Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


The curriculum for computing ensures that all pupils:

·         Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

·         Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

·         Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

·         Are responsible, competent, confident and creative users of information and communication technology.


Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


Computing – Key Stage 3


Pupils are 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 two 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, re-use, revise and re-purpose 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.


Computing – Key Stage 4


All pupils 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 are 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 identify and report a range of concerns. 


 Enterprise and Marketing


Purpose of Study

Knowledge and practical skills in enterprise and marketing are essential elements of preparation for life.  This combination of knowledge and key competencies support pupils to become effective independent and collaborative participants and contributors.

Developing knowledge and understanding of types of business and local, national and global opportunities is an important element of the personal development curriculum at Key Stage 3.  Through

Study of this sector at Key Stage 4 complements GCSE study through providing an opportunity for practical application alongside conceptual study. There are also strong opportunities for post-16 progression in this important sector.



The curriculum for Enterprise and Marketing ensures that pupils:

·         Acquire a sound knowledge and understanding of enterprise and marketing concepts. This knowledge enables the effective performance of skills underpins effective use of skills and processes  within the enterprise and marketing sector.

·         Develop the key skills for aptitude in enterprise and marketing such as analysis, evaluation, synthesis, creativity, collaboration and communication

·         Processes that underpin enterprise and marketing, including components parts of designing, marketing, pitching and implementing business proposals


Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


Enterprise and Marketing – Key Stage 4

OCR Level 1/2 Cambridge National Certificate in Enterprise and Marketing


Through the Cambridge National Certificate in enterprise and marketing, pupils are taught sector-specific knowledge, skills and practices that support informed progression within the vocational area Post-16.  The choices that pupils can make depend on their overall level of attainment at the end of Year 11.  Pupils achieving a Level 2 may consider progression to A Levels in preparation for higher education, Level 3 vocational qualifications in preparation for higher education, employment or apprenticeships.  Pupils achieving a Level 1 may consider Level 2 vocational qualifications in preparation for Level 3 or employment or apprenticeships.


Pupils are taught:

1.  Enterprise and marketing concepts


This topic underpins the wider learning in this qualification. Pupils develop essential knowledge and understanding of enterprise and marketing concepts, which can be applied to the other units within the qualification. Pupils will also understand the main activities that will need to happen to support a start-up business, and what the key factors are to consider when starting up a business.

2. Design a business proposal


Pupils develop the skills to design a business proposal to meet a specific business challenge. They will identify a customer profile for a specific product, complete market research to generate product design ideas, and use financial calculations to propose a pricing strategy and determine the viability of their product proposal.

This learning will assist pupils in the third learning area below.

3. Market and pitch a business proposal


Pupils develop the skills to create a brand identity and promotional plan for their specific business product proposal developed in the second learning area above. They develop pitching skills in order to pitch their business proposal to an external audience. Finally, they review their pitching skills and business proposal using their learning, self-assessment and feedback gathered.

The knowledge and skills developed by completing this topic will be transferable to further, related learning in areas such as enterprise, marketing or business.