Computing
Our computing curriculum offers students a comprehensive range of knowledge and practical skills to inspire their development of 21st-century competencies and computing proficiency. Through hands-on experiences and real-world applications, students become adept users of technology, equipped with lifelong computing skills essential for success in an integrated society dominated by technological advancements.
Our intent is comprised of the following 3 sections:
- Our vision for the subject/faculty and the purpose it serves for our pupils
- Defining what the key concepts and core domains of knowledge are, that pupils will learn about
- The end points our curriculum is working towards
- Our vision
Aspiration
Our Computing curriculum is designed to foster aspiration by intentionally exposing students to a wide range of career pathways and opportunities in technology and digital industries. We integrate these opportunities through carefully planned activities, external companies , and project work, allowing students to see real-world applications of computing and inspiring them to consider future roles in this evolving field. The ambition of the curriculum is to develop digital literate pupils who have a detailed understanding of how to ensure that they are able to keep themselves safe online, understand applications and how to use global and local data sets and how to visual data to identify patterns and trends which will be valuable life long skills. Pupils will have a thorough understanding of how computing and IT skills are important in the world of employability and will be able to participate fully in society, the workplace, be confident digital communicators.
Core knowledge
The core knowledge taught is rooted in the National Curriculum, ensuring all students are equipped with foundational concepts such as algorithms, data representation, and programming principles. This knowledge is essential for students to participate effectively in our digital world and to understand the core principles that underpin modern technology. The curriculum is rooted in the 3 pillars of computer science, digital literacy and information technology.
Procedural/Powerful knowledge
Procedural and powerful knowledge is embedded through hands-on projects and challenges that push students to apply their understanding in new, creative ways. By encouraging them to "think the unthinkable," we teach problem-solving skills that allow students to critically engage with the rapidly changing tech landscape and develop innovative solutions.
Developing cultural capital
We aim to broaden students’ cultural capital by exposing them to global perspectives on technology and innovation. Students explore the impact of computing on diverse fields such as art, music, sports, and leadership, gaining an appreciation of how digital skills contribute to society and culture worldwide.
Developing character
The development of character is central to our curriculum, aligning with our school’s core values: Respect, Independence, Service, and Empathy (RISE). Through collaborative projects and problem-solving activities, students learn to respect others' ideas, work independently to solve complex problems, serve the community by creating useful tech solutions, and empathise with users in the design of accessible and inclusive technologies.
Identifying and addressing context specific need
We address context-specific needs by tailoring the curriculum to support the literacy, numeracy, and oracy skills of our students, while also raising awareness of important societal issues like online safety, digital literacy, and financial wellbeing in a digital world.
Learning is sequential
Finally, our learning is sequential and carefully planned to build on prior knowledge and introduce new concepts incrementally. We use retrieval practices, cross-curricular links, and spaced repetition to ensure students retain and build upon their learning over time, preventing cognitive overload and fostering a deep understanding of computing concepts.
- Our key concepts and core domains of knowledge
Year 7
Term |
Topic |
Core Knowledge |
National Curriculum Area |
E-Safety is included at the start of each model: Protects students online, fosters responsible digital citizenship, prepares students for the digital world, builds awareness of personal data security, empowers informed decision-making and complies with national guidelines. |
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Term 1 |
Clear messaging in digital media |
How words affect the meaning of the message. Online influencers and fake news. |
Digital Literacy |
Term 2 |
Networks from semaphores to the Internet |
Understanding how the Internet has evolved. |
Computing Information Technology |
Term 3 and 4 |
Programming essentials in Scratch |
Sequence, selection, iteration, counter-controlled loops, condition-controlled loops. |
Computing |
Term 5 |
Modelling data using spreadsheets |
Functions, formulae, manipulating spreadsheets. |
Information Technology Digital literacy |
Term 6 |
Using media – Gaining support for a cause |
Using different software to promote a cause. |
Information Technology, Digital Literacy |
Year 8
Term |
Topic |
Core Knowledge |
National Curriculum Area |
E-Safety is included at the start of each model: Protects students online, fosters responsible digital citizenship, prepares students for the digital world, builds awareness of personal data security, empowers informed decision-making and complies with national guidelines. |
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Term 1 |
Media – Vector graphics |
Bitmap versus vector graphics, where used and why. |
Information Technology Digital literacy |
Term 2 |
Layers of computing systems |
Understanding how computers work and how they connect to the network and the internet. |
Computing Digital literacy |
Term 3 |
Developing for the Web |
Web design, style sheets, house style, hyperlinks, repurposing assets. |
Computing Digital literacy |
Term 4 |
Representations – from clay to silicon |
Use of data over time and how we have moved forward with technology. |
Computing |
Term 5 |
Mobile app development |
Layers, assets, triggers, Images, text, video, sound. |
Information Technology, Computing |
Term 6 |
Introduction to Python programming |
Sequence, selection, iteration. |
Computing |
Year 9
Term |
Topic |
Core Knowledge |
National Curriculum Area |
E-Safety is included at the start of each model Protects students online, fosters responsible digital citizenship, prepares students for the digital world, builds awareness of personal data security, empowers informed decision-making and complies with national guidelines. |
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Term 1 and 2 |
Python programming with sequences of data |
Counter-controlled loops, condition-controlled loops. |
Computing |
Term 3 |
Media – Animations |
Producing animations using a variety of tools. |
Information Technology Computing |
Term 4 |
Data science |
Understanding what data science is and how it impacts on organisations and consumers. |
Information Technology Digital literacy |
Term 5 |
Representations – going audiovisual |
Using sound to present information, manipulating sound layers to create podcasts. |
Information Technology, Computing |
Term 6 |
Introduction to cybersecurity |
What impacts on the security of the network, personal data. Phishing, Pharming, Smishing, Vishing, Passwords, Physical Security, 2FA |
Computing |