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Computer Science Department Handbook Contents Page1Aims2Computer Science Department Staff3Department Responsibilities4Teaching in the Computer Science Department5Whole School Computer Science6ICT/Computer Science Curriculum7Curriculum Development8INSET Record9Computer Science Department Assessment Policy10ICT/Computer Science Resources11Displays12Specific Policies Aims Our aims in using Information Technology and Computing are that all pupils will enjoy using ICT, choose and use appropriate applications with confidence and a sense of achievement, develop practical skills in the use of ICT, be able to apply these skills to the solving of relevant and worthwhile problems, understand the capabilities and limitations of ICT and the implications and consequences of its use. We strive to achieve this aim by Giving every pupil the ability and confidence to study ICT and Computer Science successfully, and to enjoy doing so. Helping all pupils to develop the necessary skills, principles, methods and terminology to exploit ICT resources and tools Helping all pupils to work effectively with others and to become autonomous users of ICT Helping all pupils to develop critical awareness in order to evaluate the benefits of ICT and its impact on society Ensuring pupils use and gain experience of ICT in a variety of subject areas and contexts Ensuring pupils use ICT tools and information sources for a range of investigations, research, problem solving and system design activities Encouraging pupils to extend their skills beyond the classroom As teachers, being individual, bold, passionate and experimental. Developing staff skills to enable them to enhance and extend their teaching and pupils learning Assessing monitoring pupils progress to ensure continuity and progression Providing and maintaining appropriate ICT equipment and software Celebrating success in the use of ICT and Computer Science Embracing the dynamic nature of Shanghai and, as much as possible, celebrate this within our planning and teaching. Computer Science Department Staff Head of Computer Science Mr. Gareth ThomasBSc Computer Science, MA Education, MEd Education, PGCE Teaching Responsibilities Senior School (YTears 9 to 13) Teachers of ICT/Computer Science Mrs. Victoria DoamekporBSc Management Science, PGCETeaching Responsibilities Pre Prep/ Prep School (Years 1 to 8) Mr.

James Dyson, PGCEBA History, PGCE Teaching Responsibilities Pre Prep/Prep/Senior (Years 1 to 9) Departmental Responsibilities The Head of Computer Science The Following areas will be the responsibility of the Head of Computer Science Manage the delivery and development of the curriculum Manage and oversee the development of departmental sSchemes of work Ensure appropriate assessment is being provided in accordance with school policy Ensure appropriate pupil tracking is in place in accordance with school policy Oversee whole dDepartment appraisal process. CPD/ INSET and monitoring professional development of teachers within the Department. Liaise with outside agencies to develop positive relationships with college and represent departments news to external bodies, organising visitors etc. Organisation of Health and Safety (Risk Assessment). Organise whole school events. Monitoring of displays throughout dDepartment. Organising regular meetings and recorded minutes. Teaching in the Computer Science Dept.

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Planning There is a firm structural framework for the timing of individual units within the year. It is, however, up to individual teachers to plan their own teaching within that framework. It is expected that teachers will plan with flexibility according to the needs and responses of their individual sets as these are disclosed over the course of the year. Teacher planning should also allow them scope to impart their own passions to the pupils, and to extend their teaching beyond the strict requirements of a syllabus, whenever such opportunities arise.

Punctuality All lessons must start on time. Teachers must themselves be punctual, andpunctual and expect the same from their pupils. The start of a lesson should not be held up for the sake of latecomers. Setting and Marking of Work (see also relevant sections in staff handbook) Prep should be set regularly and have clearly-identified objectives.

Teachers should be mindful of pupils access to software outside the classroom that will enable them to complete a task. Teachers should set tasks which have clearly-identified objectives set fair deadlines expect the highest standards of presentation as well as quality insist upon resubmission for poor work keep a record of late work mark and return work punctually mark specifically according to the requirements of the task keep precise records of pupils marks and, more importantly, their strengths and weaknesses. Reporting and Tracking Teachers will write interim and end of term reports as required. There will be two types of reports Interim grade sets, and Ffull reports.

Full reports are deigned to be once per term, including grades and full comments, though a parents evening might obviate the need for a comment in certain year groups. Interim grade sets will top this up to ensure that there are grades in certain subjects reported back to parents approximately once every 5 weeks (this may vary dependent on term structure). Tracking data will come from various sources Baseline data (CAT) Formal assessments (internal exams twice per year, external exams) Teachers mark books (TBC) Report grades (approx. 6 times per year in some subjects 3 in others) Target grades should be set or reviewed at the start of each year, by teachers, Heads of Departments, and the Director of Studies. They will use baseline data (and previous assessment data if appropriate). Mid-year changes to target grades will be unusual, though may happen, and should be discussed with the Director of Studies. Observation All staff are encouraged to observe each other teach. Teachers should try to observe one lesson every half term, covering a range of teachers and year groups.

Feedback and discussion should be prompt, preferably the same day, and written notes are encouraged. Support for SEN pupils and GT policy Pupils with specific learning difficulties are taught in mainstream classes. Individual teachers should be aware of who these pupils are, andare and should cater for them accordingly.

Alba Rosas and Fiona Blackwood are in constant contact with information on pupils. Where there are a number of pupils with specific needs which are significantly ranging to require a separate group, the Computer Science Department will do what they can to accommodate this. In order to stretch our More Able and Talented pupils we need to ensure as a department that we provide precise and challenging extension work for them. Aside from extra-curricular clubs, the dDepartment is building in extension activities into its schemes of work although of course teachers will use their own discretion and judgement. Nonetheless, the kind of activities that are commonly used are Extension of practical skills beyond the confines of SoW or syllabus Extension tasks which involve evaluation or additional research Critical research on a topic area Leading group work in research activities. EAL support Pupils for whom English is an additional language form a significant body within the school. Teachers with EAL pupils in their classes must plan their lessons with the needs of these pupils in mind. TAs are encouraged to produce recommendations, which should be referred to.

Teachers should liaise with TAs regularly to discuss ways in which their teaching can support and help these pupils in their mainstream classes. Appraisal All staff are appraised according to the schools policy (see relevant section of staff handbook). Training Members of the dDepartment are encouraged to attend INSET courses that will enrich their own teaching and benefit the Department. Whole School ICT In order to ensure that valuable areas of experience are covered, ICT use is integrated into the curricula followed throughout the school, including Early Years. Pupils will have experiences of a variety of software that allows teachers to provide for progression of skills, concepts and applications. The software to be used throughout the school is shown in the ICT scheme of work and the schemes of work for other curriculum areas. All classes will have equal access to the ICT Suite for whole class work.

Pupils will have the opportunity to work individually, in pairs and in small groups, and will experience the frequent use of ICT in their own classrooms. Pupils will become increasingly independent in their use of ICT and the choice of software required for any given curriculum activity. This aim should be kept in mind from the earliest contacts pupils have with computers, by informing them clearly why they are using a computer for a particular activity. ICT/Computer Science Curriculum At Wellington ICT/Computer Science is taught as an individual compulsory subject from Year 1 to Year 9 and as an option from Year 10 onwards. The KS3 curriculum is heavily focused on developing pupils transferable practical skills in the two core components of information Communication Technology and Computer Science. At KS3 students are introduced to key concepts of computing and gain exposure to several programming languages and develop an awareness of how to code.

At KS4 students can opt to study the Edexcel International GCSE in Information and Communication Technology (ICT) and the CIE International GCSE in Computer Science. At KS5 Information Technology in a Global Society is offered to our sixth form IB students as an option in group 3. Edexcel ICT IGCSE Specification The Edexcel IGCSE in ICT is designed as a two-year course. It aims to encourage the exploration and study of ICT in a variety of contexts home, community, business, industry, recreation and education. In any given situation students will have the opportunity to acquire competence, ability and critical skills through the implementation, use and evaluation of a range of ICT systems. Students can develop their interests in, enjoyment of and critical reflections on ICT as an integral part of modern society. The Edexcel International GCSE in Information and Communication Technology (ICT) is assessed through two examinations A written examination paper (50 of the overall mark) A practical examination paper. (50 of the overall mark) Paper 1 Written Paper (1 hour 30 minutes) This written examination, lasting one hour and 30 minutes, will consist of multiple-choice and short-answer questions.

The questions will be graded and arranged in order of increasing difficulty. The examination is untiered and will be targeted at students across the ability range A G. Paper 2 Practical Paper (3 hours) This practical computer-based examination, taken under controlled conditions, will consist of structured activities. It will take three hours (including printing time). The examination is untiered and will be targeted at students across the ability range A G. The software packages tested in each examination are Spreadsheet software Database software Graphics software Multimedia presentation software Desktop publishing/word processing software. Entry RequirementsThere are no entry requirements, but a general knowledge of how to use a computer for basic everyday tasks would be an advantage.

Syllabus ContentYou will cover ICT in a variety of contexts as an integral part of modern society. The course will help to develop Your ICT skills, knowledge and understanding in a range of contexts Your ability to use ICT-based solutions to address challenges and solve problems Your understanding of ICT systems Your understanding and awareness of current and emerging technologies Your ability to recognise potential risks when using ICT and adopt safe, secure and responsible practice. The main areas of syllabus content are as follows ICT Systems Impact of ICT Use of ICT Systems Find and Select Information Develop, Present and Communicate Information Students will do a lot of practical work in addition to the theory content in preparation for the Practical Paper 2. The IGCSE course consists of five lessons every two weeks and we are very happy to see pupils at other times too if needed. The Computing department has an open door policy, which will enable pupils to work in the department during free study periods in the Sixth Form and during lunchtimes. There is no coursework component. CIE Computer Science Specification Cambridge IGCSE Computer Science enables learners to develop an interest in computing and to gain confidence in computational thinking and programming. They develop their understanding of the main principles of problem-solving using computers.

Learners apply their understanding to develop computer-based solutions to problems using algorithms and a high-level programming language. They also develop a range of technical skills, as well as the ability to test effectively and to evaluate computing solutions. It is assessed through two examinations A written examination paper (60 of the overall mark) A practical examination paper.

(40 of the overall mark) There is a practical task but whichit is not assessed but is used as the basis of the questions in paper 2. Paper 1 Theory of Computer Science (1 hour 45 minutes) This written examination, lasting one hour and 45 minutes, will consist of multiple-choice and short-answer questions. 1.

1 Data representation 1.2 Communication and Internet technologies 1.3 Hardware and software 1.4 Security 1.5 Ethics Paper 2 Practical Problem Solving and Programming (1 hour 45 minutes) This written examination, lasting one hour and 45 minutes, will consist of multiple-choice and short-answer questions. 2.1 Algorithm design and problem-solving 2.1.

1 Problem-solving and design 2.1.2 Pseudocode and flowcharts 2.2 Programming 2.

2.1 Programming concepts 2.2.

2 Data structures arrays 2.3 Databases Entry Requirements There are no entry requirements, but a general knowledge of how to use a computer for basic everyday tasks would be an advantage. Why Computer Science Cambridge IGCSE Computer Science is an ideal foundation for further study in Computer Science. Understanding the principles of Computer Science provides learners with the underpinning knowledge required for many other subjects in science and engineering, and the skills learnt can also be used in everyday life. Information technology in a Global Society (ITGS) Specification The ITGS course is the study and evaluation of the impact of Information Technology (IT) on individuals and society.

It explores the advantages and disadvantages of the use of digitised information at the local and global level. ITGS provides a framework for the pupil to make informed judgments and decisions about the use of IT within social contexts. Course Aims Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Pupils come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society today. ITGS offers an opportunity for a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline. Course Content The nature of the subject is defined by the use of fundamental ITGS terms.

For the purpose of the ITGS syllabus the following definitions apply ITGS is not a computer science type course, nor is it a software applications course it is instead geared more towards an understanding of the implications of using IT. The terms social and ethical occur frequently in this subject and they are indeed present in typical examples of the subjects areas of study. At either level (SL or HL) the ITGS course consists of three compulsory interconnected strands that reflect the integrated nature of the course. Curriculum Development At present ICT and Computer Science (February 2018) is an option at KS4 where the IGCSE is offered as a subject choice to years ten and eleven. At KS5 ITGS is offered as an option for IB students and is in group 3.

It is proposed that Computing Science is introduced a subject choice for the IB. In addition and as a result of the current level of teaching at KS3 we are looking into the possibility of students sitting a recognised practical qualification at the end of Year 9. In tandem with this curriculum development in the Prep school is ongoing with a mix of Computer Science and ICT being taught. Currently the departmental aim is to facilitate further integration of the curriculum with the IPC for years 1 to 5. The overall aim of the department is to ensure that our students are some of the most capable in applying their practical skills in ICT but also ensure that the language of Computing becomes firmly embedded throughout the school. Our goal is to educate the next generation of Wellingtonians on how to become the masters not the servants of the machines of the future. ICT Dept. Assessment Policy Tasks set should always have clear objectives, andobjectives and should be marked according to those objectives.

It is not necessary to mark every aspect of a piece of work every time. This is time-consuming for the teacher, can be dispiriting for the pupil, and distracts attention from the objective itself. Marking should be an efficient and sharply-focused exercise. Teachers should use their own judgement, in achieving a balance between thoroughness and efficiency. Teachers will of course continue to conduct informal assessment of pupils on an ongoing basis throughout the year.

When work is handed back, pupils should be given plenty of time to read, absorb, and discuss the marks and comments they have received. If they do not learn from each piece of work that they do, it loses a large part of its value. Each teacher has a responsibility to assess pupils, record attainment and verify their assessment. It is the responsibility of individual teachers to actively use data from their own pre-testing or provided to them by management, to ensure that they have a clear idea of each pupils prior attainment or aptitude. This should impact on the planning of differentiated tasks for particular individuals as appropriate and in the setting of aspirational targets. They should also ensure that basic skills (such as retaining knowledge, understanding key concepts, and applying standard methods) are appraised. Teachers should ensure that their perception of pupils capabilities is continually adjusted in light of formal and informal assessment data. In their practice, teachers need to be aware of twelve key assessment for learning principles.

Assessment for learning should Be part of effective planning of teaching and learning. Focus on how pupils learn. Be recognized as central to classroom practice.

Be regarded as a key professional skill for teachers. Be sensitive and constructive, because any assessment has an emotional impact. Take account of the importance of learner motivation. Promote commitment to learning goals and a shared understanding of the criteria by which they are assessed. Provide learners with constructive guidance about how to improve. Develop each learners capacity for self-assessment so that they can become reflective and self-managing. Recognize the full range of achievements of all learners.

Appreciate the difference between formative and summative assessment, sensitively adjusting the balance between them and building an awareness of and momentum towards the IBDP, where external final assessment is predominant. Be aware of the need to master advanced academic skills, in particular the analysis and presentation of information, the evaluation and construction of arguments, and the creative solving of problems. All teachers will be responsible for Ensuring that assessment and recording is central to teaching and learning. Ensuring a variety of appropriate assessment methods are used.

Simple rubrics are used, where applicable, to guide pupils to success and for consistency in marking. Administering and marking regular tests in a timely manner. Contributing to subject area moderation meetings. Developing and maintaining a portfolio of pupils finished work as evidence of attainment criteria.

Planning and executing assessment activities for modules of work and as outlined in their planning. Participating in the target-setting process. Developing pupils ability to carry out self-assessment, evaluate their own work and that of their peers.

Maintaining progress records in their subject areas. Rewards and sanctions Unsatisfactory work should be repeated. Housemasters and House Tutors should be notified, should the work continue to be unsatisfactory, or the failure to hand in work becomes systematic. The teacher may want to detain individual pupils themselves at the first instance. This allows for the pupil to complete work to a satisfactory level.

ICT Resources Current Facilities Within the senior school there are three dedicated ICT labs, one Apple Mac and two PC, equipped with up to date networked machines. In addition there are two trolleys of Apple MacBooks and threea number of trolleys of IPads available throughout the school situated in the Pre-prep and Prep schoolthat can be used throughout the school. There are also a number of open access networked PCs and Apple Macs situated within the main library. The school building contains an extensive network of wireless access point which provide 100 Wi-Fi coverage within the school buildings. There are also 16 Legomindstorm EV3 kits being used in the co-curriculur activities and with a view to being more fully integrated into the curriculum in the coming year. Development To enhance the delivery of Computing to the curriculum it is proposed to open a dedicated development laboratory. This facility would be equipped with machines based upon the UNIX platform and run specialist development software that provides students with a far more technical experience.

It will also be much more akin to the environment that they will encounter should they chose computer science as an option at higher education or as a career choice. There is also scope to use the facility for activities that fall within the ASA program and also as an RD Lab to evaluate new technologies and the impact they may have on teaching and learning. Other equipment that would form part of this facility would be the raspberry pi computer systems, Arduino project kits, programmable android based tablets and the Lego mindstorms packages (making greater use of the existing kits).

It is hoped that the facility would become a playground for the next generation of programmers and technical architects. The limits of this facility would only be constrained by the imaginations of the students that would use it. Displays Classrooms should be attractive areas in which to teach and learn. Visual displays form an important element in creating an environment which promotes learning. If teachers have an allocated classroom in which they carry out most of their teaching then they are responsible for the displays in it.

Aims All displays in classrooms should be designed and produced on the understanding that they should serve to provide an interesting and visually stimulating environment. In addition, individual displays are mounted with one or more specific purposes in mind, such as to show exemplary work of a particular kind (in terms of approach, conception, imagination, technique, skill, etc) by pupils of a particular age, ability and experience to show a varied but praiseworthy selection of approaches and responses to a common task or stimulus to show the entire range of responses to a common starting point, irrespective of their nature and quality, by one or more pupils groups to reward a pupil or pupils for outstanding effort and progress, relative to their previous achievements to act as aids to teaching and learning to help inform visitors (parents, governors, other teachers and pupils) about the nature and standards of work within the Computer Science Department. Specific ICT policies Hardware faults If teachers have a fault with their computer(s), they must email the Network Manager HYPERLINK [email protected] ict.

[email protected] . He will aim to deal with this problem as soon as possible.

If the problem cannot be solved, an external technician will be called where appropriate. Health and safety ICT equipment should be treated with the same care as any other electrical equipment.. Pupils should be encouraged from the earliest age to consider and adjust their posture when using the keyboard in order to avoid strain to the arms and back. Staff should consult the SENCO with regard to any implications of the use of ICT for known medical conditions e.g. epilepsy, visual impairment. Staff using digital projectors attached to their interactive whiteboards should be made aware of the safety guidelines and follow the safety guidelines in them.

The technicians and ICT teachers are responsible for checking that there are no obvious breaches in health and safety. We ensure that all ICT rooms have blinds, that monitors are appropriately placed, that chairs are of an appropriate height, that work surfaces are sufficiently large, etc. Copyright and data protection We will ensure that we have a legal licence for all our software and will not undertake any illegal copying.

Our software inventory is kept by the Network Manager. We will not re-publish any scanned or digitised images without checking copyright and/or permission from the author. Staff will be made aware of copyright issues. Computer virus protection We will have virus protection software on all computers. The Network Manager oversees virus protection and ensures updates are loaded onto the systems. All computers used for administrative purposes will have anti-virus software installed as recommended by the Network Manager and in accordance with the policy.

E-Safety New technologies have become integral to the lives of children and young people in todays society, both within schools and in their lives outside school. The internet and other digital and information technologies are powerful tools, which open up new opportunities for everyone. Electronic communication helps teachers and students learn from each other. These technologies can stimulate discussion, promote creativity and increase awareness of context to promote effective learning. Children and young people should have an entitlement to safe internet access at all times. The requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound.

The school e-safety policy should help to ensure safe and appropriate use. The department has access to a range of CEOP resources and has a CEOP Ambassador status for one member of the department, e-safety goes beyond the department and is a whole school matter which is approached as detailed below. Teaching and Support Staff are responsible for ensuring that they have an up to date awareness of e-safety matters and of the current school e-safety policy and practices they have read, understood and signed the school Staff Acceptable Use Policy (AUP) they report any suspected misuse or problem for investigation / action / sanction digital communications with students(email / Virtual Learning Environment (VLE) / voice) should be on a professional level and only carried out using official school systems e-safety issues are embedded in all aspects of the curriculum and other school activities students understand and follow the school e-safety and acceptable use policy students have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations they monitor ICT activity in lessons, extra-curricular and extended school activities they are aware of e-safety issues related to the use of mobile phones, cameras and hand held devices and that they monitor their use and implement current school policies with regard to these devices in lessons where internet use is pre-planned students should be guided to sites checked as suitable for their use and that processes are in place for dealing with any unsuitable material that is found in internet searches PAGE MERGEFORMAT 21 Computer Science Department Handbook, February 2018 g(gwLT071oUXJ/TUUTSFU3S UPSSggoTYYLOCQ_ cx,k u5v9C3J3WRfqtN ())4L1ekXHQG6EYAJGgSSM.kDwnLoy/TmGX5qo/[email protected])LL512ZxZ,eIZYnZ9YXUZFNNgmagbg Lv m21qBMggfven/kY-BTZ(geWf97KW-Xj9qyVmOWzMkkUOX/Ya(xodff-n VE/(CeTTTT6an4UUMfeImNmqTRGw- 6 UpDy vvg/[email protected] n O_-7v -Hu [email protected]@YWnT 7hv3 nqtZ1WTU zbj EGkay GFvtM8n.Z umJL SU oPvx0) Pm /3o6E i.

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