Computing
Intent
At Hockerill, our intent is to provide a rich and progressive Computing curriculum that equips all students with the knowledge, skills, and understanding to become confident, competent, and responsible users of technology. From Year 7 through to Sixth Form, students develop their digital literacy, computational thinking, and problem-solving abilities, while gaining an awareness of how technology shapes and influences the modern world.
Our aims are to:
- Enable students to become proficient users of school systems and digital tools.
- Foster a strong understanding of how to use technology safely, responsibly and ethically.
- Develop students’ ability to analyse problems, design algorithms and create programs using block-based and text-based coding languages.
- Encourage creativity through practical projects using a range of digital technologies, including spreadsheets, databases, robotics, and control systems.
- Prepare students for further study and careers in Computing, Information Technology, and related STEM disciplines.
Through a curriculum that evolves from foundational skills to complex computational concepts, students become digitally literate citizens ready to thrive in an ever-changing technological landscape.
Implementation
The Computing curriculum at Hockerill is carefully sequenced from Years 7–13 to build on prior learning and progressively develop both theoretical understanding and practical competence.
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Key Stage 3 (Years 7–9):
Students begin by mastering the use of school systems (Microsoft Teams, OneDrive, Office 365) and understanding online safety. They progress to using spreadsheets for data modelling, programming with Scratch, and controlling physical devices such as Lego Mindstorms and Microbits.
In later years, they explore databases, more advanced spreadsheet functions, and transition from block-based coding to text-based programming in Python. By the end of Year 9, students compile an online portfolio showcasing their digital achievements.
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Key Stage 4 (Years 10–11):
Students follow the OCR GCSE (9–1) Computer Science (J277) specification. They study core topics such as computer architecture, data representation, networks, systems software, and ethical/legal issues. Practical programming in Python is developed further through both classwork and the NEA project, where students plan, create, test, and evaluate their own software solutions.
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Key Stage 5 (Years 12–13):
Students follow the IB Computer Science course (New Specification) which covers hardware, software, networking, databases, programming (Python), and artificial intelligence. The Internal Assessment project allows students to design and develop an original computing product, demonstrating their full range of technical and creative skills.
Across all key stages, lessons combine demonstrations, guided tutorials, independent tasks, and collaborative projects. Students engage in practical problem-solving and creativity while reflecting on real-world applications of computing. Online learning tools such as iDEA , Seneca Learning and video tutorials supplement classroom instruction, allowing students to work at their own pace and depth.
Impact
By the end of their computing journey at Hockerill, students will:
- Demonstrate confident and safe use of technology across a range of applications.
- Understand how computer systems function and how software and hardware interact.
- Be able to design, write and debug programs in both block-based and text-based environments.
- Use logical and computational thinking to solve problems effectively.
- Appreciate the ethical, social, and legal implications of digital technology in society.
- Be well prepared for the next stage of their education or future careers that rely on digital literacy and computational skills.
Student progress is assessed through practical projects, written tasks, class discussions, and formal assessments at GCSE and IB levels. The increasing complexity of tasks and student independence over time reflect the successful implementation of a curriculum designed to inspire curiosity, resilience, and innovation.