Key stage 3

Pupils should be taught to:

  • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
  • use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions
  • understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]
  • understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
  • understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
  • undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
  • create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
  • understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

Key stage 4

All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

All pupils should be taught to:

  • develop their capability, creativity and knowledge in computer science, digital media and information technology
  • develop and apply their analytic, problem-solving, design, and computational thinking skills
  • understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons.

Key stage 3 resources

The Computer Science Accelerator Programme

This free training programme is perfect for trainee teachers of computer science who want to enhance their current skill set and benefit from the expertise of experienced educators to prepare for the classroom. It also provides trainees of other subjects the opportunity to train to teach a second subject and go beyond their specialism.

Teach secondary computing – Certificate awarded by BCS, The Chartered Institute for IT

This professional development programme is designed to enhance how you teach secondary computing, and to give you confidence to apply those skills in the classroom. Throughout your learning journey, you’ll get the opportunity to develop yourself, your professional community, and your students, by engaging in a range of activities.

The programme is suitable for teachers who have completed the Computer Science Accelerator programme, and have the required subject knowledge to advance their secondary computing teaching.

CAS Secondary Computing Teachers Guide

[gview file=”https://cdn.realsmart.co.uk/d3a3ddb3f55b92cb348b18b85f43909a/uploads/2021/08/10161000/cas_secondary.pdf”]SCRATCH RESOURCES