Twitter

16/06/21

Some great examples of Year 10 French 150 and 90 word task practice. Excellent travail! Keep it up! https://t.co/PnxKHY5evI

15/06/21

Year 7 students focussed and engaged during workshops https://t.co/NsJonJb6s5

15/06/21

Year 7 Drama students create a series of Freeze Frames to re-tell the story of the opening of The Merchant of Venice. https://t.co/5fUlTJIuMl

14/06/21

Retweetd From Southwark Youth Parliament

Aged 14 – 19 and live in Southwark? Passionate about the issues that matter to you? Stand as a Youth Parliament candidate for your school, youth club or local area. Find out more and apply before 25 June https://t.co/n7ZJsDInNw https://t.co/3xXBODp9aR

14/06/21

Retweetd From Southwark Council

Aged 14 – 19 and live in Southwark? Passionate about the issues that matter to you? Stand as a Youth Parliament candidate for your school, youth club or local area. Find out more and apply before 25 June https://t.co/AYX1kp8qeB https://t.co/uSsCQ65cEA

12/06/21

Retweetd From Southwark News

Calls have also been made for Jimi to be commemorated in Postman's Park near St Paul's Cathedral https://t.co/fY34RBtlZw

11/06/21

Year 10 Mock examinations are taking place over the next fortnight. Please see our website for further details: https://t.co/MeHpGtn5eo

09/06/21

Retweetd From Southwark Council

Have your say and keep up to date with the latest project news for our Peckham Square project https://t.co/bDIIBeCQfa https://t.co/nnloyL7Abl

09/06/21

Thank you to Andre O Ferguson and the team from "Story of Man" for visiting us, to run a workshop on perseverance and successful perceptions of masculinity https://t.co/MY7PtDnuph

09/06/21

Retweetd From Andre O Ferguson

This Tuesday June 8th 2021 will be the next story of man camp at Harris Academy Peckham. Check out this dope speaker line up. 🔥 https://t.co/eRBReagNna

09/06/21

Looking forward to our next Think Forward Thursday Careers Spotlight Session tomorrow with following on from our last session with Sachini Imbuldeniya : https://t.co/UN9kRXVetd

07/06/21

Year 10 German students are extending their answers to general questions in a half-term revision session. https://t.co/PR7cVAjGBk

28/05/21

Thank you Spheron Architects for speaking to our students about design plans for Peckham Square alongside career opportunities in architecture https://t.co/2BeviBcF7G

27/05/21

Year 8 girls working with coaches as part of a Netball intervention in PE this term https://t.co/GTwzKGlbdP

26/05/21

Retweetd From DofE London

What a great idea to get older DofE participants and Award holders to share their ! https://t.co/oIPHb2Ambe

26/05/21

Our Year 11 students sharing their top tips and favourite memories of their Duke of Edinburgh expedition with Year 9's who are excited to head out on their practice hike next month! https://t.co/7Wx0IPaZaG

25/05/21

Students enjoy a good debate! https://t.co/WK4qDcZw1n

24/05/21

Congratulations! What a wonderful achievement 🖌

24/05/21

Retweetd From CASHH

Haven’t been back here since year 11, looking forward to it 🙌🏾 https://t.co/LL4ySvRZ5I

24/05/21

We’re excited that Cashief Nichols will be coming to Harris Academy Peckham on Tues 8th June for a ‘Story of Man’ event, organised by Andre Ferguson. He and other guests are talking to students about how you can overcome trials & tribulations in today’s society. https://t.co/36bw0EJbtd

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Computer Science

A modern Computer Science curriculum sits on the intersection of science and creativity. It possesses a strong scientific base, fashioned as it is on logical and mathematical principles, and dexterity within the key aspects of Computer Science enable students to unleash their creative minds.

It encompasses a variety of complementary strands, incorporating:

Computational thinking – the principles of solving problems and designing systems through decomposition, abstraction, pattern recognition, logical and algorithmic reasoning, and data representation

Digital literacy and creativity – the ability to locate, evaluate and use digital hardware and software in a creative or purposeful manner

Information technology – the ability to capture and analyse data, and to make relevant changes in response to the data presented, using either software or hardware devices

Communication – the exchange of information between multiple parties, not necessarily via digital media

Ethical and social impact – revolving around the legal and moral principles that govern how an individual or a collective body of people conduct themselves.  At present this would be largely using digital media as a conduit – such as the use of social media apps in relation to cyber bullying or internet safety or copyright law.  Increasingly social and ethical questions will arise with respect to how we relate to Artificially Intelligent entities, and how they relate to us

Safety – incorporating ergonomic aspects such as the prolonged use of a tablet, mouse or keyboard, in addition to internet safety concerns such as cyber security or cyber bullying awareness

Resilience – many Computer Science concepts will be unfamiliar to the students, in particular units which entail elements such as binary manipulation, programming or logical theory. An essential component of successfully solving complex challenges is the ability to independently break down, tackle and solve problems, and to develop a level of resilience in their approach to this.

It is important to be cognisant of the technological trends of the 21st Century, but the intention of the Computer Science curriculum at Harris Federation is not simply to equip students to attain employment in a variety of information technology jobs.  It is to foster within them a deep understanding of the principles outlined above, and to provide them with the communication skills, the flexibility of mindset, and the fearlessness when tackling complex problems that will serve them so well in the future.


Implementation

This Computer Science scheme of work has been developed to reflect the current National Curriculum for Computer Science in Key Stages 3 and 4, and the AQA GCSE Computer Science (8520) specification.

At Key Stage 3 the assumption is that, on a weekly basis, students will receive one lesson of approximately 55 minutes in length. At Key Stage 4 the assumption is that, on a weekly basis, students will receive three lessons of approximately 55 minutes in length.

The units of work are intended to be delivered over half-termly blocks, with assessment at key points throughout the year. Clearly if the offering of the schools is significantly different to this assumption then tweaks will have to be made – for example some academies within the Federation offer Computer Studies in Key Stage 3 in only certain year groups, or on a rotational timetable. 

Other academies are offering students the ability to commence their GCSE studies in Year 9.  This document is necessarily somewhat generic and academies are likely to implement their own particular strands of this curriculum.  The assumption remains that within Key Stage 3 to Key Stage 4, the academies fulfil the statutory requirements of the national curriculum, as reproduced below. Assessment Objectives have been added in order to explicate the link between the National Curriculum and our curriculum overview table immediately following it.


Further details of the curriculum can be downloaded below.