"Everybody should learn to program a computer, because it teaches you how to think" - Steve Jobs
Advancements in the field of Computer Science have dramatically changed the world in the past century and will continue to do so for the foreseeable future.
The Computer Science Department at The Campion School aims to prepare students for life in the ‘information age’, while providing them the opportunity to make their own contributions to the field of Computing.
Through studying the subject at The Campion School, students will not only develop a working knowledge and appreciation of electronic systems applicable to the real world, but will develop their logical and computational thinking skills through development of both hardware and software. The department is staffed by specialist teachers using facilities which include a dedicated lab network for Key Stage 5.
Across all years, students not only study a range of programming languages, but will develop an understanding of the fundamentals of the subject; whilst also covering online safety, the effects of computing on society, and computational thinking. Our fundamental aim is to provide them with the opportunity to develop the digital literacy skills that they require for modern life and employment. Many of our students opt to study this popular subject at GCSE and A Level, with many going on to study at various prestigious universities.
Our Key Stage 3 curriculum is designed to not only build up digital literacy skills which have traditionally been taught in schools, but also create an understanding of how computer systems work and how they contribute to our daily lives. Students are encouraged to explore for themselves, recognise and approach the subject as the scientific one that it is.
At the core of our subject, alongside learning about the principles of operation of computer systems, we aim to promote students as programmers, with our philosophy being that we are not teaching a programming language per se, but rather teaching the transferable skills which can be applied to fields and logical problems outside of software development.
The Year 7 curriculum introduces students to Computer Science as more than just using a computer. It builds key digital skills and establishes a foundation for systems thinking and logical problem-solving.
Students begin by learning how to manage files using OneDrive and understand systems through the input–process–output model. They identify hardware and software components and learn how they work together.
Programming starts with Scratch, where students use sequencing, selection, and iteration to create interactive projects. Prior experience is helpful but not necessary.
A dedicated unit on online safety covers cyberbullying, privacy, and responsible digital behaviour. Students then explore internal components such as CPU and RAM, and begin textual programming using Small Basic, applying concepts like variables and subroutines.
The year ends with an introduction to networks and the internet, including IP addressing and how data travels securely across systems.
In Year 8, students deepen their understanding of systems and begin solving real-world problems. They revisit internal components and explore the four pillars of computational thinking. A unit on the history of computing and simple encryption develops their awareness of digital security.
Students learn to plan and design solutions using flowcharts and pseudocode, and apply this logic to structured problem-solving.They are introduced to databases, learning how to store, search and present data effectively. A unit on cybersecurity follows, covering the Computer Misuse Act, data protection, and online fraud.
The year ends with programming in Python, where students build simple linear programs using input, output, iteration, and selection; laying the groundwork for more advanced techniques in Year 9.
Year 9 prepares students for the challenge of GCSE Computer Science by combining theory with practical problem-solving.
Students begin with data representation, learning how binary and hexadecimal are used to store numbers, images and sound. They perform binary arithmetic and calculate file sizes.
They revisit Python with more complexity, using functions and lists write modular code.
A unit on computer systems explores how hardware and software work together, including the CPU, RAM, and the fetch–execute cycle. Building on earlier binary work, students then study images, sound and compression, and learn how to calculate the necessary file size of digital media; a useful and transferable mathematical skill.
In the final term, they complete structured Python projects and explore a cutting edge course in AI and machine learning; exploring how algorithms use data to make predictions and the ethical implications of this technology.
It is common that students who enjoy Computing often look to develop their programming skills outside of lessons. This is encouraged and there are a range of activities that students can engage in, from being able to develop their skills at lunch time to entering national competitions for both programming and developing Computer Systems. The school also has a suite of Raspberry Pi Computers which allow them to work on projects and get to grips with low level computing if they so wish.
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Exam Board |
Subject Leader |
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Mr L Fitzmaurice |
The AQA exam provides a broad and rigorous education in the field of Computer Science. Across two exam papers, students will study programming which comprises of not only practical tasks but also logical, mathematical and problem solving skills. As well as this, they will learn theory of the subject.
There are currently two units for assessment, along with a third practical programming unit which is mandatory but unassessed. This will change in the near future as all exam boards are updating their assessment criteria to ensure a fair and equal method of assessment across all centres.
The language taught at Key Stage 4 is Python – This is an ideal beginners programming language which will allow the students to get to grips with all aspects and should allow a natural transition having first encountered the language at Key Stage 3.
The first exam paper, entitled ‘Computational thinking and problem-solving’ will see students posed with a variety of computational thinking, problem solving, code tracing and applied programming tasks as well as theoretical knowledge of algorithms and data representation.
The second exam paper, simply entitled ‘Written assessment’ sees a variety of short and long answers based on the fundamentals of computer systems, networks, cyber security, databases and ethical, legal and environmental issues in Computer Science.
Both papers are 1hr 30 minutes long and make up 50% of the assessment each.
The subject is popular but those looking to take the subject should be competent mathematicians. It may also be that students have a strong interest in any field of computer science, ranging from development to the gaming industry, but others enjoy studying the subject because it is challenging and rewarding. Those who study the subject will be expected to develop their programming skills so that they can complete the third unit of assessment independently.
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Exam Board |
Entry Requirements |
Subject Leader |
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Grade 6 GCSE Maths AND Grade 6 GCSE Computing (if Computing not taken, Grade 7 GCSE Maths is required, and entry will be at the Subject Leader’s discretion, on a case-by-case basis) |
Mr L Fitzmaurice |
This course has been designed to prepare students who wish to go on to higher education courses or employment where knowledge of computer science would be beneficial.
The course is designed to encourage candidates to:
Develop their problem-solving ability in a computing context using an algorithmic approach
Demonstrate their knowledge of programming through a problem solving scenario
Develop an understanding of the hardware and software aspects of computing.
This unit tests students’ ability to answer questions from subject content.
Assessment
Compulsory short-answer and extended-answer questions.
This unit tests students’ ability to answer questions from subject content, and solve computational problems that require programs to be written or modified in the exam.
Fundamentals of data representation
Assessment
Compulsory short-answer and extended-answer questions, including questions requiring students to demonstrate their programming knowledge and skills through tracing, modifying and writing algorithms and programs.
This assesses students’ ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Students will be expected to follow a systematic approach to problem solving.
Assessment
Students may wish to continue studies in a computing related course in further education or seek employment in the ever growing computer related industries.
The choice of Computer Science is well complemented by Mathematics, Further Mathematics or Physics. It should be noted that if you intend to study Computer Science at University, then A Level Mathematics is usually required.
Please be aware when considering options that Computer Science is very different to the discontinued ICT A Level, in that it is about the scientific understanding of how computer systems work, rather than how they are used. A GCSE in Computer Science is not necessary but is helpful and experience of writing simple computer programs in any procedural or object-oriented language is advantageous.
If you have not taken GCSE Computer Science, you should use the preparation resources to help you gain experience as a programmer. To gain access to this file, contact the Subject Leader for Computer Science through the school contact form.