Curriculum Intent

Our curriculum intent applies to all our young people, regardless of background, gender, sexual orientation or ability. As a school, and department, we are absolutely committed that the opportunities we plan for and implement ensure that each student can reach and exceed their potential.   

All learners at Washington Academy are given the opportunity to become confident, well informed and critical users of technology to support them in a modern and changing world. 

Computing at Washington Academy aims to equip students with the skills to participate in a rapidly changing world through challenging and engaging topics.  Students will develop an understanding and application in the fundamental principles of computer science by having the opportunity to write algorithms, investigate computer architecture and produce professional digital products.  

Computing skills are a major factor in enabling children to be confident, creative, and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.  As a school that desires social justice for all through a progressive curriculum Computing is essential to ensure that all possible doors are open to all our young people. 

In Computing we are dedicated to ensuring our students leave with the skills to fully embrace a future of rapidly advancing computer technology.  Students at Washington Academy have a wide variety of experiences in using digital devices and some have almost no access to technology a home. 

The curriculum has been developed using the National Centre of Computing Education (NCCE) guidance at KS3 and follows the OCR GCSE Computing course at KS4.  These decisions have been made to allow appropriate flow of knowledge to KS5 options in the region and nationally.   

Key elements of digital skills including numeracy are embedded at KS3 to provide practical applications of knowledge that will benefit learners throughout their lives.  Literacy skills are at the forefront of the learning experience with tier 2 and tier 3 vocabulary made explicit and extended writing opportunities provided for in each lesson. 

Curriculum Overview  

Year 7  

• Autumn Term 1:  What is the global impact of technology?  

• Autumn Term 2: How do we use computers to search for and present information in a relevant way?  

• Spring Term 1: What are the key programming constructs?  

• Spring Term 2: How do we refine programs and improve maintainability?  

• Summer Term 1: How do we define a network and address the benefits of networking?  

• Summer Term 2: How can spreadsheet software be used to model data?  

Year 8  

• Autumn Term 1: What are computer systems?  

• Autumn Term 2:  How do we design, create and test an effective mobile app?  

• Spring Term 1: What are the technologies used to make up the internet and World Wide Web?  

• Spring Term 2:  How are digital graphics used and create?  

• Summer Term 1:  How do computers represent data in a wide variety of forms?  

• Summer Term 2: How do we use text-based programming languages to explore algorithmic thinking?  

Year 9  

• Autumn Term 1: How do we identify and prevent cyber threats?  

• Autumn Term 2: How do we use data to investigate problems and make changes to the world around us?  

• Spring Term 1: How do we use a text-based language to create effective programs?  

• Spring Term 2: How do are binary codes used to represent sound and images?  

• Summer Term 1: How do we computer programs translate into the physical environment?  

• Summer Term 2: Explore current and emerging digital technology and the impact on the economy  

Year 10  

• Autumn Term 1:   

• 2.4.1 Boolean logic 

• 1.2.3 Units 

• 1.2.4 Data storage - Numbers 

• 2.1.1 Computational thinking 

• 1.2.4 Data storage - Characters 

• Practical Programming 

• Autumn Term 2:  Memory and Storage  

• 1.2.4 Data storage – Images 

• 2.1.2 Designing, creating and refining algorithms 

• 1.2.5 Data storage - Compression 

• Practical Programming 

• Spring Term 1:  

• Architecture of the CPU 

• 2.2.1 Programming fundamentals 

• 2.2.2 Data types 

• 1.1.2 CPU Performance 

• Spring Term 2:  

• 1.1.1 Embedded systems 

• 2.2.1 Programming fundamentals 

• 2.2.3 Additional programming techniques 

• Summer Term 1:  

• 1.2.2 Secondary storage 

• 2.2.3 Additional programming techniques 

• 1.3.1 Networks and topologies 

• Practical Programming Skills 

• Summer Term 2: 

• 1.3.1 Networks and topologies 

• 1.3.2 Wired and wireless networks, protocols and layers 

 

Year 11  

• Autumn Term 1:   

• 1.4.1 Threats to computer systems and networks 

• 2.3.1 Defensive design 

• 1.4.2 Identifying and preventing vulnerabilities 

• 1.5.1 Operating systems 

• 2.3.2 Testing 

• Autumn Term 2: 

• 1.5.2 Utility software 

• 2.3.2 Testing 

• 2.5.1 Languages 

• 2.5.2 The Integrated Development Environment (IDE) 

• 1.6.1 Ethical, legal, cultural and environmental impact 

• Spring Term 1: 

• 2.1.3 Searching and sorting algorithms 

• Searching and Sorting Practical Programming skills 

• Programming revision 

• Spring Term 2:  

• Theory Revision 

• Practical Programming Skills Revision 

• Summer Term 1: 

• Final preparation for GCSE examinations