Computer Science
Computer Science Curriculum Vision
The Computer Science curriculum at EEHS aims to offer as broad an education as possible in the strands of Computing that can be identified in the National Curriculum.
Students will study Computational Theory, where they will develop an understanding of the hardware and software that make up computer systems and networks; Logic & Programming, where they will learn to apply fundamental principles such as abstraction, logic and algorithms to analysing and solving computational problems by writing computer programs; Information Technology, where they will learn to select and combine multiple applications and artefacts to create solutions to meet the needs of known users; and Digital Literacy, where they will become familiar with a range of ways to use technology safely, respectfully, responsibly and securely.
The curriculum aims to explore a broad range of aspects of Computer Science, provide a balanced approach between theoretical knowledge and practical skills gained and offer a bespoke experience from the start of Year 7 where lessons are tailored to students’ prior KS2 computing experience all the way to the end of Year 11.
At the end of Year 11 students will leave us equipped with a wealth of current practical knowledge in Computer Science, enabling them to understand, use and modify computer systems around them to suit their needs, as well as an appreciation of the theoretical advancements in this exciting field.
How do we help our students to ROAR?
Resilient: Build their resilience through numerous independent projects, for example programming remote-controlled robotic vehicles
Open-minded: Become more open-minded, responsible citizens of the digital world, through understanding secure and inclusive ways of using the web
Aspirational: Discover they can be more aspirational in the outcomes they can expect and aim for through continuous feedback and improvement of their own work, and exposure to ideas about careers in Computer Science
Reflective: Learn to reflect on issues surrounding the use of digital technology, by reading around the subject, informing themselves about current topics and formulate arguments to support a balanced discussion
Year 7:
Intent:
In Year 7, the aim is to introduce students to a broad range of Computer Science concepts and ensure they are acquainted with important e-safety and cyber security issues. Acutely aware of students’ differing KS2 achievements in Computer Science, the goal is for every one to achieve a similar foundation of knowledge going forward.
At the end of Year 7, students have all achieved a balance of new knowledge and skills. They are all already responsible ‘netizens’, they have a firm grasp of ways to keep safe online, and they have acquired basic skills in two different types of programming.
Implementation:
Year 8:
Intent:
In Year 8, students delve deeper into Computer Science concepts that were introduced in the previous year, as well as discover new areas of computing knowledge.
Topics become more challenging, helping them to build their resilience even further with independent programming projects and team presentations.
At the end of Year 8, students have obtained a good understanding of a broad range of Computer Science topics, balancing skills in programming and problem solving with theoretical knowledge of how computers work, and they have a solid awareness of current issues in modern cyber security.
Implementation:
Year 9:
Intent:
Students develop their programming skills, starting from simple programs all the way to larger fully independent projects which foster their resilience. The students are given numerous helpful resources and learn how to search for answers to their questions themselves, building a strong sense of independent learning as they go. They also study theoretical topics like CPU, memory theory and formal logic.
At the end of Year 9, students are given the option of continuing to study towards a GCSE in Computer Science.
Implementation:
Year 10:
Intent:
Students delve deeper into how computer systems and networks interact. They gain a broader appreciation of the ethical, legal and environmental impact of digital technology on both a personal and societal level. They also improve their skills in planning and creating larger programs.
Implementation:
Year 11:
Intent:
Students complete their Non-Examined Assessment, a 20 hour-long programming project that involves the creation of a larger program and report. They then revisit concepts learned in the previous year, and focus on exam technique, especially with regards to transferring their programming skills into answering ‘pseudocode’ questions on exam papers.
Implementation:
