Students will be given the opportunity to learn how to use information technology in a variety of contexts. A key emphasis of the curriculum is to encourage independent learning and problem solving skills. This is augmented by independent study set throughout. The curriculum also has a clear emphasis on real world applications and encourages students to consider careers. E-safety is hardwired into all topics.
During Year 9 students will ‘major’ in either computer science or information technology depending on their personal requirements. This provides an opportunity for students to experience the two options available.
Due to the ever-changing nature of technology we review the course offering on an annual basis. The current offer is as follows.
Information Technology and Digital Literacy.
Students can opt to take OCR Cambridge National Creative iMedia which supports and challenges learners who wish to follow a more practical, coursework and applied course. This prepares students for future study in IT, multi-media and digital art.
Computer Science
Students can opt to take OCR GCSE Computer Science which supports and challenges learners who wish to develop their computer programming skills together with theoretical understanding of hardware. Students are encouraged to think like computer scientists.
Computer Science provides a powerful platform to live out Catholic Social Teaching (CST) by promoting the dignity of every person and the common good in the digital age. Our curriculum helps students to understand that technology should serve humanity, not dominate it, echoing the principle of stewardship of creation. Lessons emphasise ethical use of technology, respect for others’ privacy, and the importance of using digital skills to support those in need.
Students explore how computing can be harnessed to reduce inequality and promote human flourishing, for example by studying assistive technologies, accessibility features, and inclusive design in software development. We highlight real-world examples of how computing innovations are used to improve lives globally, such as healthcare apps, disaster-response technologies, and tools for environmental sustainability.
Through discussions around online behaviour and e-safety, students reflect on solidarity, the dignity of work, and their responsibilities as digital citizens. This approach ensures that students see themselves not just as consumers of technology but as ethical contributors to a fairer, more just digital society.
Our Computer Science curriculum is designed to be inclusive and accessible for every learner. We ensure that students with SEND, those eligible for Pupil Premium, and disadvantaged students receive tailored support to access the same high-quality learning opportunities as their peers. This includes differentiated lesson materials, personalised scaffolding in coding and problem-solving tasks, and the use of assistive technologies to meet individual needs.
We provide additional support through structured intervention sessions, small-group tuition, and mentoring for students who may lack access to digital devices or internet at home. By embedding retrieval practice, practical learning, and step-by-step modelling in lessons, we reduce cognitive barriers to learning complex concepts.
Diversity and inclusion are central to our subject. We celebrate the contributions of diverse pioneers in computing—such as Ada Lovelace, Alan Turing, Katherine Johnson, and Tim Berners-Lee—to challenge stereotypes and inspire all students, especially girls and underrepresented groups, to see themselves in computer science careers. We ensure that examples, projects, and case studies reflect a range of cultures, languages, and contexts to promote a sense of belonging.
This commitment to equity ensures that every student is empowered to develop the computational thinking, creativity, and digital resilience they need to thrive in the modern world.
Students are offered the opportunity to attend lunchtime clubs and after school programming workshops.
In Computer Science, we place a strong emphasis on developing students’ literacy and communication skills alongside their technical knowledge to ensure they become confident problem-solvers and effective digital citizens.
Reading:
Students regularly read technical documentation, code comments, user guides, and articles about emerging technologies. They learn to interpret and analyse exam questions, algorithms, and pseudocode, as well as e-safety policies and ethical guidelines. Guided reading activities help students break down complex texts, understand context, and identify relevant information to support problem-solving.
Writing:
Students develop their writing skills by producing clear and well-structured code documentation, evaluation reports for digital artefacts, and extended written responses to theoretical questions. Writing frames and scaffolds are provided to support students in constructing logical explanations, using precise technical language, and presenting evidence to justify their choices in programming and project work.
Oracy:
Oral communication is integral to collaborative work in programming and project-based tasks. Students participate in peer teaching, explain algorithms and debugging strategies, present project proposals, and engage in debates about ethical and environmental issues in technology. These activities build their confidence in articulating technical processes and working effectively as part of a team.
Vocabulary Development:
We explicitly teach subject-specific vocabulary, including computational terminology such as “iteration,” “binary,” “abstraction,” and “encryption.” New terms are introduced in context, reinforced through retrieval practice and visual prompts, and regularly revisited in assessments to ensure fluency and accuracy in their use.
Digital Literacy:
Digital literacy is central to the curriculum. Students gain practical skills in using a range of software tools for problem-solving, research, and project work. They are taught how to evaluate the reliability of digital sources, respect intellectual property, and practise responsible online behaviour. Lessons integrate the ethical and legal aspects of technology use to prepare students for future academic, personal, and professional contexts in a rapidly changing digital world.
Computer science students are encouraged to develop their skills in mathematics. Information technology and digital literacy students are encouraged to develop their creativity. Literacy skills are developed in the writing of content for digital artefacts.
All courses are designed to feed into pathways specified above.
We design the Computer Science curriculum to provide a smooth and supportive transition between key stages.
This approach ensures that students enter each stage of their education with a strong foundation of technical knowledge, literacy skills, and confidence to progress further.
In computer science, the use of information, communication and technology and the ubiquitous application of computer systems in everyday life is very important and are increasing all the time at a speed unprecedented by any other technology in history. We challenge and evaluate the use of technology not only in our lives but in wider contexts such as the workplace regardless of the type of work undertaken. It’s important that we offer a broad computer science curriculum to students to enable them to embrace existing and future technology to help, support and guide them in their chosen careers. Student’s learn the essential skill of problem-solving using computational thinking and systems, a skill which can be transferred to many subjects across the curriculum as well as learning how to design, develop, analyse and implement applications. They will understand the ethical, social, moral and legal aspects of computer systems that will better equip them with different business and social contexts. We also encourage students to consider e-safety, in terms of individual and data and to foster a sense that they are global citizen’s operating in a world of increasingly few barriers to communication and to provide them with the skills they will need.
