Progression Awards that provide an exciting opportunity for students to gain an understanding of the underlying concepts and processes in the computer gaming industry. Computer games are being used increasingly for leisure, in education and work-based training with players interacting via personal computers, consoles, PDAs, mobile devices and web browsers. Computer gaming is now a growing industry, with Scotland one of the global leaders. In Scotland there are more than 50 companies, mostly based in Dundee, Edinburgh and Glasgow. These companies rely on a range of creative skills such as art, design, animation, audio and programming. Employers increasingly expect candidates to have critical thinking and problem solving abilities, to be good communicators and able to work within a group/team, as these are essential skills for working in a modern business environment.

Aims of the Coursepacman

This award, at SCQF levels 4, 5 & 6, is designed to enable candidates to:

  • investigate the computing gaming industry/genres/hardware/trends and emerging technologies
  • gain an understanding of underlying concepts and the fundamental principles involved in digital gaming planning and design
  • gain the knowledge and skills required in the creation of media assets and games development
  • work with others to test a game and give constructive feedback
  • collaborate with others in an enterprise activity to promote/market a game

Core topics

  • Computer Games: Design
  • Computer Games: Media Assets
  • Computer Games: Development

Although there are no explicit Enterprise Units included, one aim of the awards is to develop candidates’ personal qualities and the attributes essential for success in working life. The following aspects of enterprise skills have been embedded throughout the Units as follows:

  • becoming adaptable and possessing a positive attitude to change
  • cp5becoming confident in setting goals, reflecting and learning from experience
  • developing an enterprising attitude
  • developing an understanding of the world of work
  • fostering a positive attitude to learning
  • participating in enterprise activities
  • undertaking flexible approaches to solving problems
  • undertaking self and peer evaluation

 

Examination Board Assessment

Each of the units of work will be internally assessed through a series of tasks and tests completed in class. These are then externally moderated.

Note: There is not an external exam.