Computer Science:

Subject Information Overview

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Curriculum
Area Staff Curriculum
Information Curriculum
Overview Exam information for GCSE
qualifications in this Subject Area Knowledge
Organisers

Curriculum Area Staff

Katie Steingold (Co-CAL Computing and Business)
Jennie White (Co-CAL Computing and Business)

Jon Smith
Adele Coyle

Should you require more information about this subject area please contact:

Name: Mrs K Steingold
Position: Co-Curriculum Area Leader
Email: kms@selbyhigh.co.uk

Name: Mrs Jennie White
Position: Co-Curriculum Area Leader
Email: jw@selbyhigh.co.uk

Curriculum Information

Intent
The main ambition of the computer science curriculum is to prepare students for life in the modern, technical world both as users and developers of computing systems. Our curriculum is designed to be ambitious, inclusive, and progressive, enabling all students to succeed and to see computing as a subject that is both powerful and creative. We aim to help our students to better understand the risks and benefits of the technology that we use every day and to help them to be confident and informed users of IT equipment and software. Students will learn to make good use of technological innovations including appropriate use of AI, whilst managing to circumvent the pitfalls that may also arise.

Implementation
Our curriculum focuses on 3 main areas : Digital Literacy, Computer Science and Creative Technology. These three areas are interleaved throughout the curriculum at KS3 to meet the end points in KS4 with GCSE's in Computer Science and Creative iMedia.

At Key Stage 3, we aim to build strong foundations in computational thinking, programming, and digital creativity. Students develop an understanding of how computers work (including binary and data representation), how problems can be solved logically (through developing algorithms and computational thinking), and how technology has been shaped by key innovators ( by learning about the Superheroes of Computing). Alongside this, students explore creative digital tools such as Photoshop and Illustrator, and gain an introduction to web development through HTML, allowing them to express ideas creatively while developing technical precision. Python programming techniques are taught at every stage of KS3 which develops our students into proficient programmers. Students learn how to use computer systems safely and securely through topics around Cyber Security and E-safety, alongside bespoke lessons on the most recent developments in AI ensuring students remain at the forefront of emerging technologies.

At Key Stage 4, students specialise through two distinct but complementary pathways: Computer Science and Creative iMedia. Offering both of these GCSE options ensures that all learners access a high-quality, inclusive Computing curriculum that meets a wide range of interests, abilities, and career aspirations. GCSE Computer Science provides a rigorous academic pathway, developing logical thinking, problem-solving, and programming skills, while Creative iMedia offers a practical, creative pathway focused on digital media production and real-world applications.

Curriculum Overview

Below is a summary overview of the topics and their content that will be studied in each term by each year group. For more information about each topic, get your child to visit learning journeys and resources on the school online learning platform - Ready Steady Learn.

Year Group	Term 1	Term 2	Term 3
7	1. Digital Literacy In this unit studnets learn the fundamental skills required to critically evaluate online information, communicate effectively, safely navigate the modern world, and use the range of products in the Google Suite.	2. Computational Thinking To understand the fundamental skills required to tackle Computer Science in KS3 including decomposition, abstraction, pattern recognition and writing algorithms to solve problems. 3. Superheros of Computing To gain an understanding of some of the most important historical figures in the development of computing. This includes fundamentals of the world wide web, computer architecture and encryption.	5. Beginning Python Students are introduced to text based programming for the first time and create programs which handle inputs, process data and display suitable outputs. 6. Networking and Google Sites. Students learn the fundamentals of computer networks including the hardware required for local and wide area networks. Students create their own sites using Google Sites.
Assessment details	Students’ workbooks are checked during lesson and regularly according to the Assessment and Feedback policy. At the end of each unit, a summative assessment is completed. This assessment consists of an online multiple-choice test, consisting of between 30 and 40 questions. Each assessment provides instant feedback and improvement activities. Students also have the opportunity to complete a "skills showcase" in which they can demonstrate the skills they have learnt during the unit.
8	1. PhotoShop An introduction to PhotoShop and how it is effectively used within industry. Each lesson within this unit is a practical introduction to photoshop with students discovering various tools and techniques. 2. Binary Students learn about the basics of computer binary including how and why computers process binary information, how binary data can be manipulated and how binary data is used to store text, images and sound.	3. Web Development Students learn their second programming language through HTML and creating websites. Students learn the HTML structure that is used to create a web page and produce webpages for their chosen topics 4. Python Students build on the python knowledge from Year 7 by considering why data types are important in programming and how to use iteration and selection to create working programs	5. Adobe Illustrator In this unit students start to learn about computer graphics, particuarly Vector graphics. Studens will learn the tools to create professional looking graphics.
Assessment details	Students’ workbooks are checked during lesson and regularly according to the Assessment and Feedback policy. At the end of each unit, a summative assessment is completed. This assessment consists of an online multiple-choice test, consisting of between 30 and 40 questions. Each assessment provides instant feedback and improvement activities. Students also have the opportunity to complete a "skills showcase" in which they can demonstrate the skills they have learnt during the unit.
9	1.Introuction to Creative iMedia The students are educated on how to create a visual identity for a product that can be used to identify a brand. This introduces them to some of the skills used in Creative imedia. 2. Introduction to Business Studies In this unit we learn how entrepreneurs take risks to create profitable businesses. We look at the ways businesses can be competitive in the market. We also introduce students to money and how it works.	3. Advanced Python Students build on the knowledge they have learnt in Year 7 and 8. This unit introduces the concept of pseudocode and flow charts, how to test working programs, different types of iteration and how to write programs which contain procedures and functions	4. Computer systems and Hardware Students learn about the hardware which make up computer systems including memory, storage and embedded systems 5. Cybersecurity We look at how hackers exploit flaws in programs to extract data to make money or to damage systems. We look at how they manipulate people into giving out their private information. We also look at the methods we can use to help prevent hacking.
Assessment details	Students’ workbooks are checked during lesson and regularly according to the Assessment and Feedback policy. At the end of each unit, a summative assessment is completed. This assessment consists of an online multiple-choice test, consisting of between 30 and 40 questions. The students then get the opportunity to feedback information about how they found the units. They are given some reflection time to look at where they went wrong and how they could improve.
10	Theory 2.2.1 Programming fundamentals 2.2.2 Data types 2.2.3 Additional programming techniques 2.3.1 Defensive design 2.3.2 Testing Coding Progamming challenges	Theory 2.5.1 Languages 2.5.2 The Integrated Development Environment (IDE) 2.1.1 Computational thinking 2.1.2 Designing, creating and refining algorithms 2.1.3 Searching and sorting algorithms Coding Progamming challenges	Theory 1.2.4 Data storage Coding Programming challenges
Assessment details	Workbooks are filled in during lessons that are shared with staff so we are able to monitor progress. Formative assessment is done during class to check understanding. At the end of each unit, a 30-minute written test is done, consisting of previous GCSE questions. At least one assessment is done every half term.
11	Theory 1.1.1 Architecture of the CPU 1.1.2 CPU Performance 1.1.3 Embedded systems 1.2.1 Primary storage (Memory) 1.2.2 Secondary storage 1.2.3 Units 1.2.4 Data storage 1.2.5 Compression Coding Programming Challenges	Theory 1.3.1 Networks and topologies 1.3.2 Wired and wireless networks, protocols and layers 1.4.1 Threats to computer systems and networks 1.4.2 Identifying and preventing vulnerabilities 1.5.1 Operating systems 1.5.2 Utility software 1.6.1 Ethical, legal, cultural and environmental impact Coding Programming Challenges	Theory Customised revision lessons dependent upon student performance.
Assessment details	Workbooks are filled in during lessons that are shared with staff so we are able to monitor progress. Formative assessment is done during class to check understanding. At the end of each unit, a 30-minute written test is done, consisting of previous GCSE questions. At least one assessment is done every half term.

KNOWLEDGE ORGANISERS

A Knowledge Rich Curriculum at Selby High School

Research around memory suggests that if knowledge is studied once and not revisited or revised, it is not stored in the long-term memory. This means that after one lesson, or revising for one test, the knowledge will not be retained unless it is studied again. It won’t be recalled unless it is revisited frequently, which will embed it in the long term memory. In the long term this makes recall far easier. As part of home learning, students should be revising what they have been taught recently but also content they were taught previously. Therefore as part of our strategy to embed learning over time we have started to develop knowledge organisers across all year groups and curriculum areas. These will provide key content and knowledge allowing students to pre-learn and re-learn, a vital part of processing all the information required to be successful in the new style GCSE’s.

Instructions for using your knowledge organisers

KS3 = Years 7, 8 & 9
KS4 = Years 10 & 11

Below are the knowledge organisers for each topic in this subject. These knowledge organisers will become embedded in the Learning Journeys for each topic as they are created on Ready Steady Learn.

Year 7
ICT

Year 8
ICT

KS4
GCSE Computing