COMPUTER SCIENCE
Technology is changing the lives of everyone. Through teaching computing we equip students to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. It is our intention to enable students to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for students to be able to use information in a discriminating and effective way. Computing skills are a major factor in enabling students to be confident, creative and independent learners and it is our intention that students have every opportunity available to allow them to achieve this.
The computing department aims to enable all students to become digital citizens—individuals that are able to employ the wide gamut of digital resources that are available to them in modern society. This involves the ability to realise the value of evolving and fast-changing technologies that are associated with the digital age. Alongside teaching the skills necessary to utilise these tools, we aim to enhance the knowledge and awareness of our pupils, so that they can judge the merits of data and information, developing an awareness of value and accuracy in regards to that which they find.
Stone Lodge students leave the school as confident individuals who will not react negatively to the ever-changing technological requirements and needs of employers. Instead, they should be able to embrace opportunities to learn new digital skills or to enhance their existing digital skills. Combined with a good business mindset our students can join the digital marketplace, ready to achieve a successful life no matter what careers they choose in the future.
Year 7
Key Stage 3:
Long Term Plans
The Computing syllabus has been designed to cover the three main areas of digital literacy, computer science and information technology. The students will be introduced to the IT skills they will need to support other subjects across the curriculum and will be introduced to programming, algorithms, some more complex elements of software packages and an understanding of computer hardware and how it works. They will also be introduced to some principles of business, and the interdependence it has with IT.
The curriculum is aimed to be both broad and deep. For example, in programming, a mastery approach is taken to go into depth in this area. Breadth is incorporated by the links to business and aiming for a good amount of cultural capital for the students.
In key stage 3, students will design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems. They will learn two text-based programming languages: python and HTML/CSS, as well as block-based programming with scratch. Students will understand how computers work by looking at the hardware that makes up computer systems. They will begin to understand how various types of instructions are stored and executed in computer systems, and how they can be used to represent images, music and text. Students will undertake projects that involve selecting, using, and combining multiple applications to achieve challenging goals linked to business and the real world. This includes collecting and analysing data and meeting the needs of known users. They will understand a range of ways to use technology safely, respectfully, responsibly and securely: including protecting their online identity and privacy; recognising inappropriate content; contact and conduct; and knowing how to report concerns. The latest KCSiE document and OfSTED report on sexual harassment in schools have helped shape this aspect of the curriculum. The objective with the curriculum delivered at key stage 3 is to prepare for that offered at key stage 4.
Year 7
| Cycle A | Introduction to Microsoft Excel |
| Cycle B | E-Safety and introduction to Microsoft PowerPoint |
| Cycle C | Scratch programming |
| Cycle D | Introduction to robotics and HTML programming |
Year 8
| Cycle A | Big figures in computing history, environmental and ethical concerns |
| Cycle B | Python turtle |
| Cycle C | Binary numbers and data representation |
| Cycle D | Computer hardware and networks |
Year 9
| Cycle A | Databases and taking software to market |
| Cycle B | Creating your own shop business |
| Cycle C | Computational thinking |
| Cycle D | Python programming |
Years 10 & 11
At key stage 4, the course builds on the knowledge, understanding and skills established at key stage 3. There is a focus on programming skills and students are given the opportunity to experiment with a variety of languages and activities, although python is the main language taught. Students revisit theory already covered in the form of written and multiple-choice topic assessments. More theory units are introduced not only to allow for a solid basis of understanding, but also to engage learners and get them thinking about real world application. Theory units follow the OCR specification. A programming project is undertaken which involves students analysing a programming problem, designing a solution and implementing their design. Completing the project gives students relevant experience they can relate to in the Component 2 exam. The objective with the curriculum delivered at key stage 4 is to prepare students to engage in further IT or computing studies at key stage 5, or to take the skills they have learnt into the workplace.
Key Stage 4 is a two-year journey that sees students prepare for the OCR Computer Science GCSE. Details of the topics studied can be viewed in the Long-Term Plans section below.
Year 10
| TERM 1 | Systems architecture |
| TERM 2 | Memory and storage |
| TERM 3 | Network connections and protocols |
| TERM 4 | Network security |
| TERM 5 | Systems software and impacts of technology |
| TERM 6 | Programming project |
Year 11
| TERM 1 | Algorithms |
| TERM 2 | Programming theory and robust program production |
| TERM 3 | Logic |
| TERM 4 | IDEs and languages |
| TERM 5 | Revision and GCSE exams |
| TERM 6 | GCSE exams |
Advice For Parents & Carers
STEM is part of who we are as a school. Computing plays its part in STEM projects by ensuring that cross-curricular themes are always emphasised in lessons.
There are some very useful websites that students can use to support their learning, especially if they just want to reassure themselves that they have learned topics really well. We encourage all parents and carers to support your child with their own independent learning:
BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/zp266yc
Seneca Learning – A quirky website but a good one! https://senecalearning.com/en-GB/
