Introduction to Department:   

The Computing curriculum is intended to develop pupils who can think logically, solve problems systematically and understand the principles that underpin digital technology. The subject is designed to move beyond routine use of devices and simple programmes towards secure knowledge of how computers work, how software is created and how digital systems shape modern life. When pupils leave the department, they should be able to apply computational thinking to unfamiliar problems, write and refine programs with confidence, and make informed judgements about the opportunities and risks presented by technology. 

Content is delivered through a carefully sequenced curriculum in which core concepts are revisited and extended over time. At Key Stage 3, pupils are introduced to foundational themes in computing through one lesson per week, with study including programming, data, networks, cyber security and the historical development of computing. They are also taught how to use the MS Office suite of programmes and be confident producing Word, PowerPoint and Excel files which are required in their other studies. At Key Stage 4, pupils follow the AQA GCSE Computer Science specification, combining practical programming experience with rigorous study of computer systems, algorithms and data representation. Across both key stages, knowledge is reinforced through retrieval practice, application tasks, code tracing, extended problem-solving and regular assessment. 

Impact is seen in pupils’ growing ability to write, test and refine code, to reason accurately about computational processes and to explain technical ideas using precise subject vocabulary. The curriculum supports progression into further study while also equipping pupils with durable digital literacy and analytical habits that are valuable across the wider curriculum. 

Results & Achievements:  

Pupils are prepared for progression into further study in Computer Science and related fields through a curriculum that combines theory, programming and problem solving. Departmental examination outcomes and competition successes will be published through the whole-school results page but as a new subject there are no past computing results yet. 

Extra- and super-curricular:   

We currently offer a selection of after-school clubs (at a small cost) that help students develop their abilities working with the coding languages scratch and python. These range from an introductory course for those who have never coded to more advanced courses. We also offer a lunch time club for students to develop their own projects with support from a member of staff experienced in developing software.

Independent programming and wider reading are encouraged. Further interests can be explored through personal projects linked to areas such as artificial intelligence, cyber security or data analysis. 

Effective use of AI is offered as an enrichment option in Year 12.   

Recommended reading list:   

• Hello World: How to Be Human in the Age of the Machine — Hannah Fry — KS3/4/5 
• Computer Science: An Overview — J. Glenn Brookshear and Dennis Brylow — KS4/5
• The Code Book — Simon Singh — KS3/4/5 
• Algorithms to Live By — Brian Christian and Tom Griffiths — KS4/5 
• Code: The Hidden Language of Computer Hardware and Software — Charles Petzold — KS4/5 
• The Manga Guide to Databases — Mana Takahashi, Shoko Azuma and Trend-Pro Co. — KS3/4 
• The Phoenix Project — Gene Kim, Kevin Behr and George Spafford — KS5 
• Artificial Intelligence: A Guide for Thinking Humans — Melanie Mitchell — KS4/5
• Code: The Hidden Language of Computer Hardware and Software — Charles Petzold — KS5 
• Computer Science: An Overview — J. Glenn Brookshear and Dennis Brylow — KS5 
• The Code Book — Simon Singh — KS5 
• Algorithms to Live By — Brian Christian and Tom Griffiths — KS5 
• Artificial Intelligence: A Guide for Thinking Humans — Melanie Mitchell — KS5 
• The Phoenix Project — Gene Kim, Kevin Behr and George Spafford — KS5 

Learning by Key Stage 

KS3 

At Key Stage 3, Computing is taught for one period per week. A broad foundation is provided through the study of classic computing themes, enabling pupils to develop disciplinary knowledge before specialisation at GCSE. Content is sequenced to secure understanding of how computer systems operate and how computational solutions are designed. 

Areas of study include: 

• computational thinking and problem solving 
• computer hardware (including memory and storage) and systems software 
• networks, connections, protocols and the internet, cyber security and safe digital practice 
• programming languages, boolean logic and integrated development environments
• legal, ethical and environmental issues in technology 
• software use: MS Office – Word, Excel, PowerPoint 

Pupils are taught through a mixture of direct instruction, guided practice and practical application. Programming tasks are used regularly so that abstract concepts are linked to concrete experience. Assessment is carried out through low-stakes retrieval, practical tasks, end-of-unit checks and cumulative review. 

 

KS4 

At Key Stage 4, pupils follow the OCR GCSE Computer Science specification. The course is linear and is assessed through two written examinations sat at the end of Year 11. Full specification details can be found on the OCR website. 

The GCSE course includes the following areas of study: 

• fundamentals of algorithms 
• programming 
• fundamentals of data representation 
• computer systems 
• fundamentals of computer networks 
• cyber security 
• relational databases and SQL 
• ethical, legal and environmental impacts of digital technology 

Pupils are given regular opportunities to design, write, test and refine programs in preparation for Paper 1. Practical experience is used to strengthen theoretical understanding, particularly in algorithm design, debugging, data validation and testing. Code tracing and structured written explanation are also developed explicitly. 

The course is assessed as follows: 

Paper 1: Computational thinking and programming skills 
Written examination, 2 hours, 90 marks, 50% of GCSE 

Paper 2: Computing concepts 
Written examination, 1 hour 45 minutes, 90 marks, 50% of GCSE 

Teaching is structured to ensure that theoretical content is closely connected to practical application. Pupils are expected to develop independence, accuracy and resilience when tackling extended computational problems. 

 

KS5 

Through the planned A-level Computer Science course, students’ understanding of how digital systems work and how computational solutions are designed is developed. Students are expected to analyse unfamiliar problems, construct and test programs, and explain technical decisions with precision. Knowledge and programming skills developed at GCSE are extended through the study of a substantial problem of each student’s choosing.  The ability to program in Python up to GCSE level is a pre-requisite for this course.   

Content is delivered through direct teaching, discussion, code tracing, practical programming and independent investigation. Theory is connected to working examples so that students can apply concepts to new situations. Understanding is checked through regular retrieval, written responses, programming tasks and feedback on problem-solving. Progress is seen in the quality of students’ reasoning, the reliability of their code and their growing independence in designing and evaluating solutions. 

KS5  The planned course follows the OCR A Level Computer Science specification (H446). Computer systems are studied, including processors, software, data representation and exchange, data structures, and legal and ethical issues. Computational thinking, programming techniques, problem solving and the analysis of algorithm efficiency are developed through the algorithms and programming component. Both examined components and the independent programming project are supported by practical work. 

Assessment comprises Computer systems and Algorithms and programming, each a 2 hour 30 minute written paper worth 40% of the A-level. The Programming project is a non-exam assessment worth 20%; students analyse a problem, design and develop a solution, and evaluate their work. The full OCR specification provides the detailed subject content and assessment requirements.