Computing

In computing we want to give the students a broad education in the world of technology, so that they can become confident independent learners, learners that are excited about the subject and want to deepen their understanding of the modern world. We want to encourage students to aspire to be the creators and innovators that go on to shape future technological advances. To support this, students will be given the chance to explore a variety of aspects of Computer Science ranging from hardware fundamentals, programming implementation and complex algorithmic thinking.

Our Staff

Mr Jackson (Head of Computing)
Dr Hemp (Teacher of Computer Science)

Key Stage 3

Year 7-8: Outline Programme of Study

Students in Year 7 and 8 are taught a two year course in Computer Science with the following structure:

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems – theory of computing and programming.
Understand several key algorithms that reflect computational thinking [for example ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem – delivered through programming in Python and study of sorting algorithms.
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions – delivered through programming in Python and web development.
Understand simple Boolean logic [for example, AND, OR and NOT] 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 [for example, binary addition, and conversion between binary and decimal] – Boolean logic and binary is studied in Year 7.
Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems – delivered through studying networking theory.
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 – delivered through study of binary and how this is used to store character, images and sound.
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 – delivered through programming and web development.
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability – delivered through web development.
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. – keeping safe online is taught at the beginning of Year 7 and enriched through centralised PSHE lessons.

KS3 Core Concepts

1 Theory of computing	EXCEEDING: Has an excellent understanding of all aspects of the theory of computing covered at Key Stage 3 and is moving beyond this to study material covered at GCSE and/or A Level. SECURE: Has a good understanding of the hardware and software components that make up computer systems and how they communicate with one another and other systems. Understands how instructions are stored and executed within a computer system and how data of various types (including text, sounds and pictures) can be represented and manipulated digitally. Understands simple Boolean logic and some of its uses in circuits and programming. Also understands how numbers can be represented in binary and can carry out some simple arithmetic operations on binary numbers. DEVELOPING: Has a good understanding of some aspects of the theory of computing but this is partial or incomplete. Further work is needed to become secure in some of the main topics covered.
2 Algorithms and Programming	EXCEEDING: Has an excellent understanding of all aspects of algorithms and programming studied at Key Stage 3 and very strong programming skills. Is able to tackle GCSE and/or A level programming problems and may be developing an understanding of programming languages not taught on the Key Stage 3 curriculum. SECURE: Is able to design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems. Understands several key algorithms that reflect computational thinking, can use logical reasoning to compare the utility of alternative algorithms for the same problem and can use two or more programming languages, at least one of which is textual, to solve a variety of computational problems. Is able to make appropriate use of data structures and design and develop modular programs that use procedures or functions. DEVELOPING: Has a good understanding of some aspects of algorithms and programming but this is partial or incomplete. Further work is needed to become secure in some of the main topics or skills covered.
3 Creating digital artefacts and using software tools	EXCEEDING: Highly skilled in the creation of digital artefacts, use of software and the completion of projects using digital technology. Is able to go significantly beyond expectations at Key Stage 3 in this area and may be able to tackle projects and problems at GCSE and/or A level. SECURE: Can create, reuse, revise and repurpose digital artefacts for a given audience with attention to trustworthiness, design and usability. Can undertake creative projects that involve selecting, using, and combining multiple applications to achieve challenging goals, including collecting and analysing data and meeting the needs of known users. DEVELOPING: Has good skills in some of the areas described above but needs to develop these further.
4 Understanding the impact of technology	EXCEEDING: Has an excellent understanding of how to use technology safely and responsibly, and an excellent grasp of the issues raised by digital technology in modern society. SECURE: Understands a range of ways to use technology safely, respectfully, responsibly and securely, including protecting online identity and privacy; recognising inappropriate content, contact and conduct, and knowing how to report concerns. Also understands how individuals, systems and society as a whole interact with computer systems and can explain a range of ethical, cultural, environmental and legal issues raised by the use of digital technology in modern society. DEVELOPING: Has a good understanding of some aspects of the impact of technology but this is partial or incomplete. Further work is needed to become secure in some of the main topics covered.

Key Stage 4

Years 9-11: Outline Programme of Study Outline (Non-examined)

All pupils are given the opportunity to study aspects of information technology and computer science through the Enrichment programme in Year 10.

Students create a website during a series of 9 lessons:

Develop their capability, creativity and knowledge in computer science, digital media and information technology
Develop and apply their analytic, problem-solving, design, and computational thinking skills

PSHE content has been developed which ensures that students understand how changes in technology affect their safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.

Key Stage 4 (Years 9-11)

Examination Board

OCR J277 GCSE course - GCSE - Computer Science (9-1) - J277 (from 2020) - OCR

Component 01: Computer systems

Introduces students to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.

Component 02: Computational thinking, algorithms and programming

Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.

Practical programming

Students are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language.

Key Stage 5

Examination Board

OCR H046/H446 courses - AS and A Level - Computer Science - H046, H446 - OCR

AS Level Computer Science Qualification
Overview of AS level in Computer Science (H046)
Learners must take both components (01 and 02)

Content overview

The characteristics of contemporary processors, input, output and storage devices
Software and software development
Programming
Exchanging data
Data types, data structures and algorithms
Legal, moral, ethical and cultural issues
Elements of computational thinking
Problem solving and programming
Algorithms

A Level Computer Science (2 year course)
Overview of A Level in Computer Science (H446)
Learners must take three components (01, 02 and 03)

Content overview

The characteristics of contemporary processors, input, output and storage devices
Software and software development
Exchanging data
Data types, data structures and algorithms
Legal, moral, ethical and cultural issues
Elements of computational thinking
Problem solving and programming
Algorithms to solve problems and standard algorithms

Departmental Co-Curricular, Trips and enrichment Opportunities

Computer Society is run once a week at lunchtime where students present and discuss areas of interest/developments in the world of computing. This is open to all students from Y9 upwards.
KS3 Coding Club is run once a week at lunchtime.
The BEBRAS competition is run for all KS3, and for KS4/5 students taking Computer Science.
Students that qualify through BEBRAS (top 10% nationally) compete in the Oxford University Computing Challenge (OUCC). This is being replaced by the Bebras Coding Challenge from 2025.
Students compete in the British Informatics Olympiad (BIO), which is a three-hour coding challenge.

Examples of marked work

See below for examples of marked work which demonstrate the level of work and ‘green pen’ engagement required to maximise progress in each Key Stage. Whilst we expect students to engage with this positively and if necessary, seek clarification from teachers, please be assured that in-lesson support is always available.

· KS3

· KS4

· KS5