Mr Davies has taken over Computer Science at DBIS, and is introducing CS and programming in fun and interesting ways.
The first lessons have focused on showing pupils the possibilities with Computer Science. Pupils across Years 7 to 10 have have been working on creating spirographs using python code, pupils have really enjoyed the lessons and created some amazing looking work all through programming!
Year 7 have been learning about computational thinking and decomposition, how they can take a complex task and break it down into smaller and more manageable tasks. Pupils were challenged with a minecraft themed programming game to encourage them to explain, contextualise and embed this deceptively difficult but core concept.
Year 8 are learning about one of the fundamentals of computer science, binary. Pupils can now convert a binary number such as 00101001 into a denary number (41) with ease as well as adding together binary numbers. This stands them in good stead for learning about how computers, processors, robotics and the computers that we encounter in daily life all work. Pupils will be learning how to program using python next and this will lead into them programming their own collaborative turn based games (games are excellent programming projects to work on as, by necessity, they contain all the fundamental elements of programming and are by their very nature fun to make and collaborate on)
Year 9 are being re-introduced to binary maths to ensure that they’re confident with it before they launch into complicated python programming in which they will focus on solving a number of fun challenges.
Year 10 are currently looking into encryption and how data is securely sent across the internet, they have the opportunity to create their own method of encryption to send data securely to their peers, this is a fundamental part of how the internet works and key to an understanding of the systems which underpin our modern world.
Year 11 pupils are feverishly programming solutions to a range of challenges to prepare for their NEA (coursework) which is just around the corner, a range of problems has been presented and pupils are jumping at the challenge.
Year 12 have been hard at work on complex and interesting computer science theory as well as bolstering programming ability. Year 12 are rising to the challenge of the rigorous and in-depth Computer Science A-Level.
We have had a successful start to the year in Design Technology, a wide range of activities are taking place focussing on the properties of different materials and the processes involved in each. Students are learning to be creative and how to problem solve issues that arise.
So far this year, Year 7 have been focusing on how to use both hand tools and machines safely, to produce a product of quality by learning to be accurate and by understanding why and how to design a product successfully.
Year 8 are learning about industrial processes and the different mass production methods to create 3D plastic products. They are learning about electronic components and how to solder a circuit together. They are also investigating logos and how they are placed on products and using this knowledge to design their own.
Year 9 will be predominantly designing and manufacturing products using plastics. So far this year they have been investigating the properties of plastics and how to shape and manipulate them by hand. They are about to begin designing a mood light by creating their own circuit board and developing a case using the laser cutter.
Year 10 have just completed a collaborative design challenge to create a kickstarter wallet. Through this they have going through the design process by researching, generating ideas and especially modelling their concepts. They have faced many issues with their designs but have successfully problem solved and developed their designs to a final prototype.
Year 11 in design and technology are progressing well through their IGCSE coursework. Students have been researching crucial information needed to progress their design problem to the design phase of their project. Students have now begun to generate multiple initial ideas for their IGCSE coursework, focussing on the function of the product and looking for ways to be innovative.
Have just finished a design challenge and now are beginning to investigate design problems. They have explored Central on a field trip to observe potential issues people face, issues with existing products and identify innovative design solutions. Students are now learning different techniques to communicate their ideas, both by hand and by computer.