Close
Ashington Academy Frog VLE

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 have an understanding of ICT and be digitally literate.

ICT at Ashington Academy is an immersive experience, exposing students to fundamentals such as Microsoft Office, which is an essential tool for most jobs in today's workforce and creative computing, such as image manipulation, website and computer game development. This exposure 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 are considered, such as how computers work and developing coding solution and using multiple programming languages to real world problems; this develops 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.

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

7

E-Safety including cyber bullying and digital footprints.

 

Office Skills including email, Teams and online systems use.

E-Safety including cyber bullying and digital footprints.

 

Introduction to Computer Systems including hardware, software, storage devices, networks and network security. 

E-Safety including cyber bullying and digital footprints.


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

 

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

8

E-Safety including body image and social media.

 

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

E-Safety including body image and social media.

 

Vector Graphics including digital graphic properties, branding and image editing skills.

 

Cyber Security, discovery of techniques that cybercriminals use to steal data, disrupt systems, and infiltrate networks.

 

 

E-Safety including body image and social media.

 

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.

 

9

E-Safety including grooming, inappropriate content and messaging.

 

Python including sequence, selection, iteration and string manipulation.

 

E-Safety including grooming, inappropriate content and messaging.

 

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

 

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

E-Safety including grooming, inappropriate content and messaging.

 

Digital Literacy Skills,students will be empowered with knowledge and skills to enable them to be exceptional digital citizens of todays digital world.

10

Unit R094: Visual identity and digital graphics

 

Students learn how to develop visual identities for clients. Applying the concepts of graphic design to create original digital

graphics which incorporate your visual identity to engage a target audience. 

 

On completion of this unit, students will understand that identity is a vital component of any business, product or brand. A visual identity communicates values and core principles to the consumer, user or customer. It

makes a brand recognisable and helps sell a product or idea to a target audience. Logos, shapes, typography, colour theory and composition are all used to generate visual identities which work across different platforms

and media, and user interface and experience are key considerations in the design process.

Unit R093: Creative iMedia in the media industry

 

Students learn about the sectors, products and job roles that form the media industry. They will

learn the legal and ethical issues considered and the processes used to plan and create digital media products, as well as how media codes are used within the creation of media products to convey meaning, create impact and engage audiences. Students

will learn to choose the most appropriate format and properties for different media products. 

 

On completion of this unit, students will understand that the media industry is vast, covering both traditional and new media sectors and providing work for

individual freelance creatives as well as large teams in design houses and multinational companies. Job roles frequently overlap multiple sectors, and products often need to be suitable for more than one kind of

output. However, there are common aspects to all media products. Pre-production and planning are vital; saving clients time and money and enabling creatives and designers to charge appropriately for their services.

Products also make use of similar media codes to convey meaning, create impact and engage audiences.

Unit R097: Interactive digital media

 

Students learn to design and create interactive digital media products for chosen platforms. They will learn to select, edit and repurpose multimedia content of different kinds and create the structure and interactive elements necessary for an effective user experience.

 

On completion of this unit, students will understand interactive digital media products are found across the media industry, in games, websites and apps, learning and knowledge based systems, simulations and in

commerce. At the heart of digital media products is a fusion of media rich content including text, images, sounds, video and animation. This content is combined with UX 

and UI design to create an immersive and

engaging environment which can promote, educate, entertain, inform or influence.

11

Unit R094: Visual identity and digital graphics

 

Students learn how to develop visual identities for clients. Applying the concepts of graphic design to create original digital

graphics which incorporate your visual identity to engage a target audience. 

 

On completion of this unit, students will understand that identity is a vital component of any business, product or brand. A visual identity communicates values and core principles to the consumer, user or customer. It

makes a brand recognisable and helps sell a product or idea to a target audience. Logos, shapes, typography, colour theory and composition are all used to generate visual identities which work across different platforms

and media, and user interface and experience are key considerations in the design process.

Unit R093: Creative iMedia in the media industry

 

Students learn about the sectors, products and job roles that form the media industry. They will

learn the legal and ethical issues considered and the processes used to plan and create digital media products, as well as how media codes are used within the creation of media products to convey meaning, create impact and engage audiences. Students

will learn to choose the most appropriate format and properties for different media products. 

 

On completion of this unit, students will understand that the media industry is vast, covering both traditional and new media sectors and providing work for

individual freelance creatives as well as large teams in design houses and multinational companies. Job roles frequently overlap multiple sectors, and products often need to be suitable for more than one kind of 

output. However, there are common aspects to all media products. Pre-production and planning are vital; saving clients time and money and enabling creatives and designers to charge appropriately for their services.

Products also make use of similar media codes to convey meaning, create impact and engage audiences.

Unit R097: Interactive digital media

 

Students learn to design and create interactive digital media products for chosen platforms. They will learn to select, edit and repurpose multimedia content of different kinds and create the structure and interactive elements necessary for an effective user experience.

 

On completion of this unit, students will understand interactive digital media products are found across the media industry, in games, websites and apps, learning and knowledge based systems, simulations and in

commerce. At the heart of digital media products is a fusion of media rich content 

including text, images, sounds, video and animation. This content is combined with UX and UI design to create an immersive and engaging environment which can promote, educate, entertain, inform or influence.

 

Computing and ICT has enabled me to develop a range of skills that I can use to support all of my other subjects. I really enjoy using Photoshop.
Year 11 student