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Wonder Secondary Computing

Wonder Secondary Computing
Curriculum taught at:

Our vision

Digital technology is driving extraordinary global changes on a level and speed not seen since the industrial revolution.  Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution. The national curriculum makes it clear that computing is mandatory at key stages 1 to 4 and that ‘a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world’.

Methodical Working with computers means that accuracy is of the upmost importance. For this reason being methodical allows us to follow algorithms and program computers to solve problems.
Creative Advancement in computers has been at the forefront of innovation and technological advancement for decades. Thinking creatively to solve problems in a methodical way is the driving force behind these advances in computing. Creativity in problem solving is an incredibly valuable skill to have in the world of computing and it is a skill we look for our pupils to demonstrate within computing lessons.
Responsible The speed at which computing technology has advanced and the ever changing dynamics of the internet mean that consumers of technology need to consider their use and ensure they use that technology and their understanding of it responsibly.

Computing Curriculum

What knowledge will children learn in Computing?


Programming is an important part of the computing curriculum. In the national curriculum, it appears throughout the programmes of study for computing. It allows pupils to apply their knowledge of computer science through writing code to solve problems.

Programming is seen primarily as a skill that pupils develop. However, learning to program successfully involves learning a body of knowledge including knowledge of:

  • programming languages
  • tools like compilers and development environments
  • programming styles
  • standardised solutions to programming problems

Computational thinking and problem-solving

When pupils solve problems in computing, this is often described as computational thinking (CT). CT has gained great prominence in computing education.

The core elements of CT include:

  • logic and logical thinking
  • algorithms and algorithmic thinking
  • patterns and pattern recognition
  • abstraction and generalisation
  • evaluation
  • automation

Information technology

Information technology provides a context for the use of computers in society. It focuses on how computers are used in different sectors and describes the methods used to create digital artefacts such as presentations, spreadsheets and videos.

Digital artefacts

Digital artefacts are digital objects created by humans. They can be created in a range of media, including text, image, video and sound. It is important that pupils learn the knowledge they need to be confident in using applications in creative projects, including applications that analyse data or manipulate digital artefacts. Declarative and procedural knowledge underpin pupils’ ability to create digital artefacts using these applications.

Computing contexts

Knowledge of how computing is used purposefully is ‘empowering knowledge’.  It sets out the transformative rationale for the subject and the profound impact it has had on humanity. Knowledge of computing contexts chronicles the history of the discipline and explains how computing is used in the modern world. Pupils may learn about the early use of computers such as Colossus, which contributed to saving lives in the Second World War, and technologies that have transformed our lives, such as the internet and the range of services that use it. Knowledge of computing contexts also includes emerging technologies and associated fields, such as data science and artificial intelligence, which are set to shape our future.

Digital literacy

The National Centre for Computing Education defines digital literacy as the ‘skills and knowledge required to be an effective, safe and discerning user of a range of computer systems’.  It covers a range of knowledge and skills, such as using physical devices or knowledge of the features that are likely to mean digital content is reliable.

Our Teaching

Pillars of Progression

A useful way of thinking about progression in computing is to consider the 3 main content areas that pupils develop knowledge of:

  • computer science
  • information technology
  • digital literacy

These ‘pillars’ of progression are recognised as areas of the curriculum by the Royal Society and are visible in the aims of the national curriculum for computing. Pupils make progress in computing by knowing and remembering more about and, importantly, across each of these categories, and being able to apply this knowledge. However, these pillars do not sit separately from each other. Knowledge from each pillar complements the others and some subject content only exists at the interplay between these 3 pillars.

Computing is a subject full of problems for pupils to solve. These problems can, however, be complex and difficult for those who are new to the subject. Instructional guidance is important for our pupils, and our teaching will endeavour to provide appropriate scaffolding to help them develop knowledge.

How families can support

Parents and carers can support pupils by ensuring that all pupils complete their homework in time for each lesson and checking the homework. Some homework require computers to complete an online quiz or complete a task. Our schools have computer suites, which are open during lunch and after school. If the pupil does not have access to a computer at home they are welcome to use the school’s. Another way in which parents and carers can support their child is by asking them what they have done in Computer Science and discussing it with them.

As part of the GCSE in Computer Science pupils will be using Visual Studio. All GCSE pupils are eligible for a free copy of the software. The software can be installed on any Windows based computer using Windows XP or later. If the pupil does not have access to a computer at home the Computer Science classrooms are usable over lunch times. As a parent or carer of a pupil doing GCSE Computer Science you could help by asking the pupil to show you the program that they are currently working on and ask them to explain to you how it works. In addition to this, ensuring that the pupil does not take long periods of time without programming is important as learning programming is like learning a language and the more they do it, the better they will become.

Sequencing and Assessment

Our computing curriculum focuses on the progression children make through the content taught.  To do this, through prioritising the core knowledge that children require to be skilled users of digital technology.

A pupil’s ability to problem solve in computing often requires sufficient pre-requisite knowledge. The careful sequencing of our curriculum ensures that pupils are given the best opportunity to learn knowledge and apply it successfully in given contexts.

Our Assessment

KS3 Computer Science is assessed through projects and tests. The assessments will be project based and will allow pupils time to analyse and implement solutions to a problem. The tests will be focused on theory elements of Computer Science that will assess the pupils’ understanding of the theory and mathematical elements of the subject.

Colleagues ensure that:

Assessment focuses on the knowledge and skills identified in the curriculum.

Formative assessment is used to identify misconceptions early.