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Curriculum – Computing
Computing Curriculum Aims
The Computing curriculum at Droylsden Academy provides an ambitious and inclusive education in which all students are supported to learn, thrive and succeed, regardless of their starting point. Teaching is carefully structured and responsive so that students build knowledge and skills progressively, while barriers to learning are identified and removed.
At Key Stage 3, the curriculum is sequenced to develop the core strands of computing: computer science, digital literacy and information technology. Students learn how computers work, how data is represented, and how networks and cybersecurity underpin the digital world. Alongside this, students develop programming skills through a carefully sequenced progression from simple programming and Python practice to more advanced programming concepts. Opportunities for digital creativity, including digital media and project-based learning, allow students to apply their knowledge in meaningful contexts.
Computational thinking is at the heart of the curriculum. Students learn to break down problems, design algorithms, test solutions and evaluate outcomes. Practical programming activities help students develop logical reasoning, resilience and confidence in problem solving.
Literacy and numeracy are embedded throughout computing lessons. Students learn and apply technical vocabulary, explain computational processes clearly and interpret data, algorithms and logical structures with accuracy.
Students also explore the wider impact of technology on society. Topics such as cybersecurity, digital safety, networks and legal and ethical issues in computing help students understand how technology affects individuals, communities and the wider world. Careers in computing and digital industries are highlighted to support informed and aspirational choices.
At Key Stage 4, students follow the AQA GCSE Computer Science course. They deepen their understanding of programming, algorithms, computer systems, networks, data representation and cybersecurity while continuing to develop computational thinking and problem-solving skills.
A range of practical projects and enrichment opportunities encourages creativity, collaboration and independence, helping students develop a strong digital identity and confidence with technology.
Our aim is to deliver a rigorous, knowledge-rich computing curriculum that prepares students for success in GCSE Computer Science and equips them with the knowledge, skills and confidence needed for further study and careers in the digital world.
Sequence
Key Stage 3 Computing Teaching Plan
Year 10 Computer Science Teaching Plan
| Week Beginning | Topic Covered |
| Week 1 | 3.4 Systems Architecture |
| Week 2 | 3.4 Systems Architecture |
| Week 3 | 3.4 Systems Architecture |
| Week 4 | 3.4 Memory and Storage |
| Week 5 | 3.4 Memory and Storage |
| Week 6 | 3.5 Computer networks |
| Week 7 | 3.5 Computer networks |
| Week 8 | T1 Revision |
| October Half Term | |
| Week 9 | Year 10 T1 |
| Week 10 | T1 Reteach |
| Week 11 | 3.5 Computer networks |
| Week 12 | 3.5 Computer networks |
| Week 13 | 3.6 Cyber security |
| Week 14 | 3.6 Cyber security |
| Week 15 | 3.6 Cyber security |
| Christmas Holiday | |
| Week 16 | 3.4 Software classification |
| Week 17 | 3.4 Software classification |
| Week 18 | 3.8 Ethical, legal and environmental impacts |
| Week 19 | 3.8 Ethical, legal and environmental impacts |
| Week 20 | 3.8 Ethical, legal and environmental impacts |
| Week 21 | T2 Revision |
| February Half Term | |
| Week 22 | T2 Revision |
| Week 23 | Year 10 T2 |
| Week 24 | T2 Reteach |
| Week 25 | 3.3 Data representation |
| Week 26 | 3.3 Data representation |
| Easter Holiday | |
| Week 27 | 3.3 Data representation |
| Week 28 | 3.3 Data representation |
| Week 29 | 3.3 Data representation |
| Week 30 | 3.2 Basic programming concepts |
| Week 31 | 3.2 Basic programming concepts |
| Week 32 | 3.2 Basic programming concepts |
| Week 33 | PPE1 Revision |
| May Half Term | |
| Week 34 | PPE1 Revision |
| Week 35 | Year 10 PPE1 |
| Week 36 | Year 10 PPE1 |
| Week 37 | PPE1 Reteach |
| Week 38 | 3.2 Advanced programming |
| Week 39 | 3.2 Advanced programming |
Year 11 Computer Science Teaching Plan
| Week Beginning | Topic Covered |
| Week 1 | 3.2 Basic programming concepts |
| Week 2 | 3.2 Advanced programming concepts |
| Week 3 | 3.2 Advanced programming concepts |
| Week 4 | 3.2 Advanced programming concepts |
| Week 5 | 3.2 Programming practice |
| Week 6 | 3.2 Robust and secure programming |
| Week 7 | 3.2 Robust and secure programming |
| Week 8 | PPE1 Revision |
| October Half Term | |
| Week 9 | Year 11 PPE1 |
| Week 10 | Year 11 PPE1 |
| Week 11 | Year 11 PPE1 |
| Week 12 | PPE1 Reteach |
| Week 13 | 3.1 Algorithms |
| Week 14 | 3.1 Algorithms |
| Week 15 | 3.1 Algorithms |
| Christmas Holiday | |
| Week 16 | 3.1 Algorithms |
| Week 17 | 3.1 Algorithms |
| Week 18 | PPE2 Revision |
| Week 19 | PPE2 Revision |
| Week 20 | Year 11 PPE2 |
| Week 21 | Year 11 PPE2 |
| February Half Term | |
| Week 22 | PPE2 Reteach |
| Week 23 | 3.4 Classification of programming languages |
| Week 24 | 3.7 Regional databases and SQL |
| Week 25 | 3.7 Regional databases and SQL |
| Week 26 | Final Revision |
| Easter Holiday | |
| Week 27 | Final Revision |
| Week 28 | Final Revision |
| Week 29 | Final Revision |
| Week 30 | Final Revision |
| Week 31 | Final Revision |
| Week 32 | Final Revision |
| Week 33 | Final Revision |
| May Half Term | |
| Week 34 | Final Revision |
| Week 35 | Final Revision |
| Week 36 | Final Revision |
Knowledge and Skills
Year 7 Computing Curriculum Guide
| Through the year, students will have learnt the following key computing knowledge: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| School systems and acceptable use – Logging in securely, using school accounts responsibly and following expectations for safe use.Online safety and digital footprint – How online actions can be copied, shared and linked to a person over time.Personal data and privacy – What personal information is and how privacy settings and sensible choices reduce risk.Communication, conduct and reporting – Respectful online discussion, recognising harmful behaviour and knowing how to report concerns.Reliable information and copyright – Checking sources, identifying bias, giving credit and respecting ownership of online work. | Inside a computer – The purpose of the CPU, RAM, storage, motherboard, power supply and other core components.Hardware, software and devices – The difference between physical components, operating systems, applications, input devices and output devices.Input, process, output and storage – How devices receive, process, store and present data in a computer system.Files, folders and units – Why files need clear names and folders, and how data is measured using bits and bytes.Databases and queries – How tables, records, fields, data types, validation, sorting and filtering make data useful. | Algorithms and computational thinking – Step-by-step solutions using decomposition, pattern recognition, abstraction and logic.Flowcharts and pseudocode – Representing solutions clearly before coding, including steps, decisions and repetition.Sequence, selection and iteration – How programs run instructions in order, make choices and repeat instructions.Variables, input and output – Storing values, collecting data from a user and displaying useful results.BASIC programming and projects – Writing, testing and evaluating simple programs and digital products against success criteria. |
| Key computing skills the students will develop are: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Account and file management – Logging in, saving work correctly, naming files clearly and retrieving previous work.Effective searching – Choosing keywords, refining searches and finding information that is relevant to a task.Source evaluation – Checking author, date, purpose, accuracy and bias before using online information.Digital communication – Writing clear, respectful messages for an audience using suitable tone and structure.Safe and responsible use – Applying e-safety advice to realistic situations involving privacy, content, contact and conduct. | Component identification – Recognising common internal components and explaining the role each part plays.System explanation – Using accurate vocabulary to describe input, process, output, storage, hardware and software.Device classification – Classifying devices by function and justifying choices using their purpose.Database skills – Creating tables, choosing field types and using search, sort, filter and criteria tools. | Algorithm design – Writing ordered steps in plain English, pseudocode or flowcharts before building a solution.Programming accuracy – Entering commands carefully and following the rules of the language being used.Variables and control flow – Using variables, input, output, decisions and repetition in simple programs.Debugging and testing – Spotting errors, tracing values and using test data to check whether a solution works.Improvement and evaluation – Refining programs or products using feedback, evidence and success criteria. |
Year 8 Computing Curriculum Guide
| Through the year, students will have learnt the following key computing knowledg: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Cybersecurity principles – Why confidentiality, integrity and availability matter when protecting users and data.Threats and vulnerabilities – How malware, phishing, weak passwords and social engineering can put systems at risk.Authentication, access and protection – How passwords, permissions, encryption, backups and updates help protect systems.Safe network use – Risks linked to public Wi-Fi, suspicious attachments, unknown downloads and unfamiliar websites.Digital media and publishing – How audience, purpose, copyright, privacy and representation affect digital media products. | Binary, denary and units – How computers represent numbers and how bits, bytes and storage units describe data.Characters and codes – How letters, numbers and symbols can be represented using character sets.Image representation – How pixels, resolution and colour depth affect image quality and file size.Sound representation – How sampling, sample rate and bit depth affect the quality and size of sound files.Compression and file formats – Why compression is used and how formats are chosen for quality, size, compatibility and purpose. | Python syntax – The importance of accurate commands, indentation, brackets, quotation marks and structure.Variables and data types – How programs store and process strings, integers, floats and Boolean values.Input, output and operators – How input, assignment, arithmetic, comparison and logic process and display results.Selection – How if, elif and else statements allow programs to make decisions.Iteration – How count-controlled and condition-controlled loops repeat instructions efficiently.Lists, subroutines and debugging – How data can be stored, code can be organised and testing improves programs. |
| Key computing skills the students will develop are: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Threat recognition – Identifying suspicious messages, links, downloads and requests for information.Security choices – Choosing suitable protection methods and explaining why they reduce risk.Digital media planning – Designing products for a clear audience, purpose and success criteria.Responsible publishing – Using copyright-aware assets, appropriate attribution and sensible privacy choices. | Number conversion – Converting between binary and denary and checking answers for accuracy.Representation explanation – Explaining how text, images and sound are stored and why file sizes change.Data calculation – Using bits, bytes, units, colour depth, resolution and sampling values in simple calculations.Diagram interpretation – Reading binary, image and sound examples and explaining what the values mean.Comparison and justification – Choosing suitable file formats, compression and quality settings for a purpose. | Python coding – Writing programs that use variables, input, output, selection, loops and simple data structures.Program planning – Using algorithms or comments to plan logic before writing code.Tracing and prediction – Following program flow and variable values to predict what code will do.Debugging – Using error messages, test runs and careful checking to fix syntax and logic errors.Subroutines and lists – Organising code into sections and using lists to store or process multiple values.Testing and evaluation – Using evidence to judge whether a program works and how it could be improved. |
Year 9 Computing Curriculum Guide
| Through the year, students will have learnt the following key computing knowledge: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Computing careers – How computing is used in software, cybersecurity, data, networks, media and support roles.Skills and pathways – The technical, creative, teamwork and professional behaviours linked to future study and work.Legal frameworks – How data protection, computer misuse and copyright shape how technology can be used.Ethical decision-making – How privacy, consent, bias, accessibility, inclusion and fairness affect digital systems.Impacts and sustainability – How AI, automation, energy use, device manufacture and e-waste affect people and the environment. | Networks – How computers and devices are connected to share data, services, hardware and internet access.LANs, WANs, internet and web – The difference between network types, the internet as infrastructure and the web as a service.Network hardware and models – The role of routers, switches, access points, servers, client-server and peer-to-peer networks.Addresses and protocols – How IP addresses, MAC addresses, DNS and protocols help data reach the right destination.Packets and security – How data travels in packets and how firewalls, encryption and permissions protect networks. | Python practice – How previous programming knowledge is consolidated through independent problem-solving tasks.Robust programs and validation – Why programs should guide users, handle different inputs and prevent unsuitable data.Selection and iteration – How conditions and loops are combined to create flexible and efficient programs.Data structures – How lists and strings can be indexed, updated, searched and processed.Functions and modularity – How subroutines break complex programs into manageable and reusable parts.Testing and evaluation – How evidence from testing is used to judge whether a program meets success criteria. |
| Key computing skills the students will develop are: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Careers research – Researching roles, comparing responsibilities and identifying the skills needed for pathways.Scenario analysis – Applying legal and ethical ideas to realistic technology scenarios.Balanced evaluation – Considering benefits, risks and different viewpoints before forming a justified opinion.Responsible communication – Using accurate vocabulary to discuss privacy, copyright, misuse and ethical impact. | Network diagramming – Drawing and labelling simple network diagrams using appropriate hardware and connections.Model comparison – Comparing LANs, WANs, client-server and peer-to-peer networks with suitable examples.Protocol explanation – Explaining the role of IP, MAC, DNS and protocols using accurate terminology.Packet tracing – Describing how data travels across a network from sender to receiver.Security reasoning – Identifying network risks and recommending suitable protection methods. | Independent programming – Designing and building Python solutions with increasing confidence and clear planning.Modular design – Breaking programs into functions or sections so each part has a clear purpose.List and string handling – Using indexing, loops and built-in operations to process data.Validation and robustness – Adding input checks and clear prompts to make programs more reliable.Debugging – Using trace tables, test data and error messages to locate and correct problems.Evaluation – Explaining strengths, weaknesses and improvements using evidence from testing. |
Key Stage 4 Computing Curriculum Guide
| Through Key Stage 4, students will have learnt the following GCSE computing knowledge: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Cyber security – How processes, practices and technologies protect systems and data from attack or unauthorised access.Cyber threats – Social engineering, malware, pharming, weak passwords, misconfigured access rights and unpatched software.Protection methods – Authentication, encryption, firewalls, MAC filtering, biometrics, password systems, CAPTCHA and updates.Digital impacts – How privacy, security, hacking, cloud services, mobile technologies, wearables and sustainability affect society. | Data representation – Binary, decimal and hexadecimal; units, character encoding, images, sound, binary arithmetic and shifts.Hardware and architecture – CPU components, fetch-decode-execute, memory, storage, embedded systems and device purpose.Software and translators – Operating systems, utilities, applications, language levels, compilers, interpreters and assemblers.Boolean logic – Logic gates, truth tables and Boolean expressions using NOT, AND, OR and XOR.Networks, databases and SQL – Network types, protocols, TCP/IP layers, security, relational tables, keys and common SQL commands. | Algorithms – Abstraction, decomposition, inputs, processing, outputs, flowcharts, pseudocode and program code.Analysis, searching and sorting – Tracing logic, comparing efficiency, linear search, binary search, bubble sort and merge sort.Paper 1B Python – Using Python 3 variables, constants, input, output, data types, operators, selection and iteration.Structured programs – Arrays or lists, records, subroutines, parameters, returns, validation and authentication.Testing and refinement – Using normal, boundary and erroneous data to improve program reliability. |
| Key GCSE computing skills the students will develop are: | ||
| Digital Literacy | Computer Systems | Computational Thinking |
| Threat analysis – Identifying cyber security risks in realistic scenarios and explaining likely impact.Security recommendations – Selecting suitable protection methods and justifying how they reduce specific risks.Ethical evaluation – Considering different viewpoints and producing balanced explanations of privacy, safety and societal impact.Responsible digital decisions – Applying legal, environmental and social reasoning to technology use and design. | Number conversion and calculation – Converting between binary, decimal and hexadecimal, adding binary numbers and applying shifts.Representation reasoning – Explaining how text, images and sound are stored and how quality affects file size.Logic and truth tables – Creating, modifying and interpreting logic circuits, truth tables and Boolean expressions.System explanation – Describing CPU operation, memory, storage, embedded systems and software.Network explanation – Explaining network types, hardware, protocols, layers, security and data transmission.Database and SQL skills – Interpreting relational tables and writing SQL to retrieve, insert, update and delete data. | Algorithm design – Designing solutions using pseudocode, flowcharts or Python code with clear inputs, processing and outputs.Python coding – Writing accurate Python 3 programs using variables, data types, operators, selection, loops and input/output.Tracing and debugging – Using trace tables, test runs and error messages to predict output, find faults and correct errors.Modular programming – Using subroutines, parameters, return values and local variables to structure solutions clearly.Testing – Choosing normal, boundary and erroneous test data and comparing expected and actual outcomes.Refinement – Improving programs so they are efficient, readable, robust and suitable for the problem. |
RSE and Health Education
within the Computing Curriculum
Overview
Computer Science contributes significantly to the delivery of Relationships, Sex and Health Education (RSHE) by helping pupils understand how technology influences wellbeing, relationships, personal safety and decision-making. Through a carefully sequenced curriculum, pupils develop the knowledge and skills needed to navigate digital environments safely, critically evaluate online content and act responsibly as digital citizens.
Relationships and Sex Education (RSE)
Computer Science supports pupils in understanding how relationships and interactions are affected by technology. In pupils learn about their rights, responsibilities and opportunities online through the Cyber Security units. They explore privacy settings, the importance of protecting personal information and the distinction between public and private online spaces.
The Artificial Intelligence unit helps pupils understand that online profiles, images and content may not always be genuine. They learn about AI-generated content, fake accounts, deepfakes and the ways technology can be used to manipulate information. This supports pupils in developing healthy and respectful online relationships and in recognising potentially harmful or misleading content.
Throughout the curriculum, pupils are taught that the same standards of behaviour apply online as offline. They consider the consequences of sharing information and images, the importance of consent and respect in digital interactions, and the need to report concerns appropriately. Learners are also introduced to the ethical and legal implications of technology, including online harassment, cyberbullying, data privacy and the responsible use of emerging technologies.
Health Education
In Year 7, pupils begin by exploring cyberbullying and online safety through the topics Using a Computer, Cyberbullying and Staying Safe Online. They learn how online behaviour can affect emotional wellbeing, how to identify harmful online behaviours and where to access support. Pupils also consider the impact of digital technology on mental health and develop strategies for maintaining a healthy balance between online and offline activities.
The Cyber Security unit develops pupils’ understanding of protecting personal information, recognising online risks and managing their digital footprint. Learners examine how online activity can affect self-image, wellbeing and personal safety.
Pupils study Environmental, Social and Legal Impacts of Technology and Artificial Intelligence. These topics encourage critical thinking about the influence of technology on society, the risks associated with misinformation, the portrayal of people and events online and the impact of emerging technologies. Pupils learn how social media content, AI-generated material and online platforms can shape perceptions and affect wellbeing. Across Key Stage 3, pupils are taught to recognise online harms, challenge misinformation and make informed decisions when engaging with digital content.
Key Stage 4 Preparation The knowledge and skills developed through the Computer Science curriculum provide a strong foundation for the wider RSHE programme and for responsible participation in modern society. Pupils are equipped to critically assess online information, understand how personal data is collected and used, recognise digital risks and maintain positive online relationships. By revisiting themes of safety, wellbeing, privacy, identity and ethics, the curriculum helps pupils become informed, resilient and responsible users of technology.