Computer Science Curriculum Map
Intent
Our intent of the Computer Science curriculum at Bishop Heber is to equip students with the knowledge, skills, and confidence to thrive in a digitally connected world. Through a broad and balanced curriculum, students develop computational thinking, problem-solving abilities, and an understanding of how technology underpins modern society. We aim to foster creativity and resilience by engaging learners in programming, data representation, cybersecurity, and the ethical implications of technology. Our curriculum is designed to be inclusive and aspirational, preparing students for further study and careers in the digital sector, while also empowering them to be responsible and informed digital citizens.
Implementation
At key stage 3, our curriculum can be broken down into four broad areas: programming, computational thinking (including the machine), e-safety, digital literacy. We want students to be using the tool that is the computer as much as possible.
We seek to:
- Expose students to the syntax of the most popular computer languages (Python), and how computer programs can be built through decomposition of problems down to their smallest programmable components, using visual programming packages (Scratch, Kodu).
- Demonstrate the basic tenets of computer science through computational thinking, the internet and world wide web, algorithms, and logic gates.
- Warn students about their rights and responsibilities with respect to technology and the internet; how to keep themselves and their data safe; the threats posed by hackers, malware and viruses.
- Equip students for the workplace by teaching the efficient use of modern clerical software, Word, Excel, PowerPoint, and how to improve productivity (ECDL)
At key stage 4 and 5 we follow the OCR computer science curriculum. We use the OCR-endorsed PG-online for many of our resources.
Impact
- At key stage 3, we measure the impact of our teaching through use of mini whiteboards in lessons, and two quantitative assessments in Years 7 and 8. In Year 9 students will take a diagnostic assessment and an exam for each of the modules they study.
- At key stage 4, we use the Subject Progress Index (SPI) from SMID to judge the impact of our teaching relative to national standards, and across a wide range of different categories, including SEN, PP and high ability boys. In addition we assess each unit and have 2 formal assessments each year.
- At key stage 5, we use the SMID system to determine our impact relative to other computer science departments around the country. Students are assessed at the end of each unit and with several assessment points across the 2 years.
Download the full Curriculum Overview