Vocational Tasters offer learners a concrete introduction to a range of employment sectors. Ideal for learners following an alternative progression route, these courses help learners to make progress towards their personal learning and career aims.

Increasing learners’ knowledge of different employment sectors will help them to make informed and long-lasting decisions about their post-16 destinations.

The Computing Vocational Taster contains modules in: infrastructure, digital media and content, web development, programming, health and safety, and careers.

This course can be completed using the student book or is available for learners to complete online through the ASDAN e-portfolio system. Learners log in to complete challenges, record skills development and upload evidence. Tutors can view learner progress and sign off work, leaving feedback as needed.

Who is it for?

KS3 and KS4 students are undertaking ASDAN Short Course in Computing.

Young people of all abilities, mainly aged between 14 and 19 (as well as adults and younger learners, where appropriate). Vocational Tasters are multi-level, meaning that the focus is on completing challenges and skills development according to individual ability, rather than attainment at a specific level.

Facts and Figures

  • Flexible, multi-level programme
  • Internally moderated
  • Accredits 10-60 hours of activities
  • Can count as up to 3 of the credits needed to achieve the Personal Development Programmes
  • Can count as up to 6 of the credits needed to achieve CoPE
  • Also offers progression to AoPE and Wider Key Skills
Module Description
1 Infrastructure
2 Digital Media and Content
3 Web Development
4 Programming
5 Health and Safety in Computing
6 Careers in Computing

KS2

Pupils are taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

More information: https://www.computingatschool.org.uk/data/uploads/primary_national_curriculum_-_computing.pdf

KS3

Pupils are 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
  • use logical reasoning to compare the utility of alternative algorithms for the same problem
  • use two or more programming languages (Python and Scratch) to solve a variety of computational problems; make appropriate use of data structures.
  • design and develop modular programs that use procedures or functions
  • understand simple Boolean logic 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
  • 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, reuse, 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.

More Information: https://www.computingatschool.org.uk/data/uploads/secondary_national_curriculum_-_computing.pdf

KS4

OCR Cambridge Nationals in ICT Level 1/2

Understanding Computer Systems Unit

On completion of this unit, learners will have gained the knowledge and understanding to use computers more effectively in a variety of different contexts including home, school and the workplace. Their regard for their own personal data security and for the security of the data of others will be increased and, overall, learners will be more informed users of computers making them more effective participators in business and social life.

Using ICT to create business solutions Unit

This unit will enable learners to develop ICT skills that will equip them to operate effectively in a business environment. Learners will use a wide range of applications that are commonly used in the workplace, schools, and in further and higher education. They will learn how to select the most appropriate software to complete tasks to meet specified business requirements in a variety of contexts. They will learn how to use software tools to handle data and communicate information for a range of business purposes, and how to apply formatting to enhance those documents to suit their purpose and intended audience.

More Information: https://www.ocr.org.uk/Images/82572-specification.pdf

OCR Cambridge Nationals in Creative iMedia Level 1/2

Pre-Production Skills Unit

This unit will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.  Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire the underpinning knowledge and skills needed to create digital media products and gain an understanding of their application. On completion of this unit, learners will understand the purpose and uses of a range of pre-production techniques. They will be able to plan pre-production of a creative digital media product to a client brief, and will understand how to review pre-production documents.

Creating Digital Graphics Unit

Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

More Information: https://www.ocr.org.uk/Images/115888-specification.pdf