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Business, ICT and Computer Science Department

Business is a thriving subject at Brooke Weston with it consistently being a subject of choice at GCSE options.

For detailed information on specifications refer to the Key Stage 4 or Key Stage 5 prospectus.

The aim of the Business is to inspire learners to think critically about, and appreciate, their role in our local, national and global business environment. Learners will develop skills and techniques which can be applied to any future career prospect.

Studying Business will help learners to develop many transferable skills such as working with others, problem solving, risk taking and independent learning. Ultimately it will enable learners to become effective researchers and analysts who can evaluate information and situations.

We offer a range of Business options from solely exam content qualifications through to vocational qualifications which embed a coursework and workplace element. All of our staff are experienced and highly qualified and offer examiner insights for the department.

Business Intent

The Business department at Brooke Weston aims to develop young business students and knowledgeable entrepreneurs. With a combination of teacher led delivery, independent research, teamwork, competition and presentation activities we aim to complement the employability skills that they are developing in other subject areas as well as prepare students for the everyday world of working within or running an organisation.

Student Vision.

· to develop students as knowledgeable potential future entrepreneurs

· to provide students with a key understanding of business terminology, concepts, objectives and the nature of business activity.

· to allow students to explore real life business issues and scenarios

· to provide students with an insight into how this subject is going to be useful in their chosen next steps in life

· to compliment students employability skills

· to prepare students for the everyday life of working for or running their own business

IT and Computer Science Intent Statement

The ICT and Computer Science curriculum aims to equip students with both theoretical and practical skills and tools, preparing them for future study and employment. We want to develop independent learners who are proficient in using IT skills effectively and efficiently to solve problems and present competent solutions. We also give them a theoretical framework about how computers work and how technology integrates into society considering trends and future developments.

We want students to develop:

•             An awareness of how to use computers safely and have an awareness in order to minimise the potentials risks

•             An organised way of working using technology

•             A creative and algorithmic approach to solutions

•             An ability to use their skills holistically across the school

•             Their employability skills using a range of different software

Overall we want to instil a passion for the subject enabling synergistic relationships with other subjects to create both hard and soft IT skills with a net effect of using technology to it optimum.

The Curriculum

Key Stage 3

Year 7

Term 1

Students learn basic applications such as Windows, E-mail and Microsoft Office. This includes developing their word processing skills using Basic Functions, Formatting, Lists, Tables, Inserting Images, WordArt, etc. Once students have a good understanding of how to use Microsoft Word, they will put these skills into practice by creating an information sheet on Social Media. E-Safety is an important topic for all students at Brooke Weston. Students learn about the age restrictions on Social Media platforms and the implications if these restrictions are not followed. They also learn about the risks of Internet use and Online Grooming.

Term 2

Students learn about problems with using social networking sites such as misinformation, disinformation, hoaxes, fake websites, scams emails, fraud and phishing to more serious internet dangers. They develop their PowerPoints skills and learn how to develop presentation with a navigation system, interactive menu, various slide transitions and custom animations. In addition, students learn how to appropriately research on the internet about ‘Christmas around the world’. They research, plan, create and present various PowerPoint presentations using a variety of multimedia component: images, sound, animation and video. 

Term 3

Students learn about hardware (physical components) and software (the programs inside) components of a computer system and what they are used for. They learn about how the internet works and the difference between the internet and the World Wide Web. They are also introduce to binary - how numbers are represented in a computer using 1s and 0s. Afterwards, students learn about online behaviours such as online bullying and cat fishing which are harmful to young people. They also learn about online issues including live streaming, targeting adverts, etc. which are popular on the internet and poses risks to young people.

Term 4

Students learn the basic functionality of Spreadsheets including how to use formulae and functions to perform calculations. They then apply their knowledge and skills to complete a Spreadsheet project where they use these functionalities. Students also learn email netiquette, re-enforcing the do’s and don’ts of using emails. Finally, they are introduced to programming concepts through the use of Scratch or Kodu software.

Term 5

Student learn computational thinking using flow charts and algorithms to break down problems, developing their problem solving skills. Afterwards, they complete a programming project where they learn how to use python to program. They learn the syntax of the programming environment IDLE and how to sequence instructions using input, output and variable.

Year 9

Term 1

Students learn how numbers are represented in a computer system. This knowledge includes how the data is converted to binary to be processed, the addition of binary numbers and how to deal with overflow errors when a number has too many bits. Students also learn hexadecimal, another number system used in programming and how all information including characters, images and sounds are turned into bits to be processed by a computer.

Term 2

Students are introduced to the main types of computer networks: Local Area and Wide Area Networks. They learn about the Internet and World Wide Web, factors that affect the performance of networks and the hardware components. This include Network Interface Cards (NIC), Switches and Routers, and the types of connectivity method such as wired and wireless connections. Students also learn how networks are set up with clients and servers and arranged into different topologies or layout to enable communication between the devices on the network.

Term 3

Students learn about the data protection, computer misuse, copyright and other acts. They learn about ethical and cultural issues, how the use of technology and the internet impact different people in various ways.  Students also learn about the different types of software available which includes: open source and proprietary software, operating systems and the user interface.

Term 4

Students learn computational thinking, the steps to take to find the best solution to a complex problem. They learn and develop their problem solving skills through the use of three key techniques used in real life solutions: Decomposition, Algorithm thinking and Abstraction. They also develop their skills to write algorithms (Pseudocodes), a set of instructions for solving a problem and to develop flowcharts to break down problems within a given context.

Term 5

Students use their computational thinking through the use flow charts and algorithms to break down a problem within in a given context and then complete a programming project where they learn how to use python to program. They learn the syntax of the programming environment IDLE and how to sequence instructions using input, output and variable.

Key Stage 4

Business Studies

Year 10

Term 1

Students will explore enterprise and entrepreneurship and will be introduced to the dynamic nature of business in relation to how and why business ideas come about though changes in the market and adaptation of existing ideas. They also explore the impact of risk and reward on business activity and the role of entrepreneurship and how risk and reward impact activity. Student will discover role and purpose of business activity.  Topical up-to-date examples will be used to support this learning

Term 2

Students will explore  how to spot a business opportunity they will explore how new and small businesses identify opportunities through understanding and identifying customer needs. Students will look into he purpose and methods of  conducting market research. They will then look at how to use marketing data and market segmentation. They will also focus on understanding the competition. 

Term 3

Students will look at  how to make the business effective. Students will explore a range of factors that impact on the success of the business, including location, the role and importance of the marketing mix and the business plan. They will look at ownership options for a business and types of liability. Students will discover the factors that influence business location and the impact these decisions have. 

Term 4

Students will explore business aims and objectives.. They will focus heavily on business finance this term learning how to calculate revenue, costs and profits as well understanding the purpose of calculating interest. They will investigate and carry out calculations about break even and cash flow understanding the importance of these in a business. They will close the term with a focus on sources of finance understanding the difference between internal and external finance as well and long and short sources of finance and understand what a business would use depending on the business size.

Term 5

Students will start the term looking into the meaning of stakeholders and how and why they hold different interests in business; identifying the difference between internal and external sources of finance. They will learn how business use technology within business to aid their products and services. They will be able to identify the difference between employment and consumer law and understand the basic legislative rights around these. students will understand business and the economy including topical content areas such as inflation, unemployment and business cycles. They will move on to explore external influences on a business and why they should be aware of these and how to prepare and react to them. They will spend the second half of this term recapping any areas of weakness and difficulty so far as well and starting to introduce exam skill to the lessons in more detail.

Year 11

Term 1

Students will spend this term looking at impact of ethical and environmental issue on business. Students will recap marketing and exploring the ‘4 ps’ which will be essential knowledge that feeds into the other business areas. Making operational decisions will be started then and this topic focuses on meeting customer needs through operations management design. Students will look at production process and the impact of technology.

Term 2

Students will continue to look at how business can manage quality. They learn the importance of customer service in a business and how customer service can impact sales, loyalty and reputation of a business. Finally, they will look at the sales process in detail understanding that it isn’t just the production of a good or the delivery of a service or good that matters individually but the whole process including aftersales that ensures a strong reputation for a business. The term will finish with Making human resource decisions — growing a business means that decisions relating to organisational structure, recruitment, training and motivation need to be made to influence business activity.

Term 3

Students will begin this term with a mock exam to gauge where they are at within the course at this stage. The content will then move on to finishing the specification this term. Students will look at business operations understanding the difference between quality control and control assurance as well as total quality management, kaizen and quality circles. Students will spend quite a bit of time looking at motivation this term understanding the clear difference between financial and non-financial methods. This term will finish off with organisational structure, training and recruitment. 

Term 4

Students will recap particular topics of difficulty from the last two years. They will take part in a range of class activities, assessments and MCQs.

Computer Science

Year 10

Term 1

Students will be introduced to the world of Computer Science by looking at a wide variety of famous computer scientists and their impact to the subject. Students will also research potential roles within the computer science career framework.

This term students will also be looking at the use of boolean logic by creating logic diagrams using the operators AND, OR and NOT. They will be able to create truth tables and will be able to combine the different types of logic gates together to solve problems.

Students will be exploring how data is represented inside a computer, including learning how to convert between binary, hexadecimal and denary. They will learn how data is represented in various file formats, including sounds, images & compression. 

We will also introduce students to the basics of a programming environment, including learning how to use thebasics of Python.

Term 2

Systems Architecture - students will start the term learning about the purpose of the Central Processing Unit (CPU) of a computer. Students will be able to identify and describe the common registers such as the ALU, Accumulator, MAR, MDR and program counter. Students will also learn about the Von Neumann architecture used in processors and will be able to describe a fetch-decode-execute cycle. Focus will also be given to the use and functions of embedded systems. 

Programming techniques will include the use of variables & data types such as integers, booleans, strings & floats. Students will be able to identify which data type should be use for a given situation.

Computational Thinking – students will be learning about the principles of computational thinking including Abstraction, Decomposition & Algorithmic thinking. They will be able to identify the inputs, processes, and outputs for a problem and document by using structure diagrams. Students will create, interpret, correct, complete, and refine algorithms using pseudocode, flowcharts & high-level programming language. They will also focus on identify common errors and using trace tables. 

Term 3

Memory & storage - students will explore how data is stored inside a computer, looking at the purpose of RAM, ROM and secondary storage.
 
Computer networks, connections and Protocols - students will start to explore more detailed concepts of the inner workings of a computer network. They will learn the differences between local and wide area networks  as well as how the internet functions including the use of a domain name server. 

Programming techniques this term include the use of iteration within a program to reduce code repetition. Students will also be learning about the use of sequencing and selection within code to branch on decisions. We will also investigate the use of random numbers, how they are created and their impact on a program.

Data structures will be introduced showing students how data can be stored & retireved in a list or array as well as string manipulation.

Term 4

This term students will continue to learn about computer networks, this time with focus on the protocols used to communicate on these networks, including TCP/IP, HTTP, IMAP and others. They will also be able to identify the characteristics of both a wired and wireless network and will design their own network for the school.

Some advanced programming techniques will be developed by students including the use of functions and procedures. Students will also be able to open, close and manipulate text files from within code, this will be of use for their forthcoming programming project.

Students will start to produce some mini-programming tasks this term where they will be designing, coding, testing and refining their projects.

Term 5

Network security & Systems software – students will explore the threats posed to networks and devices and will be able to identify and describe threats such as malware, brute force and SQL injection. This will then be taken further to introduce students to how to protect against such vulnerabilities such as ensuring good use of cyber-protection methods. They will also have an understanding of how humans are one of the biggest threats to a network and will learn how to protect against this. Students will also learn about system software including operating systems, their uses, multitasking and utility software. Programming tasks will continue including looking at code reuse with functions.

Year 11

Term 1

Boolean logic – students will start this term looking into simple logic diagrams using the operators AND, OR and NOT. They will be able to create truth tables and will be able to combine the different types of logic gates together to solve problems.

Students will be focusing on using advanced programming techniques such as file opening, reading, writing and record writing. They will focus on how data can be stored and retrieved using SQL. They will learn the basics of SQL including SELECT statements to retrieve data from a database. Students will begin a programming project this term which will include the design, development, testing and refinement of a computer program. This will run throughout terms 2 and 3 and will allow students to gain experience of working through an entire project lifecycle using programming skills gained earlier in the course.

Term 2

Defensive design & Testing – students will learn how to adapt their programming skills to ensure they consider defensive designs. They will be able to identify design considerations including authentication, input validation, maintainability, code structure, commenting and naming conventions. Focus will also be given to testing software so that students understand the purpose of testing, this includes iterative, boundary and erroneous tests. Students will also be able to identify the main types of error within a program. Students will continue with their programming project ensuring that all analysis, coding and testing has been completed.

Ethical, legal, cultural and environmental impact Impacts – students will explore how computing can have an impact on wider society in general including: Ethical issues, Legal issues, Cultural issues, Environmental issues & Privacy issues. They will also focus on legislation relevant to Computer Science including the data protection act, computer misuse act, copyright and licensing. 

Term 3

 Students will learn about the characteristics and purpose of different levels of programming Language such as high-level, low-level, compilers & interpreters. 

Network security & Systems software – students will explore the threats posed to networks and devices and will be able to identify and describe threats such as malware, brute force and SQL injection. This will then be taken further to introduce students to how to protect against such vulnerabilities such as ensuring good use of cyber-protection methods. They will also have an understanding of how humans are one of the biggest threats to a network and will learn how to protect against this. Students will also learn about system software including operating systems, their uses, multitasking and utility software. Programming tasks will continue including looking at code reuse with functions.

Term 4

 

IT

Year 10

Term 1

Students learn about the phases of the project life cycle and the activities that should be carried out. They also learn about the tools and techniques that can be used to initiate and plan solutions. The main areas include: the phases of the project life cycle and the tasks carried out in each phase, the advantages of following a project life cycle, the interaction and iteration between the phases of the project life cycle, the inputs and outputs of each phase of the project life cycle, initial project considerations, and planning tools and software types used to develop project plans.

Term 2

Students learn about the computer systems that can be used to collect, store and process data and information. They also learn the difference between data and information.  The main areas include: data and data types, information, the methods used to collect data and store data/ information, and different storage methods and the use of data.

Term 3

Students learn about the factor to be considered when collecting and processing data and storing data/information. They also learn about the different types of threats to data that is stored, on both the cloud and on physical storage devices. The main areas include: the types of threats, vulnerabilities that can lead to those threats being carried out, impacts and consequence of cyber security attack, prevention measures, IT Legislations and the importance of validity, reliability and bias.

Term 4

Students learn about the different methods of processing data and presenting information, and the tools and techniques that may be used to format the final results.   The main areas include: software selection, presenting Information, the factors to be considered, distribution Channels, presentation Methods and resources for presentations.

Term 5

Students practice an integrated project. They follow the stages of the project life cycle (i.e. initiation, planning, execution and evaluation) to develop the system for the required assignment. Students will work on Phase 1 – Initiation phase in which they develop a summary, gather user requirements and constraints from client, define success criteria and objectives, consider legislative implications, create feasibility report and complete phase review.

Year 11

Term 1

Students practice an integrated project. They follow the stages of the project life cycle (i.e. initiation, planning, execution and evaluation) to develop the system for the required assignment. They work on phase 2  - Planning phase in which they create project plans and resource lists, produce initial designs, define constraint lists, create test plans and complete phase review.

Term 2

Students continue to practice the integrated project. They work on Phase 3 and 4 – Execution and Evaluation phases in which they create the deliverable product, test the deliverable product, use  the project plan to monitor and kept track of the project, complete phase review, release the deliverable product to client, create user manual and complete a final phase/project review.

Term 3

Students utilise their technical knowledge and skills from their practice assignment to develop an integrated project provided by examination body (OCR).  The assignments change every September and January. They follow the stages of the project life cycle to develop the system for the chosen assignment. Students work on phase 1 & 2 - Initiation and Planning phases in which they develop a summary, gather user requirements and constraints from client, define success criteria and objectives, consider legislative implications, create feasibility report, create project plans and resource lists, produce initial designs, define constraint lists, create test plans and complete phase reviews.

Term 4

Students continue to utilise their technical knowledge and skills from their practice assignment to develop the chosen integrated project provided by OCR.  Students work on Phase 3 and 4 – Execution and Evaluation phases in which they create the deliverable product, test the deliverable product, use  the project plan to monitor and kept track of the project, complete phase review, release the deliverable product to client, create user manual and complete a final phase/project review.

Term 5

Students prepared for external moderation and examinations. Students revise the teaching content: the tools and techniques that can be used to initiate and plan solutions, how data and information can be collected, stored and used, the factors to be considered when collecting and processing data and storing data/information and the different methods of processing data and presenting information

Key Stage 5

A Level Business Studies

Year 12

Term 1

Students will begin the year completing a baseline numeracy test which should enable staff to work with students if there is any severe gaps around the basic numeracy expectations before it gets more difficult later on. Students will explore a range of topics from theme 1 in this term including the market and market research, analysing the position of markets through mapping and entrepreneurial skills and qualities.

Term 2

Students will continue delving into the content in Theme 1 within this term enabling them to build strong foundations around business and the required terminology. They will explore branding and promotion alongside pricing strategies and move on to recruitment and organisational design. They will conclude this term looking at motivation in business and evaluating the various different motivational theorists.

Term 3

This term will move into Theme 2. This will include a range of topics which start to get a little more challenging than theme 1. Some of these will be leadership and the range of theorists which will need to be learnt and remembered. It will then move on to topics such as capacity utilisation, internal and external finance and stock control. This term will also include developing skills around business finance such as cash flow and sales forecasting.

Term 4

This term will continue with theme 2 and will include some interesting topics which should continue to interest students in the course. It will start off building on the financial skills started last term including break even and budgets. It will conclude a detail look over a few lessons on economical influences and legislation. It will finish by looking at the competitive environment and what enables businesses to have a competitive edge.

Term 5

Students will recap particular topics of difficulty from the last two years. They will take part in a range of class activities, assessments and MCQs.

Year 13

Term 1

Students will begin this term recapping some of the final topics from year 12 to ensure they have retained them including liquidity and business failure. Students will then move on to Theme 3 which will include topic areas such as Business growth, corporate strategy and external influences such as PESTLE.

Term 2

In this term students will continue to complete the topic areas in Theme 3. Some of these topics will include qualitative and quantitative sales forecasting. We will spend a lot of time analysing investment appraisal and fully understand the three different methods; pay back, ARR and NPV. This term will continue with quite a heavy financial focus which will take a lot of skill to perfect – these topics will include decision trees, critical path analysis and ratio analysis. We will keep revisiting these financial areas throughout the year to ensure everyone builds confidence around these.

Term 3

This term will have a heavy focus on Theme 4 and ensuring there is full understanding around international trade and business growth – enabling students to see the growth element of business. It will cover trade barriers, protectionism and globalisation in a lot of detail. It will allow students to analyse how countries can function as markets and production locations themselves and the reasons for this. It will finish by looking at multi-national companies and what makes them multinational.

Term 4

This term will enable students recap particular areas from the past two years which will be given to them in this term. They will have a chance to revisit areas of difficulty in class with the teacher and build on exam skill individually and as a group to prepare them for any upcoming assessment.

A Level Computer Science

Year 12

Term 1

Structure and function of the processor – students will explore how the CPU works within a computer and how data and instructions are processed. Students will also be able to identify different CPU architectures and processor types. They will also be able to identify input & output devices along with their uses. Students will also start to build their programming skills, this is something that will continue throughout the course. This term will focus on programming basics such as iteration, selection and sequencing.

Term 2

Students will be focusing on Algorithms and Programming this term and will be able to use techniques such as thinking abstractly, thinking ahead and thinking logically. Students will also continue to enhance their programming skills by learning how to use various data structures including stacks, queues, trees and graphs. They will also be introduced to Object Oriented Programming, a type of programming used extensively in industry.

Term 3

System Software - Students will also learn about systems software and the need for, function and purpose of operating systems. They will also be able to describe software interrupts, multi-tasking and device drivers. Focus will also be given to learning types of compression, encryption and hashing. Students will also learn about the Nature of Applications and will be able to identify the characteristic of open source software as well as the stages of code compilation used to produce software.

Term 4

Software development – Students will learn about the software methodologies used in industry including Agile, Waterfall and RAD. They will be able to describe the merits and drawbacks of each methodology. Web technologies – students will learn the methodologies and technologies behind the creation of websites such as HTML, CSS and JavaScript. Students will create their own websites which will be adapted throughout the term. Students will also start to consider their programming projects which will be a main part of the following year.

Term 5

Students will be introduced to the concept of Databases. They will be able to describe various stages of normalisation as well as relationship modelling, keys and referential integrity. Students will also learn about different types of programming language, including Object Oriented, Assembly and Procedural Languages, Students will also continue to focus on ideas for their programming projects which will be a main part of the following year.

Year 13

Term 1

Algorithms – Students will be focusing on the design and analysis of algorithms this term. This includes methods to determine the efficiency of an algorithm as well as discussion and comparison of sorting and searching algorithms. Students will also focus on differing types of data types including floating point arithmetic, bitwise manipulation, primitive data types and binary representation. Students will also start to develop their programming projects by starting to analyse their chosen topic, identifying features and defining success criteria.

Term 2

Networks – students will discover the characteristics and importance of protocols and standards within a network. They will identify the structure of the Internet and will be able to describe network threats and how to prevent them. Legislation – students will learn about the importance of computer related legislation and will be able to describe the Data Protection Act, Computer Misuse Act, Copyright and Regulation of Powers acts. They will also focus on moral and ethical issues within computing such as piracy, AI and censorship. Students will also continue their programming projects by completing their analysis (including interviews with product owners) as well as starting to design their solutions.

Term 3

Computational methods – Students will recognise the features that make a problem solvable by computational methods. They will be learning about problem recognition and decomposition as less as applying knowledge of backtracking and data mining. Students will continue their programming projects by completing their design sections (including object design, screen designs and flow charts detailing algorithms used) as well as starting to develop their solutions.

Term 4

Boolean algebra – Students will define problems using Boolean logic and will be able to use Karnaugh maps to simplify expressions. They will look at truth tables and the logic used in D type flip flops and full adders. Students will complete their programming projects by completing their development solution. This will be performed using an iterative development process where students will document each iteration and justify the decisions they have made. Full testing and evaluation of their final project will also take place.

CTEC Business

Year 12

Term 1

Students will start Unit 2 – Working in Business, which covers the skills, and understanding needed to work effectively within a business environment. This includes arranging meetings, working with business documents, making payments, prioritising business activities and communicating with stakeholders. Students will learn about authority protocols, factors affecting business meetings, using business documents such as invoices, cash flow forecasts, letters, expense claim forms and purchase orders. Students will also need to understand how to prioritise business tasks and communicate with stakeholders.
Students will start Unit 8 – Introduction to Human Resources, which students will gain an overview of the HR function and learn about factors affecting human resources planning. They will understand the importance of motivating and training employees to achieve their potential and be able to assess the effectiveness of training and development.

Term 2

Students will continue Unit 2 – Working in Business, which covers the skills, and understanding needed to work effectively within a business environment. This includes arranging meetings, working with business documents, making payments, prioritising business activities and communicating with stakeholders. Students will learn about authority protocols, factors affecting business meetings, using business documents such as invoices, cash flow forecasts, letters, expense claim forms and purchase orders. Students will also need to understand how to prioritise business tasks and communicate with stakeholders.
Students will continue Unit 8 – Introduction to Human Resources, which students will gain an overview of the HR function and learn about factors affecting human resources planning. They will understand the importance of motivating and training employees to achieve their potential and be able to assess the effectiveness of training and development.

Term 3

Students will learn how to measure employee performance. Students will also understand how and why confidentiality is important for the HR function. Specific areas that students will cover include human resource planning, assessing the effectiveness of training, why and how businesses motivate employees considering motivational theorists in addition to intrinsic and extrinsic rewards. Students will also consider why it is important to monitor and manage employees performance and why confidentiality within human resources is important.

Term 4

Students will continue Unit 8 – Introduction to Human Resources, which students will gain an overview of the HR function and learn about factors affecting human resources planning. They will understand the importance of motivating and training employees to achieve their potential and be able to assess the effectiveness of training and development. They will learn how to measure employee performance. Students will also understand how and why confidentiality is important for the HR function.

Term 5

Students will start Unit 4 – Customers and Communication, where students will learn the purpose, methods and importance of communication in business and the appropriateness of different forms of communication for different situations. Students will develop the skills that will help you create a rapport with customers and have the opportunity to practise and develop your business communication skills. In addition students will also learn about the legal constraints, ethical and security issues that affect how businesses store, share and use information. Students use a real life Hotel and Spa, Stapleford Hall in order to give real world focus to the theory they learn and subsequently apply. Specifically students will learn about who customers are and why they are important, understand how to communicate with customers. In addition students will need to engage with role play situations to demonstrate how to establish a repport with customers through verbal and non-verbal communication skills. Students will need to convey messages for business purposes and  understand issues surrounding information storage and sharing with respect to legal, ethical and security reasons. Ultimately this unit is assessed through video evidence of role play and presentations in addition to reports and other student created business documents.

Year 13

Term 1

Students are completing unit 1. They are looking at how Business are run and the reason why decision are made. Students will learn about different types of business ownership and discover how business work together. They will look at how business can respond to external factors in order to remain competitive.  Students will study how financial performance can help a business plan for success. 
Students will start Unit 4 – Customers and Communication, where students will learn the purpose, methods and importance of communication in business and the appropriateness of different forms of communication for different situations. Students will develop the skills that will help you create a rapport with customers and have the opportunity to practise and develop your business communication skills. In addition students will also learn about the legal constraints, ethical and security issues that affect how businesses store, share and use information.

Term 2

Students are completing unit 1. They are looking at how Business are run and the reason why decision are made. Students will learn about different types of business ownership and discover how business work together. They will look at how business can respond to external factors in order to remain competitive.  Students will study how financial performance can help a business plan for success. 
Students will start Unit 4 – Customers and Communication, where students will learn the purpose, methods and importance of communication in business and the appropriateness of different forms of communication for different situations. Students will develop the skills that will help you create a rapport with customers and have the opportunity to practise and develop your business communication skills. In addition students will also learn about the legal constraints, ethical and security issues that affect how businesses store, share and use information.

Term 3

Students will be completing  Unit 4 – Customers and Communication, where students will learn the purpose, methods and importance of communication in business and the appropriateness of different forms of communication for different situations. Students will develop the skills that will help you create a rapport with customers and have the opportunity to practise and develop your business communication skills. In addition students will also learn about the legal constraints, ethical and security issues that affect how businesses store, share and use information.

Term 4

Students will be completing  Unit 4 – Customers and Communication, where students will learn the purpose, methods and importance of communication in business and the appropriateness of different forms of communication for different situations. Students will develop the skills that will help you create a rapport with customers and have the opportunity to practise and develop your business communication skills. In addition students will also learn about the legal constraints, ethical and security issues that affect how businesses store, share and use information.

CTEC IT

Year 12

Term 1

Students learn about the different types of computer hardware required for a variety of computer systems. This includes the various components (parts) of a computer system and their uses, purpose, characteristics, benefits and limitations which leads to an understanding of how to justify a suitable system in a given context. Students also learn about the different types of software. This includes their characteristics, uses, purpose and advantages and disadvantages for the different applications software available. In addition, they learn about different forms of operating systems and their key functions. This leads to an understanding of the benefits and limitations of the types of operating systems.

Term 2

Students learn about Business IT system including the different types of server, forms of virtualisation, and the benefits and limitations to a business using virtualisation technology. This includes the different networking topologies, their characteristics, uses and the range of communication technologies available. Students also learn about employability and communication skills used in an IT environment including the personal attributes required and why these attributes are important for certain job roles and valued by an employer.  Finally, students learn about the ethical and operational issues and the threats to computer systems which leads to an understanding of how these issues can be addressed through physical and digital security methods.

Term 3

Students learn about where information is held globally and used by different types of users, their categories and location. This knowledge includes access issues to information across the global divide, different types of information storage media and devices, the internet and world wide web technologies, their characteristics, purpose, benefits and limitations. Students also learn about the different information styles, classification and the steps involved in the management of information. This leads to an understanding of why it is important for holders of information to have access to good quality information and the impacts when information quality is poor. Finally, they learn about the use of global information and the benefits to individuals and organisations.

Term 4

Students learn the legal and regulatory framework governing the storage and use of global information. This knowledge includes the different legislation and regulation that relates to the storage and use of information, and the impact and consequences of legislation and regulation on holders of information. Students also learn about the process flow of information, different information sources and data types.  This leads to an understanding of the components of Data Flow Diagram, how they are used to show the flow of information and the impacts affecting the flow of information in information systems. Finally, students learn about the principles of information security, the risks of breaches in information security and their impact on holders of information. 

Term 5

Students investigate the stages involved in product development and the methodologies used. This includes outlining the main characteristics of each phase, their position and importance within the product development life cycle, detailing the similarities and differences of various methodologies and the potential impacts of constraints on the product development life cycle. Students then apply their knowledge of the project development life cycle through a project to develop a product requirements specification and to design a product that meets an identified client requirements

Year 13

Term 1

Students learn what is meant by the term cyber security, the threats to user and digital system and the importance of keeping information secure at all times. This includes the types and nature of cyber security incidents that affect individuals, states and organisations. They also learn about a wide range of threats to cyber security, whether threats are accidental or intentional and the different types of attacker, their characteristics and their motivations. In addition, students continue their Year12 project by developing a product in line with the agreed design solution, following an implementation plan and keeping an implementation log. Students also create a test plan that is used to carry out testing of the completed product at the end of implementation and the results of testing is analysed to recommend improvements and enhancements to the product.

Term 2

Students learn about the various measures that should be taken to manage cyber security incidents. This knowledge includes different testing and monitoring measures that can be used to test for vulnerabilities, different security controls and their characteristics. They also learn about the different procedures that should be followed and the various stages of investigation that should be undertaken should a cyber-security incident occur. This leads to an understanding of the decisions that must be taken and how to complete sections of a cyber-security report. In addition, students continue their project by creating an acceptance test plan that covers functional and non-functional tests which is used to carry out acceptance testing with a variety of target users and records the details of the deployment decision by the client and hand-over document. This includes recommendation of potential enhancements, upgrades and maintenance of the final product. 

Term 3

Students examine the stages of project life cycle, different project methodologies and then conduct a detail comparison of the methodologies that they have selected. This includes creating an information guide about the similarities, differences, features and benefits of each and how this influences the methodology selected for different types of projects. Afterwards, students apply their knowledge of the project life cycle by carrying out the initiation phase of an identified project, working in a team to review the client brief and to prepare the project initiation document (PID) and business case for the client to consider.

Term 4

Students execute their projects and provide evidence of following the project through in line with their Project Plan. Working as part of a team, roles and responsibilities are assigned and the overall project is split into smaller components for individuals to work on.  Once the project is completed, they conduct a phase review and prepare a project closure report as part of their evidence generation. Finally, students evaluate the outcome of the project that they have worked on and recommend improvements for future projects based on their evaluation.         

Term 5

Students Year 13 project are internally verified and moderated. However, students are given the opportunity before to finish any incomplete areas and to respond to feedback from each stage of the project life cycle: the imitation, planning, execution and evaluation phase.       

 

The Team

Rachael Johnston

Head of Faculty and Business 

rjohnston@brookeweston.org

Cheryl Lawson-Johnson

Head of ICT and Computer Science

clawson-johnston@brookeweston.org

Caity Brennan

Teacher of Business

cbrennan@brookeweston.org

David Clarke

Teacher of Business and ICT

dclarke@brookeweston.org

Paul Finn

Teacher of ICT and Computer Science

pfinn@brookeweston.org

 

 

 

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