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ICT

ICT

We want our students to understand and play an active role in the digital world that surrounds them, not to be passive consumers of an opaque and mysterious technology. A sound understanding of ICT concepts will help students see how to get the best from the systems they use, and how to solve problems when things go wrong. In a world full of technology, every school-leaver should understand ICT and be digitally literate.

ICT at Bedlington Academy is a creative, hands-on experience, exposing students to fundamentals such as Microsoft Office, which is an essential tool for most jobs in today's workforce. Creative computing such as image manipulation, website and computer game development, teaches young people how to express their creativity in an informed and responsible way and encourages them to reflect on what they produce and strive for excellence. Finally, computer science concepts such as how computers work and developing coding solutions, using multiple programming languages, to real-world problems, develop critical thinking and problem-solving skills that are essential in future life.  

Throughout the key stages, students will encounter a range of software, completing project-based tasks, providing solutions to given scenarios. Students will also be encouraged to think about e-safety and cultural issues of ICT. These include the impact of technology on daily life, the “digital divide” and globalisation.  

As well as following the curriculum, students will be encouraged to read for pleasure, experiencing a diverse range of literature as a platform for exploring new ideas, developing critical thinking skills and learning more about the world around them. It also focuses on developing students' creative ICT skills using a range of up-to-date software that is licensed to each student when they start school. 

Students enjoy ICT because it is varied, fast-paced and fun. Every student is inspired to believe in their potential and to aim high. Careers within the digital sector are the fastest growing sector today, predictions estimate there will be twice as many jobs than candidates to fill them in the coming years. We have devised our ICT curriculum with this in mind, students acquire a grounding towards knowledge, skills and understanding that a growing number of employers are demanding. 

Curriculum information

Year 

Autumn 

Spring 

Summer 

E-Safety including cyberbullying and digital footprints. 

 

Office Skills including email, Teams and online systems use. 

Introduction to computer systems including hardware, software, storage devices, networks and network security.  

Photoshop, looking at image manipulation in the media and using skills learned to create an image based on a given scenario. 

 

Scratch, a high-level block-based visual programming language where students learn coding concepts and develop a game based around the classic PONG theme. 

E-Safety including body image and social media. 

 

Office Skills including email, Teams and online systems use. 

Intermediate computer systems including binary, sorting algorithms, network topologies, computer logic and data representation. 

 

Introduction to Spreadsheets including spreadsheet models, financial models, validation and macros. 

GameMaker, a high-level visual programming language where students learn coding concepts, basic scripting and develop a maze game of their own theme, similar to that of PAC MAN. 

E-Safety including grooming, inappropriate content and messaging. 

 

Office Skills including email, Teams and online systems use. 

Python including sequence, selection, iteration and string manipulation. 

 

Interactive Multimedia Products, students design and create a product for a given scenario, including video, sound, and animation. 

 

Enterprise including how and why new business/product ideas come about, marketing and branding. 

10 

Component One - Exploring Media Products 

 

Students will develop their understanding of how media products create meaning for their audiences. Students will examine existing products and explore media production techniques. 

 

Looking at a range of past and present media products, such as podcasts, magazines and mobile apps, students will examine how media products engage audiences for a given purpose. Students will develop their understanding of the relationship between media products, their audiences and purposes through analysis and discussion. Students focus on: Products, Audience and Purpose. 

Component One - Exploring Media Products 

 

Students will select media products from one of the three sectors: audio/moving image, publishing and interactive, and explore how genre, narrative and representation are combined to engage their audience.  

 

Students will develop their understanding of how media products are created to appeal to their audiences through analysis and discussion. Students focus on Genre, Narrative, Representation and Interpretation. 

Component Two - Developing Digital Media Production Skills 

 

Students will develop skills and techniques in media production processes by reworking media products from one, or all, of the following sectors: audio/moving image, publishing, interactive design. 

 

Students will participate in workshops and classes to develop media production skills and techniques appropriate to one, or all, of the following media sectors: audio/moving image, publishing and interactive media. 

 

Students will apply relevant media production skills and techniques through the following media practices: pre-production, production and post-production when reworking extracts of an existing media product/s such as a movie trailer, a magazine cover or a platform game. 

11 

Component Two - Developing Digital Media Production Skills. 

 

Students must track their progress during this component, reflecting on their development of skills and techniques in workshops through to the application of pre-production, production and post-production processes and practices.  

 

Students will use a skills audit to highlight strengths and areas for improvement, which should be used to set future targets 

Component Three - Creating a media product in response to a brief.

 

Students will apply and develop their planning and production skills and techniques to create a media product in response to a client brief.  

 

Students will cover the following assessment objectives: 

  • AO1 Understand how to develop ideas in response to a brief 

  • AO2 Develop planning materials in response to a brief. 

Component Three - Creating a media product in response to a brief. 

 

Students will apply and develop their planning and production skills and techniques to create a media product in response to a client brief.  

 

Students will cover the following assessment objectives: 

  • AO3 Apply media production skills and techniques to the creation of a media product. 

  • AO4 Create and refine a media product to meet the requirements of a brief. 

 

I love ICT because it helps me to better understand media and the products we use on a daily basis. We spend time analysing why we watch and consume media products and then get the opportunity to create these products ourselves.
Year 10 student