Computer Science

At Harris Academy Riverside, Computing develops students’ understanding of how technology works while building strong computational thinking, programming and problem-solving skills. The curriculum is carefully sequenced from Key Stage 3 to Key Stage 5, enabling students to progress from foundational digital knowledge to advanced computer science theory and independent software development. Our curriculum develops computational thinking, problem solving, logical reasoning and programming expertise, preparing students for further study, employment and careers within the technology sector.

All students study Computing from Year 7 to Year 9, ensuring a strong conceptual foundation before progressing to OCR GCSE Computer Science and OCR A Level Computer Science.

Students learn in three dedicated ICT suites and a specialist Mac suite, providing access to modern hardware, industry-standard software and online development environments that support practical learning in every lesson.

A modern Computer Science curriculum sits on the intersection of science and creativity. It possesses a strong scientific base, fashioned as it is on logical and mathematical principles, and dexterity within the key aspects of Computer Science enable students to unleash their creative minds.

It encompasses a variety of complementary strands, incorporating:

Computational thinking – the principles of solving real world problems and designing systems through decomposition, abstraction, pattern recognition, logical and algorithmic reasoning, and data representation

Digital literacy, safety and creativity – the ability to locate, evaluate and use digital hardware and software in a creative or purposeful and safe manner. Incorporating ergonomic aspects such as the prolonged use of a tablet, mouse or keyboard.

Information technology – the ability to capture and analyse data, and to make relevant changes in response to the data presented, using either software or hardware devices

Communication – the exchange of information between multiple parties, not necessarily via digital media. This is of particular relevance given the remote learning implementation in light of the recent lockdown restrictions, and the likely blended learning approach that our academies will be taking from September 2020 onwards.

Ethical and social impact – revolving around the legal and moral principles that govern how an individual or a collective body of people conduct themselves. At present this would be largely using digital media as a conduit – such as the use of social media apps in relation to cyber bullying or internet safety or copyright law. Increasingly social and ethical questions will arise with respect to the digital divide, privacy and how we relate to Artificially Intelligent entities, and how they relate to us.

Resilience and independence – many Computer Science concepts will be unfamiliar to the students, in particular units which entail elements such as binary manipulation, programming or logical theory. An essential component of successfully solving complex challenges is the ability to independently break down, tackle and solve problems, and to develop a level of resilience in their approach to this. The curriculum activities below lend themselves to an approach which develops resilience and independence, both in class and through consolidatory activities at home, and the Harris Federation Riverside CS team is able to provide resources and professional development with respect to boosting these skills.

It is important to be cognisant of the technological trends of the 21st Century, but the intention of the Computer Science curriculum at Harris Federation is not simply to equip students to attain employment in a variety of information technology jobs. It is to foster within them a deep understanding of the principles outlined above, and to provide them with the communication skills, the flexibility of mindset, and the fearlessness when tackling complex problems that will serve them so well in the future.

 

Key Stage 3 (Years 7–9)

The Key Stage 3 Computer Science curriculum has been carefully sequenced to ensure that students’ progress logically and securely throughout Years 7 to 9. Knowledge and skills are deliberately introduced, revisited and extended so that pupils develop increasing independence, confidence and technical accuracy over time. Each unit builds upon prior learning, allowing students to apply previously acquired knowledge to more complex concepts and problems.

In Year 7, students establish core foundations in computing. They develop digital literacy and e-safety awareness while being introduced to computer systems, hardware, software and the Von Neumann architecture. Programming begins using Python within online IDE environments, where students learn fundamental programming constructs including variables, inputs and outputs, selection and iteration. These early experiences focus on understanding how programs execute and how algorithms control computer behaviour.

In Year 8, students build upon these foundations through structured programming and deeper theoretical understanding. Programming knowledge is extended through the use of lists, functions and modular program design, reinforcing computational thinking concepts introduced in Year 7. Students revisit computer architecture and data representation at a greater level of complexity, including binary, hexadecimal and memory systems. Networking concepts are introduced, enabling students to understand how data travels across networks and the internet, while emerging technologies such as artificial intelligence and cybersecurity broaden students’ awareness of modern computing applications and ethical considerations.

In Year 9, learning is sequenced to prepare students directly for OCR GCSE Computer Science. Students apply prior programming knowledge to more advanced concepts including searching and sorting algorithms, program design and systematic debugging. Data representation is revisited through logic gates, media representation and file size calculations, reinforcing earlier binary learning while addressing misconceptions. Web development is introduced through HTML and CSS, enabling students to design and build multi-page websites and apply principles of accessibility, usability and structured design. This provides both creative and technical pathways, supporting informed option choices at Key Stage 4.

Across KS3, key concepts such as computational thinking, abstraction, decomposition, algorithmic design and debugging are deliberately interleaved throughout units rather than taught in isolation. Although units are assessed discretely, core ideas are revisited regularly to strengthen long-term retention and deepen understanding. Programming lessons reinforce digital literacy skills, while theoretical topics continuously connect back to practical application.

The sequencing also recognises varied starting points from primary education. Year 7 establishes essential digital literacy and programming foundations for all learners, while adaptive teaching and contextual problem-solving provide appropriate stretch and challenge for students with prior computing experience.

The KS3 curriculum prioritises depth before breadth, ensuring students develop secure understanding of programming, computer systems and data representation — the core knowledge required for successful progression into OCR GCSE Computer Science and beyond.

Key Stage 4  OCR GCSE Computer Science (J277)

At Key Stage 4, students deepen their understanding of computer systems and computational thinking through the OCR GCSE Computer Science qualification. Students apply programming knowledge alongside theoretical concepts, developing problem-solving skills and the ability to design, create, test and evaluate software solutions using Python. The course prepares students for further study in Computer Science and related technical pathways.

Topics studied include:

• Systems architecture
• Memory and storage
• Computer networks and protocols
• Network topologies and layers
• System security and cyber threats
• System software and operating systems
• Ethical, legal, cultural and environmental issues
• Algorithms and computational logic
• Programming techniques (Python)
• Producing robust programs
• Translators and programming languages
• Data representation
• Analysis, design, development, testing and evaluation

 

Key Stage 5  OCR A Level Computer Science (H446)

At Key Stage 5, students study OCR A Level Computer Science, developing advanced theoretical understanding alongside high-level programming and analytical skills. Students explore how modern computing systems operate, design efficient algorithms, and complete an independent programming project demonstrating professional software development practice. The course prepares students for university study and careers within computing, engineering and technology sectors.

Topics studied include:

• Structure and function of the processor
• Computer architecture and systems software
• Types of processors and programming paradigms
• Data structures and algorithms
• Object-oriented and functional programming
• Databases and data management
• Computer networks and communication
• Theory of computation
• Consequences of computing and emerging technologies
• Independent programming project (NEA)