## Germ of this bookEdit

This book started with a Hack the curriculum event on Saturday 18th April 2015, where volunteers met to start creating this book. It will need lots more help and work before it's ready for general use. Please see the Editing Guide to help and to contribute. Additional information is available at https://docs.google.com/presentation/d/1oLIcZQxrD5kp0OydoTazezWB23kM2_Io_Un4dwHBZEo/edit#slide=id.g98d651b03_0_142

## Introduction to this bookEdit

Computing is.....

**Life changing**

The Royal Society identified three distinct strands that make up Computing, each of which is complementary to the others: computer science (CS), information technology (IT) and digital literacy (DL). Each component is essential in preparing pupils to thrive in an increasingly digital world.

[Diagram here of what computing is]

Information technology (IT) is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.

Digital literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.

Computer science is the scientific and practical study of computation: it is the study of what can be computed, what computers are and how they work, and how to develop applications to solve problems. Computer science is different from ICT which is about how to use digital tools and sources of data to process and communicate information.

This book is aimed at students in Key Stage 3 but might also be useful to students of other ages. Key Stage 3 is normally students between the ages of 11 and 14 in British schools.

## Table of ContentsEdit

## Assessment tableEdit

Assessment is based on the Assessing Attainment in Computing document, which is based on the Computing Programme of Study

CS | IT | DL | ||
---|---|---|---|---|

6.1 | Use computational abstractions | Undertake creative projects with challenging goals | Understand a range of ways to use technology respectfully | |

6.2 | Model state of real world problems | Use multiple applications | Recognise inappropriate content | |

6.3 | Use a programming language to solve computational problems | [Work with] applications across a range of devices | Recognise inappropriate contact | |

6.4 | Understand simple Boolean logic | Collect data | Recognise inappropriate conduct | |

6.5 | Understand how numbers can be represented in binary | Know how to report concerns | ||

6.6 | Understand the hardware components that make up computer systems | Reuse digital artefacts for a given audience | ||

6.7 | Understand how text can be represented digitally in the form of binary digits | Attend to usability of digital artefacts | ||

6.8 | Understand how pictures can be
represented digitally in the form of binary digits |
Understand a range of ways to use technology safely | ||

## Note for TeachersEdit

This textbook is designed to accompany the teaching of the Computing Key Stage 3 programme of study, following the 2014 curriculum changes.