Curriculum Statement
Computing is the study of the use and operation of the many devices that surround us in daily life. This might be as simple as using a computer to present or learn, or as important as how computers work and how we can program them. A big aspect of our curriculum is ‘computational thinking’ – helping us develop our brains to simplify and solve problems – a massive employability skill, even if you don’t work with computers! We also include as many links to real-world computer skills to help our pupils develop their understanding and employability. Our KS3 curriculum follows the Computing National Curriculum, but has also been developed using materials from Computing at School (CAS) and our own experience of pupil needs to create the highest quality units of work we can.
Key Stage 3 Curriculum Outline
| Year 7 | Year 8 | Year 9 |
| Unit 7.1 – Introduction to Computers
How to login, saving work, network environments and using school email – and how to do so professionally
Unit 7.2 – Be Safe Online How there are a variety of online risks to manage appropriately How to address those risks and be safe using technology
Unit 7.3 – Computer Systems 1 The different computer components How computers ‘think’, including translating binary How different computers are used by different industries (eg: a plumber vs a graphic designer)
Unit 7.4 – Computer Networks What networks are, and their advantages at home, school and work The types of networks, including LANs and WANs How the Internet works, why it is different to the WWW and how searches work
Unit 7.5 – Programming in Kodu How games are developed in the industry Key programming concepts such as algorithms, abstraction, decomposition etc Creation of a game in Kodu
Unit 7.6 – Programming in micro:bit Builds on 7.5, but using more challenging programming code – including block and textual programming |
Unit 8.1 – Computing Heroes
Using Desktop Publishing to present to a specific audience Who are key computing figures – including successful British Computer Scientists and female Computer scientists
Unit 8.2 – Computer Systems 2 Builds on Unit 7.3, but in more depth about binary Teaches pupils more about how computers think (logic gates) Looks at different storage devices for different purposes (eg: school pupil vs person at work)
Unit 8.3 – Computer Networks 2 Builds on Unit 7.4 Includes building a network for small business, including factors that affect performance, the hardware used in networks, and threats to business that use networks
Unit 8.4 – Programming in Scratch Builds on Unit 7.5/6 Continues with block-based programming, but looks in more depth at programming concepts such as iteration and selection
Unit 8.5 – Programming in Python Builds on all previous programming units, but now working with a textual based programming language Incorporates programming for a brief, such as an alcohol law age checker for a company
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Unit 9.1 – Create a CD Cover
Working to a brief to create a new album cover Looks at how graphic designers work (work-flow) Use of Photoshop to create their chosen cover
Unit 9.2 – App Design Pupils create an app for The Farnborough Academy Again, working to a brief to meet audience needs Incorporates support from Nottingham app company MultiPie – videos from their staff advising pupils of how apps are designed, made and tested
Unit 9.3 – Safer Internet Day Pupils follow materials from Safer Internet Day each February Expands on their knowledge from Year 7, including more age appropriate information to support pupils in using the Internet and devices safely and responsibly.
Unit 9.4 – Programming in Python 2 Develops skills learning in Unit 8.5, such as reading and writing from a file, lists/arrays and more complex programming challenges
Unit 9.5 – Computer Systems 3 The final computer systems unit incorporates the ethical, moral and legal considerations of using technology for various stakeholders It also looks more closely at how the CPU and computer works This unit also looks at the development of technology over time
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At Key Stage 4, we offer pupils two pathways that allow them to choose a course that might tailor more closely to their career path. Pupils can even opt to study both courses, providing them with a breadth of Computing knowledge.
| OCR GCSE Computer Science | OCR Creative iMedia |
| Graded 9-1
Split into two components – Computer Systems and Computational Thinking One coursework unit (not formally graded) Two exams – 1 hour 30 minutes each, 80 marks, for each component. Computer Systems covers how computers work, networks, security, software and ethical, moral and legal issues in Computer Science Computational Thinking teaches pupils about algorithms, programming, binary representation, logic gates and software development. |
Graded Distinction* Level 2, to Pass Level 1
Split into four components – Pre-Production Documents, Creating Digital Graphics, Creating Animation, Creating Interactive Multimedia Products Three are coursework units, worth total 75% of the course One exam (Pre-Production Documents) – 1 hour 15 minutes, 60 marks, worth 25% of the course. Each coursework unit covers what industry standards are with a research task, followed by a design phase, before pupils create the relevant product, then review it. |
Course specifications etc can be found here:
GCSE Computer Science: https://www.ocr.org.uk/qualifications/gcse/computer-science-j276-from-2016/
Creative iMedia: https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/