Curriculum Statement

The ICT and Computing Curriculum is designed to develop the technical skills required to enable students to be creative and independent users of technology. In the process students will understand the importance, and develop their precision, accuracy and resilience. The rapidly changing nature of technology means that students are necessarily taught the need to continue their learning throughout life.

ICT, Information Communication Technology is defined as any technology or device that has the capacity to acquire, store process and transmit information and can include personal computers, the internet, mobile communication devices and email. 

ICT Suite

In this fast changing world it is important for students to see ICT as a useful tool to enhance the learning process.  The school continues to invest in resources to enable teaching strategies that allow students to move to higher-order thinking, develop constructive thinking skills, and learn to prepare themselves for the future information age. 

ICT is integrated into many subjects so that the students get as much exposure to using ICT in different environments as possible.  ICT is also taught as a standalone subject throughout Key Stage 3 and as an option for all students at Key Stage 4. 

Years 7, 8 and 9 follow a creative and motivational curriculum allowing the students to study a variety of topics to achieve a broad skill base and knowledge in preparation for KS4. 

In year 7 the students learn the importance of file management and are introduced to Cloud Technology through their school email.  The students are introduced to Scratch, a creative and fun application that provides scope for imagination and at the same time are trained to work accurately with programming blocks.  As soon as the students are familiar with the school network and confident in their ICT skills they move on to a graphics project.  The project is divided into two sections to learn about bitmap images as well as line vector images.  The students once again are able to be creative but also understand the importance of working carefully and sequencing instructions in the correct order.  The students are taught how to evidence the development of their work as well as obtain feedback to assist the development process.

In year 8 the students develop their spreadsheet skills. The ability to transfer a paper based system to an electronic one is a key skill. Students must use the correct formulae, use suitable formatting and choose the most appropriate graph to display the data. The students also are introduced to business skills using business terminology of cost, income, profit and loss. The students learn financial life skills and how a spreadsheet can help with planning their own personal finances in later years.

In year 9 the students work on a project titled ‘The History of Computing’ encompassing the life and work of Ada Lovelace, Charles Babbage and the work undertaken at Bletchley Park with Alan Turing. The students develop research and study skills and are encouraged to write directly from their own understanding and knowledge. This project is finalised by presenting their work to a high standard. The students move onto a further project which encompasses hardware, programming, binary and cyber threats.  The two projects come together when the students are taught how to build a website in order to exhibit both projects into their own e-portfolio website.

Currently at Key Stage 4, years 10 and 11 the students follow a vocational practical course which changes regularly to keep up with the national skills shortage recognised at the time.  At present the demand is to follow an interactive media course which is involved in further developing the students skills gained in KS3. The student are able to produce websites for a particular target audience, combining their graphic skills in building line vector and bitmap objects.  As part of the students’ course work they are expected to research good practice, write about how a product has been designed before they commence work on their own ideas.  The students will evidence their planning as well as how they develop their first ideas through to final products with feedback from peers culminating in a review of their own work.

Deep Learning Days are used throughout each year to ensure all students can be active and safe citizens of the online world. We develop their understanding of how to stay safe in all aspects of their online life as well as the different type of threats to the security of their data and online existence.


Students focus on ...

File Management

Students learn how to access the school network and store their files appropriately for all subjects

Cloud Technology and emails

Students are introduced to their school email accounts and how to store files and access software through the internet

Internet Safety

Students are made aware of the dangers of social websites and gaming

Coding in blocks

Students are introduced to coding through scratch, focus on the  ability give attention to detail, test and solve errors which are important skills in ICT

Introduction to Graphics

Students are taught the difference between line vector and bitmap graphics using a variety of different applications including Adobe Photoshop and Illustrator.

Graphics Continued

Students produce edited images and build line vector images.

Introduction to Spreadsheets

Students use Microsoft Excel, and develop their understanding of different formulae and how to apply formula in different situations.  Students are introduced to financial terms within the buying and selling context, profit and loss, income and expenditure.

How spreadsheets are used in the work place

Students develop their spreadsheet skills to incorporate the importance of presentation and extracting particular data into graphs.

Designing ICT solution Project

Students are given a paper based business system to design a spreadsheet solution for a work place scenario. This enables the students to apply all their knowledge and understanding of spreadsheets.  Students are expected to apply the functions: IF function and the absolute cell reference.

Events Management project

Students continue to use their spreadsheet skills, combined with research skills to cost a city break for 12 adults to Prague or Budapest.  Students create the programme of events for each day with information for the tour guide.

Study Skills

Different techniques to retain knowledge, across all subjects

Presenting information

Professional formatting skills to create and write a book using Microsoft Word

History of Computing

Build knowledge, retain and recall facts to write own account on: Charles Babbage ‘The Difference Engine’, Alan Turing, Tommy Flowers, Bletchley Park, ‘The Colossus’

Input and Output Devices

Understand and present information about input and output devices

Inside a Computer

Understand and present information on each hardware component inside a computer

Memory Storage

Understand different types of storage devices and capacity


How data is stored


Introduction to a programming language


The dangers of working on line to computer systems


UNIT 01:

Computer Systems

Systems Architecture, Memory, Storage, Networks wired and wireless, Network topologies, protocols and layers, System Security, System Software, Ethical, Legal, Cultural and environmental concerns



1 hour 30 minutes exam, written paper

50% of total GCSE

Unit 02:

Computational thinking, algorithms and programming

Algorithms, Programming techniques, Producing robust programs, Computational logic



1 hour 30 minutes exam, written paper

50% of total GCSE

Programming Project

20 timetabled hours

Consolidates the learning across the specification through practical activity

Formal requirement

Year 10: Summary of work completed:

Computer Systems theory completed with some programming skills

Year 11: Programming skills 20 hours practical in conjunction with Unit 2 Computational thinking, algorithms and programming. Timescale: Sept to January.

January to May Revisit Theory Unit 1 and 2

UNIT 01:

Investigate interactive media production

Learners will experiment with interactive media products and understand the elements of the development process using hardware and software solutions.




30 Guided Learning Hours, Internally and externally assessed.

Pass Merit Distinction

Unit 02:

Plan and prepare for an interactive media product

Leaners will produce a proposal and plans for an interactive media product meeting the requirements of a brief. Guided



30 Guided Learning Hours, Internally and externally assessed

Pass Merit Distinction

UNIT 03:

Development and production of an interactive media product

Learners will understand how to use appropriate software and hardware for the development and creation of an interactive media product and its assets.



40 Guided Learning Hours, Internally and externally assessed

Pass Merit Distinction

UNIT 04:

Present and promote an interactive media product

Learners will present and promote an interactive media product in the creative media industry.



20 Guided Learning Hours, Internally and externally assessed

Pass Merit Distinction

External Assessment

15 hour controlled assessment.  The learner will follow a set design brief composed of 3 tasks.

Pass Merit Distinction

Year 10: Unit 1 and Unit 2, start Unit 3

Year 11: Complete Unit 3 Prepare for External Assessment


KS3: Skills and knowledge are marked to ensure progress is taking place throughout the term. Each student presents their evidence in a portfolio of work.  Where accumulative projects are set this is marked on completion of the project. 


KS3: A variety of tasks are set for homework using different communication techniques, which include email and the Cloud.  Opportunities are provided to stretch and challenge students.

 An underlying theme throughout KS3 is touch typing, enabling students with hand writing difficulties to be efficient with the input of text preparing for GCSE exams if they have access to a laptop.


Coding club at a lunch time and an after school session starts after October half term.

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