At St Peter’s we aim to encourage all of our students to become confident in computational thinking.

Computational thinking allows us to take a complex problem, understand what the problem is and develop possible solutions. We can then present these solutions in a way that a computer, a human, or both, can understand. We introduce to our students many new exciting websites for teaching and learning to ensure students are able to access the new technologies available to them. Students are taught thinking skills to become more independent learners.

Our computing curriculum engages all learners through developing computational thinking skills and practical projects. Throughout the years the students build on the core content they have learnt in the previous year. The students are then challenged with using new software and new skills and knowledge each year.



Mrs C Harvey-Barnes – Subject Learning Leader: Computing and IT. Teacher of Years 7 and 8 Computing, GCSE Computing and BTEC Digital IT

Mrs L Webb - Teacher of Years 7 and 8 Computing, GCSE Computing 

Mr C Gratton – Teacher of Years 7 and 8 Computing

Curriculum Aims

In years 7 and 8 the students are introduced to concepts of computing and basic programming skills. Students are introduced to GCSE content to ensure a deeper understanding of the subject which will help with choosing options in year 8. The lessons are a mix of theory and practical which mirrors the GCSE computing course that is studied from year 9 to year 11.



In year 9 students focus mostly on the programming content which introduces students to the more practical aspect of the course. In this year the foundations for the course are laid and students become confident in the many key terms that are included in the course. Many programming tasks will take place in class and for home learning to ensure students are confident in programming for their controlled assessment in year 11. The language we are using is Python and students are encouraged to practice this as early as year 7 and build on it each year.

In year 10 students will begin to focus on the theory element of the course, but continuing to improve on their programming work from year 9.

In year 11 students will consolidate all they have learnt over the past 4 years. The controlled assessment will take place early in year 11 to ensure there is plenty of time to revise for the two written exams in the summer term. At this stage students will feel very confident with both theory and programming.



In year students will be introduced to the concept of a user interface and how a user may interact with a device. Students will look at design of screens, software that is needed and the accessibility needs of users.

In year 10 students work on Component 1- Exploring User Interface Design Principles and Project Planning Techniques. This includes investigating user interface design for individuals and organisations, using project planning techniques to plan and design a user interface and to develop and review a user interface. This element of the course is coursework based and assessed in school, then moderated externally. 

In the second half of year 10, students work on Component 2- Collecting, Presenting and Interpreting Data. This includes investigating the role and impact of using data on individuals and organisations, creating a dashboard using data manipulation tools and drawing conclusions and reviewing data presentation methods. This element of the course is coursework based and assessed in school, then moderated externally.

In year 11 students will work on Component 3- Effective Digital Working Practice and will sit an exam in the summer term. This component covers communications technologies, cloud storage, selection of platforms and services and may other topics that cover how data is used in society.


In all years, students are given an ACT Now starter task every lesson which will assess their retrieval skills for content they have learnt in previous lessons. This will also help prepare them for formal assessments later in that term.

Classwork is assessed through verbal feedback in the weekly lessons and formative assessment, which may be in a variety of formats; peer marking, quizzes, group discussions. Class discussions and exemplar work is shown to provide a guide for students so they are clear of the standard and criteria of assessment. A summative assessment is then given at the end of a unit of work, usually the end of a half term. GCSE grade boundaries are used throughout years 7-11 to guide summative assessment and to feed into termly report grades. 


Homework in years 7 and 8 is usually project based and set over a half term, as we only see students one hour each week. 

In the GCSE years students will receive weekly homework that extend and consolidate the content studied in the classroom each week. It enables students to reflect on the content they have studied in a lesson and ensure the knowledge and understanding is secure. The same content will then be assessed in the next lesson’s ACT Now starter task. This enables students to practice their retrieval skills each week. Homework is used as part of the termly assessment and helps teachers and students assess how much progress a student has made and where support and intervention may be needed.

Enrichment & Extra Curricular

The computer room is open one lunchtime each week for GCSE students to work on homework or individual challenge projects. In this lunch time there will always be a computing teacher in the room to help support any learning.

Subject Documents Date  
Computing Year 7 14th May 2020 Download
Computing Year 8 14th May 2020 Download
GCSE Computer Science Curriculum Overview 14th May 2020 Download