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In the Computing Department, our aim is to fully equip all Goodwin Academy students with the knowledge, understanding and skills they will need to succeed in a digital world. Within our department, we are developing a broader curriculum that offers both Digital Literacy and Computer Science to all students in Key Stage 3.

We hope to develop our students’ passion for Computing thus enabling them to build strong foundations for them to succeed into their adult lives. By making students more digitally literate, it will enable them to be a versatile worker as many companies and business are moving to online systems.

Curriculum Intent

Within the Computing Curriculum, we want to develop learners who aspire to brilliance. We have designed a curriculum that is imaginative, innovative and creative.

We want learners to be critically aware of their own strengths and areas to develop, to enable them to be independent thinkers. We strive for a curriculum that will provide learners with the opportunities to develop their cultural capital by successfully engaging in a variety of curriculum-led activities designed to provide learners with a wide variety of social contexts. Our dream is that learners take away this understanding and develop into responsible citizens.

We aim to provide our students with hands-on skills, access to new coding and programming languages and the inspiration and creativity that they will need to develop as network technicians, computer programmers, app developers, web designers and game developers.

Within our Digital Literacy curriculum, we strive for the students to use technology to find, evaluate, create and communicate information. Students will develop an understanding of a wide range of hardware and software applications.

KS3, Year 7, 8 & 9 Computing

At KS3 we follow two pathways Digital Literacy and Computer Science.

To support all students at KS3, including SEND, we as a department focus on effective teaching principles. All students will experience a highly structured and balanced curriculum and all students will be expected to complete the same learning journey. They will achieve this by being given scaffolds to support their learning and a differentiated suitable challenge to allow all students to access the curriculum appropriate to their learning needs.

Digital Literacy

At Key Stage 3, Digital Literacy enables learners to develop skills and become prepared for the digital world in which they live.

To accomplish this, lessons are created to develop a range of core skills. Topics include learning about e-Safety, developing proficiency with Microsoft Office, improving practical skills when working with formulae in Ms Excel, creating original digital artworks in Adobe Photoshop, learning HTML in order to create a functional website, and working with Multi Media.

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7 School Network introduction


Functional skills (MS office) Graphics: Photoshop HTML website development Introduction to game design & programming through Kodu Microbit
Year 8 My digital world Functional skills Plus (MS office) Graphics: Photoshop HTML website development Excel – formulae, vlookup, macros Lake Garda project
Year 9 Digital Media manipulation (Creative Media) Digital Media manipulation (Creative Media) First aid visual dashboard design (Powerpoint) First aid visual dashboard design (Powerpoint) Business finance dashboard design (Excel) Business finance dashboard design (Excel)

Computer Science

At Key Stage 3, the curriculum provides students with a broad understanding of Computer Science to prepare them for taking a range of courses at Key Stage 4.

To achieve this, we have developed a curriculum that ensures lessons are interesting, exciting and focus on using the latest technologies and computing principles. The curriculum content includes computer science basics, eSafety, website design, spreadsheet skills, computer systems, computing basics, databases and programming using a combination of Scratch, Microbit and Python code.

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7 School network introduction






KODU KODU VEX Robotics VEX Robotics
Year 8 Scratch/




HTML HTML Python Python
Year 9 Databases Databases Databases Python Python Python

KS4 Computer Science

Computer Science is a very practical subject – students will be able to use the knowledge and skills they learn in the classroom on real-world problems. It is also a highly creative subject that calls on learners to be inventive.

The three components of the course (these build on the content taught in Key Stage 3):

The computer and how it all works – component 1

  • Study how processors work.
  • Investigate computer memory and storage.
  • Explore modern network layouts and how they function.
  • Build skills in the ever important realm of cyber security.
  • Investigate how types of software are used within computer systems.
  • Stretch wider comprehension of how computers and computing affect ethical, legal, cultural and environmental issues.

Computational thinking, algorithms and programming – component 2

  • Study fundamental algorithms in computer science.
  • Build a firm foundation in programming techniques.
  • Produce programs through diagrams.
  • Thoroughly test programs and make them resistant to misuse.
  • Explore Boolean algebra (AND, OR, NOT).
  • Understand how we store data within computers in binary form.

A programming project – component 3

  • Use new-found programming skills on an independent coding project by solving a real-world problem.
  • Students will spend 20 classroom hours engaging with the Programming Project.

What will a student gain from this course?

  • Valuable thinking and programming skills that are extremely attractive in the modern workplace.
  • A deep understanding of problem solving and experience in creating logical and efficient solutions.
  • Ability to write down solutions to problems for other people to understand.
  • A good grounding in mainstream computing theory and understanding.
  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 1 Computational Thinking and Common Algorithms Programming concepts and SQL Types of programming language, Defensive design, Errors and testing, Logic circuits and Boolean algebra Binary, Hexadecimal, and Representing Data Controlled Assessment Task Controlled Assessment Task
Year 2 Long Answer Questions – practice answering with a focus on environmental and ethical issues Structured Question – Practice answering with a focus on Types of Software features and functions and speeding up computers Structured Question – Practice answering with a focus on Networking and system testing Clear explanations and showing working – Representing data, binary and hexadecimal manipulations and SQL Personalised Program of Support GCSE Exams

KS4, Year 10 & 11 Digital Information Technology

To support all learners, including SEND, access content we focus on high quality teaching, alongside the use of a wide range of supportive resources including structured pre teaching, support decoding exam questions and modelling answers. We use exemplar material to help support students with their coursework and exam answers. We use retrieval questioning, to build student confidence and develop memory techniques to allow students to recall and understand the key exam content. Where exam arrangements are required in the form of readers, scribes and word processing, we work closely with relevant departments to ensure this provision is provided. Assignments may also be adapted giving extra instructions within BTEC regulations, or breaking down tasks which can then be delivered in smaller ‘chunks’.

In Key Stage 4, we currently run the Pearson BTEC Level 1/Level 2 Tech Award in Digital Information Technology.

Component number Component title GLH Level How assessed
1 Exploring User Interface Design. Principles and Project Planning Techniques. 36 ½ Internal
2 Collecting, Presenting and Interpreting Data. 36 ½ Internal
3 Effective Digital Working Practices. 48 ½ External

The three components focus on the assessment of knowledge, skills and practices. These are all essential to developing a basis for progression and, therefore, learners need to pass all components in order to achieve the qualification. The components are interrelated and they are best seen as part of an integrated whole rather than as totally discrete study areas. Learners will normally take this qualification over a two-year period. This means that they must be given the opportunity to build their confidence in understanding the sector, vocational contexts and vocational attributes over a long period before they are assessed. As the interrelated components are not linked to occupational roles, certification is not available at component level.

Proposed structure of the course

  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 10 Component 1 – Exploring User Interface, Design Principles and Project Planning Techniques Component 2 – Collecting, Presenting and Interpreting Data
Year 11 Component 2 – Collecting, Presenting and Interpreting Data Component 3 – Effective Digital Working Practices


Computing would support progression into a more specialised Level 3 vocational or academic course or into an apprenticeship. It will give learners the potential opportunity to enter employment within a wide range of job roles across the information technology sector and some aspects of the creative industries, such as:

  • Website content manager
  • Computer animator
  • Graphic designer
  • Teaching
  • Online copywriter
  • IT consultant
  • Systems analyst
  • IT sales and marketing
  • Network administrator

Fundamental British Values

British values of democracy, the rule of law, individual liberty and mutual respect and tolerance.

Rule of law:

  • Understand how legal, ethical, safety and security issues affect how computers should be used: how legislation affects business computer users.
  • Health and safety – covered in Key Stage 3 and 4.
  • Data protection, copyright, computer misuse, how moral and ethical issues affect business computer users.
  • The use and abuse of personal and private data – covered in Key Stage 3 and 4.
  • The implications and consequences for organisations of data loss, corruption and theft.
  • Legal implications – covered in Key Stage 4.
  • Cyberbullying – covered in Key Stage 3.

Individual liberty:

  • Monitoring of individuals by organisations through the use of worker monitoring/logging, cookies, key logging, worker call monitoring/recording, electronic consumer surveillance, mobile phone triangulation.
  • Choices in terms of education, employment and careers.
  • Limitations on individual liberty by complying with employment or training contracts and individual liberty within the law and social expectation –  covered at Key Stage 4.

Mutual respect and tolerance:

  • Student code of conduct, letter signed to allow pupil to use the school network.
  • Good working relationships.
  • Be able to establish and maintain productive working relationships.


Microbit Website Key Stage 3:

Microbit online editor:


Further Reading

I Can Code: AND/OR – Vicky Fang

Clean Code: A Handbook of Agile Software Craftsmanship – Robert C. Martin

Code Complete: A Practical Handbook of Software Construction – Steve McConnell

Algorithms – Robert Sedgewick & Kevin Wayne

Types and Programming Languages – Benjamin C. Pierce

Steve Jobs – Walter Isaacson