Mission Statement

• Demonstrate excellence in all areas of teaching and learning, enabling all pupils, whatever their age or ability to reach their potential.
• Demonstrate a learning environment in which all pupils are motivated, engaged and challenged.
• Develop independent learning across all key stages, linking to real life experiences of Computer Science & Business Studies in preparation for either formal examination entry or future careers.
• Achieve high standards of using and applying cross curricular themes such as literacy, numeracy, citizenship, moral, ethical and social understanding.
• Most of all, to encourage a desire to learn, and enjoy learning!

• Mrs B Brayshaw – Subject Team Leader, Computer Science & Business Studies
• Mrs C Richardson – Assistant Subject Team Leader, Computer Science & Business Studies
• Mr K Lawson – Teacher of Computer Science & Business Studies

Computer Science Curriculum

“UK global competitiveness in the Computer Science sector, and in many other sectors that rely on Computer Science skills, is dependent upon a home-grown, reliable and growing supply of highly skilled graduates with significant deep knowledge in computing disciplines, and with the skills to operate in multidisciplinary and fast changing environments in industry and research.”
“We believe that every student should have an entitlement to Computer Science as part of the curriculum and should have the opportunity to specialise within the subject at Key Stage 4.” The Royal Society 2012
At King’s we want to prepare our learners to be successful participants in the world of work and to be able to fully utilise all technologies available to promote their learning and into further education. Technology permeates our daily lives so completely we probably do not realise how reliant we are on these technologies and without them many of the basic tasks we carry out every day would just stop and we would find it very difficult to go back to old methods of working of just 5 years ago. Computer Science is a subject that changes regularly, as it reflects the changes that are happening in the real world.

Building on pupil’s earlier experiences
At Key Stages 1 and 2, pupils will have had opportunities to develop a range of skills and competencies including:
• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
• Creating and debug simple programs.
• Using technology purposefully to create, organise, store, manipulate and retrieve digital content.
• Using technology safely and respectfully, keeping personal information private.
• Exploring computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
In Key Stage 3, we aim to build on and enhance this foundation, through studying a range of concepts linked to both Computer Science and Digital Literacy.

Year 7
Students are taught in mixed ability groups and receive one hour each week of Computer Science The main topics covered are:
• E-Safety
• Computer Systems
• Scratch
• BBC Micro:Bits

Year 8
Students are taught in mixed ability groups and receive one hour each week of Computer Science. The main topics for the year are shown below:
• E-Safety
• Networks and the Internet and E-Portfolio
• Sequencing Instructions
• Python (Text Based Programming)
• Binary Data
• Database

During Year 8, students select their “option” choices for GCSE. At present, the “options” are as follows:-
1. Computer Science GCSE. This course gives students a real, in-depth understanding of how computer technology works. Students will already be familiar with the use of computers and other related technology. However, this course gives students an insight into what goes on ‘behind the scenes’, including computer programming. The exam board we intend to use is again, OCR.
2. BTEC First Award in Business Studies, exam board Edexcel, which equates to ONE full GCSE. BTECs are work related qualifications. They provide a more practical, real-world approach to learning. BTECs are recognised by Colleges, Universities,
Employers and Professional Bodies across the United Kingdom and in over 100 countries worldwide.
3. ECDL – European Computer Driving Licence (from September 2016) This course has been designed to ensure that students leave school ‘Digitally Literate’. The course teaches students how to use a computer confidently and effectively, how to be more productive, how to be efficient learners, how to solve problems and how to improve their creativity and communication. The course is made up of 4 units including Presentations, Word Processing, Spreadsheets and improving productivity. This course if completed at a pass level is equivalent to a GCSE grade C, a Merit is equivalent to a B, a Distinction an A and a Distinction* an A*. Students will use a range of learning styles to complete this course from traditional teacher led methods to using an e-learning packages which enables them to learn at their own pace working through tutorials with visual and audio instructions. In addition to this, the e-learning package provides opportunity for the students to complete practice assessments which are key to securing a good grade for the overall qualification. Students will complete four online assessments, one after completing each module and the average result from the four assessments will be used to calculate an overall grade, assessment can be repeated if necessary.

In KS3, there is a first “baseline” assessment in Computer Science at the start of Year 7. Thereafter, there are mini-tests at the end of each topic, teacher assessment, and an end of Year exam. This process is repeated in Year 8, with the exception of the “baseline” test.At KS4, (Yrs 9, 10 and 11).
In accordance with school practices, students in all year groups will have written examinations in Computer Science and Business Studies
These will normally take place during the early part of the Summer term each year, although there will be mini topic tests throughout the year. Year 11 will, in addition, have a “mock” examination in December / January of Year 11.
As many of the courses we offer in Computer Science / Business now have “controlled assessment”, this will be done on an on-going basis throughout years 9, 10 and year 11.
We offer a range of activities in the Department:
• There is usually at least one Computer Science room open each lunchtime for students to do extra revision, or homework, or to just obtain guidance and re-assurance. Similarly, staff are regularly available after school in order to help any students who have difficulties with their work.
• Computing @ King’s runs on Wednesday lunchtime in P8 and students enjoy stretching their skills outside of lessons. They explore game design and look at different programming languages. Key Stage 3 students find this a useful insight into
the GCSE courses as well as a place to socialise and be creative. Key Stage 4 students use this additional time to explore and be innovative without the time constraints of a formal lesson. Students can also use this time to explore the BBC Micro:Bit this device has been launched by BBC to encourage students to begin programming from a young age.
• We have strong links with our partner sixth form colleges – NEW College and Wakefield College.
• NEW College will be working closely with us to develop our Computer Science Curriculum and enrichment activities. NEW College are the local Centre of Excellence with the nationally recognised Computing At Schools organisation.
In Year 7, and 8, where students have one lesson each week, homework will be set fortnightly, however, some projects will require longer periods of time, and in such circumstances homework may well be set to cover a period of weeks, with a deadline for completion. Where students are asked to use ICT to present their work, the Learning Resource Centre can be used if students do not have a PC or internet at home.

In Year 9, the type of home learning set will be increasingly based around the theory elements covered as part of their GCSE options and will be set once a week. In Year 10 and 11, home learning will be based primarily on exam style questions for GCSE subjects, and will be set in accordance with the home learning timetable for yr 10 and yr 11. Some research tasks for controlled assessments can be carried out at home, although students will be given clear deadlines for this work to be completed.
Homework will be set in accordance with the School Home Learning Policy.


Ideally, it would be beneficial if students were to have access to a computer and the internet at home. However, if this is not possible, students can use facilities in school
either at lunchtime, or after school in the “Learning Resource Centre” club which operates Tuesday, Wednesday and Thursday for one hour after school where computer and internet access is supervised.

At Key Stage 4 all “controlled assessments” have to be carried out in school, in normal lesson time. Students are not permitted to work on these tasks outside the classroom environment due to a) time limits set by exam boards and b) to ensure the work can be authenticated at the students’ own.

The only factor that affects students’ option choices at Key Stage 4 is the option pathway into which they are directed in Year 9 (this is discussed between parents/carers, form tutors and year achievement leaders) , with some courses being more suitable for students than others.

The use of language across the curriculum is a requirement and covers aspects such as writing, speaking, listening and reading. The underlying messages of the requirements are that enhancing pupils’ language skills enhances their subject learning; using subject specific vocabulary and patterns of language contributes to developing pupils language skills. All teaching contributes to pupils’ development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

All units of work in Year 7 and 8 support these requirements through the use of Key Words, and selecting and using information. All units will have as a central theme the aim of supporting the
whole school policy on raising attainment in Literacy (RAIL)

NUMERACY – Being numerate is a product of success in learning mathematics and pupils benefit in numeracy terms at Key stage 3 in Computer Science through a range of opportunities to apply their numeracy skills. The main areas for development of numeracy skills are through their work on spreadsheets, graphs and data collection and handling.
Personal Learning and Thinking Skills / Citizenship – The scheme of work provides a foundation for the common areas of learning defined as key skills, namely:

• communication: through reading and selecting from a range of sources, planning, writing and refining texts, communicating face-to-face and by e-mail;

• application of number: through working with quantitative data and mathematical models;

• information technology: through all units, leading towards the key stage 4 programme of study, which covers the requirements of this key skill;

• working with others: through working in groups when developing systems;

• improving own learning and performance: through reviewing, modifying and
evaluating work as it progresses;

• problem solving: through modelling real situations and developing solutions to problems using ICT.

Citizenship – The national curriculum requirements for citizenship became statutory in September 2002. Schools need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between Computer Science and citizenship might be made.

Thinking skills – By using thinking skills pupils can focus on ‘knowing how’ as well as ‘knowing what’ – learning how to learn. The following thinking skills complement the key skills and are embedded in the national curriculum.

Information-processing skills – These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships,

Reasoning skills – These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reasons and/or evidence.

Enquiry skills – These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and ways to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas.

Creative-thinking skills – These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes.

Evaluation skills – These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas, and to have confidence in their judgements.

Other subject areas – There are links to most subject areas and these are listed in individual units of work where appropriate.

A*-A = 21%
A*-C = 80%
A*-G = 100%

A*-A = 19%
A*-C = 47%
A*-G = 94%

BTEC CREATIVE ICT (final year of course)
Level 2 Pass = 77% (C grade equivalent)
Level 1 Pass = 23% (D/E grade equivalent)

LEVEL 2 Pass = 87% (C grade equivalent)
Level 1 Pass = 13% (D/E grade equivalent)


Please click here to download a pdf version of our School Prospectus.