Our curriculum is more than the qualifications that students leave with, it’s about real-life experiences and opportunities. We hope to give our students skills that they can apply in school at home and in the future when they are either undertaking further study or entering the workplace.

We know that Handsworth matters and what it means to live in a place that is home to people from every corner of the world. We believe there are no limits to our ability to learn from each other. Our students are ambitious, enterprising and innovative, quick to see an economic opportunity - this is only matched by teachers who inspire intellectual curiosity and provide the skills and knowledge needed for students to understand what it means to be an entrepreneur, a technician or a software engineer. The knowledge that we acquire must enable us to take an active part in society, to take risks and learn from our mistakes.

Mr B Maguire

Director of Learning for Business & ICT

Mrs H Sehra

Assistant Head of Faculty (Business)

Mrs S Dubb

Subject Lead (ICT)

Key Stage 3

A high-quality computing education equips students to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that students become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

We aim to ensure that all students:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of information and communication technology

Enrichment opportunities

Using and programming BBC micro bits
Robotics club
3D Printing club

Students will be taught to…

design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions
understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]
understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

Key Stage 4

In Key Stage 4, students can choose to study the OCR GCSE Computer Science course, which counts towards the 'Science element' of the English Baccalaureate as well as the Pearson Edexcel GCSE Business and the Pearson Edexcel Level 1/2 BTEC Tech Award in Digital Information Technology courses which count towards the 'Open element' of the English Baccalaureate.

OCR Level 1/Level 2 GCSE (9-1) in Computer Science

Qualification aims and objectives

The aims and objectives of this qualification are to enable students to:

understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation
analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs
think creatively, innovatively, analytically, logically and critically
understand the components that make up digital systems, and how they communicate with one another and with other systems
understand the impacts of digital technology to the individual and to wider society
apply mathematical skills relevant to Computer Science.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Business

Qualification aims and objectives

The aims and objectives of this qualification are to enable students to:

know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider society
apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts
develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems
develop as effective and independent students, and as critical and reflective thinkers with enquiring minds
use an enquiring, critical approach to make informed judgements
investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business
develop and apply quantitative skills relevant to business, including using and interpreting data.

Business contexts

Through studying this qualification students will:

apply knowledge and understanding to different business contexts. These include businesses ranging from small enterprises to large multinationals and businesses operating in local, national and global context
develop an understanding of how these contexts impact on business behaviour
use business terminology to identify and explain business activity
apply business concepts to familiar and unfamiliar contexts.

Business decision making

Through studying this qualification students will:

apply knowledge and understanding to business decision making, including:
- the interdependent nature of business activity, influences on business, business operations, finance, marketing and human resources; and how these interdependencies underpin business decision making
- how different business contexts affect business decisions
- the use and limitation of quantitative and qualitative data in making business decisions
develop problem-solving and decision-making skills relevant to business
investigate, analyse and evaluate business opportunities and issues
make justified decisions using both qualitative and quantitative data, including its selection, interpretation, analysis and evaluation, and the application of appropriate quantitative skills.

Pearson Edexcel BTEC Level 1/Level 2 Tech Award in Digital Information Technology

Qualification aims and objectives

The Pearson BTEC Level 1/Level 2 Tech Award in Digital Information Technology (Qualification Number: 603/2740/6), is for learners who want to acquire technical knowledge and technical skills through vocational contexts by studying the knowledge, understanding and skills related to data management, data interpretation, data presentation and data protection as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them.

What does the qualification cover?

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

development of key skills that prove your aptitude in digital information technology, such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data
process that underpins effective ways of working in digital information technology, such as project planning, the iterative design process, cyber security, virtual teams, legal and ethical codes of conduct
attitudes that are considered most important in digital information technology, including personal management and communication
knowledge that underpins effective use of skills, process and attitudes in the sector such as how different user interfaces meet user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues.

This Award complements the learning in GCSE programmes such as GCSE in Computer Science by broadening experience and skills participation in different type of performance activities with the opportunity to practically apply your knowledge and skills, through project work such as developing ideas and performing for specific audiences.

What can the qualification lead to?

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

A Levels as preparation for entry to higher education in a range of subjects
study of a vocational qualification at Level 3, such as a BTEC National in IT, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the digital sector.

Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to:

study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, to apprenticeships or to further study at Level 3. For these learners, the attitudes and the reflective and communication skills covered in this qualification will help them achieve
study of IT Support or Digital Technology through the study of a Technical Certificate. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route as it can lead ultimately to employment in the digital sector.

225975-specification-accredited-gcse-computer-science-j276.pdf

Computer Science

GCSE_Business_Spec_2017.pdf

Business

Spec-BTEC-L1-2TECHAWD-DIT.pdf

BTEC Digital Information Technology

Careers Education, Information, Advice and Guidance

Business Studies Poster.pdf

ICT & Computer Science Poster.pdf

Travel & Tourism Poster.pdf