Key Stage 3 · Years 7–9
KS3 Computing Curriculum
Seven units, taught in the same order every year. Year 7 introduces the core ideas, Year 8 deepens them and Year 9 extends them towards GCSE Computer Science (OCR J277). Every lesson is mapped to the J277 specification and the KS3 national curriculum for computing.
- 3year groups
- 7units a year
- 30lessons a year
- 3assessment windows
- 38teaching weeks
The year at a glance
The 38-week year, drawn to scale. Units are taught in the same order in Years 7, 8 and 9, with an assessment window after Units 3, 5 and 7.
- Unit 13 weeks
- Unit 24 weeks
- Unit 34 weeks
- AW12w
- Unit 44 weeks
- Unit 54 weeks
- AW22w
- Unit 63 weeks
- Unit 78 weeks
- AW32w
- Enr.2w
AW = assessment window: an assessment lesson and a DIRT lesson · Enr. = enrichment and contingency time
Introduction to Computing and Skill Building
Computing Fundamentals
Data Representation
Data Modelling and Big Data
Networks and Systems Security
Computational Thinking
Practical Programming
Year end points
What students should know and be able to do by the end of each year. These are the standards assessed at Assessment Window 3 and tracked from the Year 7 baseline to the end of Year 9.
Year 7
Students know
The parts of a computer system and what each does; the difference between memory and storage; why computers use binary; what a network is and how data travels in packets; how to stay safe online, including recognising and reporting phishing and cyberbullying.
Students can
Convert between 8-bit binary and denary; build a spreadsheet model with formulas and charts; write programs using sequence, selection, iteration and variables in Scratch and MakeCode; plan, test and evaluate a game.
Year 8
Students know
How the CPU executes instructions and what affects its performance; how text and images are represented in binary; how networks are organised and communicate using addresses and protocols; how to recognise grooming, scams and gambling-like features online and how to report them.
Students can
Add binary numbers and convert to and from hexadecimal; use IF, lookups and validation in a spreadsheet; design algorithms as flowcharts; write Python programs using variables, data types, selection and iteration.
Year 9
Students know
How the operating system and utility software manage a computer; how sound is represented and data compressed; how systems are attacked and protected, and the laws that apply; the ethical, legal and safety issues raised by AI and VR.
Students can
Calculate file sizes and perform binary shifts; build a data dashboard; complete truth tables and logic diagrams; write, test and evaluate robust Python programs using lists, subprograms and validation; answer GCSE-style extended questions.
Introduction to Computing and Skill Building
3 weeks- Safe use of school systemsY7
- Managing your own digital lifeY8
- Emerging technology and its impactY9
Year 7Baseline: Using Technology Safely, Securely and Responsibly
- 1
Baseline and getting started
We are learning how to log in securely, create strong passwords and organise our files, because school systems protect everyone's work and we need to find ours quickly.
Baseline assessment. Logging in, strong passwords, the school acceptable use policy. Creating a folder structure and saving work sensibly.
- 2
Safe and responsible use, cyberbullying + word processing
We are learning how to recognise online risks such as phishing and cyberbullying, how to respond and report them, and how to format a document, because staying safe online protects us and others and clear documents communicate information well.
Staying safe online: personal information, phishing, reporting concerns. Cyberbullying: what it looks like, its impact, how to respond (don't reply, save evidence, block, report) and who to tell. Word processing: fonts, headings, images, bullet points, spell-check. Produce a one-page e-safety guide.
- 3
Presentation skills
We are learning how to design presentations for an audience and purpose, because well-designed slides help others understand our message.
Audience and purpose, slide design rules, transitions used sparingly, speaker notes. Create a short presentation on a responsible technology use theme.
End pointStudents can log in securely, create strong passwords and organise files; recognise and report phishing and cyberbullying; and produce formatted documents and presentations for a given audience.
Year 8E-safety and Bebras
- 1
Digital footprint and privacy
We are learning what a digital footprint is and how organisations collect our data, because understanding this helps us control our privacy and know our rights under the law.
What a digital footprint is, how data is collected by apps and websites, privacy settings, cookies. Audit a fictional social media profile.
- 2
Online relationships, grooming, scams and gambling
We are learning to recognise grooming, cyberbullying, scams and gambling-like features in games, and where to get help, because these risks are designed to manipulate people and knowing the signs keeps us and our friends safe.
Online relationships: healthy vs unhealthy contact, grooming warning signs (flattery, secrecy, gifts, moving to private chats), revisiting cyberbullying and bystander action, where to get help (CEOP, trusted adults). Scams and misinformation: checking sources. Gambling: loot boxes, in-game purchases and skin betting as gambling-like mechanics. Scenario card discussion.
- 3
Bebras challenge
We are learning to solve problems using computational thinking, because decomposition, abstraction and pattern recognition are how computer scientists tackle any problem.
Complete the Bebras computational thinking challenge. Review selected questions as a class, naming the thinking skill used.
End pointStudents can explain how their digital footprint is created and how to manage it; recognise the signs of grooming, scams and gambling-like features in games and know how to report them, including through CEOP; and apply computational thinking to unfamiliar problems.
Year 9AI and Bebras
- 1
What is AI?
We are learning how artificial intelligence learns from training data, because AI is shaping the world we live and work in and we need to understand how it makes decisions.
Rule-based systems vs machine learning, training data, classification. Train a simple image or text classifier and test it.
- 2
AI, virtual reality and ethics
We are learning the ethical, legal and safety issues raised by AI and virtual reality, including how our digital footprint is used, because new technology affects people differently and we need to judge its impact and stay safe in new online spaces.
Bias, deepfakes, jobs and automation, copyright, environmental cost of data centres. Virtual reality and immersive spaces: contact with strangers, harassment, data collected by headsets, physical safety. Revisit digital footprint: how our data trail trains AI. Structured debate.
- 3
Bebras challenge
We are learning to apply logic and algorithmic thinking to unfamiliar problems, because these skills underpin searching, sorting and Boolean logic at GCSE.
Complete the Bebras challenge. Review questions that link to logic and algorithms.
End pointStudents can explain how machine learning uses training data, and write a balanced evaluation of the ethical, legal and safety issues raised by AI and virtual reality.
Computing Fundamentals
4 weeks- What the parts areY7
- How the CPU worksY8
- The software that controls the system and its wider impactY9
Year 7Computing Components (Hardware)
- 1
Computer systems
We are learning that a computer system is hardware and software working together through input, process, store and output, because this model explains how every computer works.
A computer system is hardware and software working together. The Input–Process–Store–Output cycle with examples of each. Card sort and IPO matching task.
- 2
Computer hardware
We are learning the purpose of the main hardware components, because knowing what each part does helps us understand how a computer runs programs.
Motherboard, CPU, RAM, storage, graphics card, PSU. Label a teardown photo; role of each component.
- 3
Memory
We are learning the difference between RAM and ROM, because programs must be loaded into memory to run and the computer needs permanent instructions to start up.
Programs are copied from storage into RAM to run. RAM: volatile, holds data and instructions in use, supports multitasking. ROM: non-volatile, stores boot instructions. Desk analogy.
- 4
Storage
We are learning how solid-state, magnetic and optical storage work, because data must be kept permanently and the right storage depends on the task.
Why secondary storage is needed. Solid-state, magnetic and optical storage with examples. Compare using capacity, speed, portability, durability, reliability and cost. End-of-unit quiz.
End pointStudents can describe a computer system using the input–process–store–output model, state the purpose of the main hardware components, compare RAM and ROM, and recommend a storage type for a scenario.
Year 8Computing Systems 1
- 1
Operating systems
We are learning the functions of an operating system, because the OS manages the hardware so that users and programs can use the computer.
OS functions: user interface, memory management and multitasking, peripheral management and drivers, user management, file management. Explore Task Manager and settings.
- 2
Utility software
We are learning the purpose of utility software such as encryption, defragmentation and compression, because these tools keep a computer secure and running efficiently.
Encryption, defragmentation, data compression. How defragmentation reorganises a magnetic disk; why SSDs are not defragmented. Unplugged defragmentation activity.
- 3
Virtual memory and evaluating storage
We are learning how virtual memory works and how to evaluate storage, because computers run out of RAM and choosing storage involves trade-offs.
Why virtual memory is needed, how it works and its effect on performance. Revisit the six storage characteristics with exam-style scenarios.
- 4
Impacts of technology
We are learning the ethical, legal, cultural and environmental impacts of technology, because computing affects society and the planet and is governed by law.
Ethical, legal, cultural and environmental issues: e-waste, energy use, digital divide, privacy. Legislation overview: DPA 2018, Computer Misuse Act, Copyright, Designs and Patents Act.
End pointStudents can describe the functions of an operating system and utility software, explain virtual memory, justify a storage choice using all six characteristics, and discuss the impacts of technology with reference to legislation.
Year 9Computing Systems 2
- 1
Von Neumann architecture
We are learning the components of the CPU and the von Neumann architecture, because this design is the basis of almost every modern computer.
Data and instructions stored together in memory. CPU components: ALU, CU, cache, registers (PC, MAR, MDR, accumulator). Label a CPU diagram.
- 2
Fetch-decode-execute cycle
We are learning how the CPU fetches, decodes and executes instructions, because this cycle is how every program is actually carried out.
Step-by-step FDE cycle, showing the PC incrementing and data passing through MAR and MDR. Human CPU role-play with instruction cards.
- 3
CPU performance
We are learning how clock speed, cores and cache affect CPU performance, because this lets us compare computers and choose the right one for a job.
Clock speed (GHz), number of cores, cache size and how each affects performance; limits (software must use extra cores). Compare two laptop spec sheets.
- 4
Embedded systems
We are learning what embedded systems are and where they are used, because most computers in the world are hidden inside everyday devices.
Computers built into larger devices to perform a dedicated function. Examples and characteristics: small, low power, cheap, reliable. Embedded system hunt.
End pointStudents can describe the components and registers of the CPU, explain the fetch-decode-execute cycle, explain how clock speed, cores and cache affect performance, and identify embedded systems.
Data Representation
4 weeks- Binary and unitsY7
- Text, images and binary arithmeticY8
- Sound, compression and file size calculationsY9
Year 7Data Representation 1
- 1
Why binary?
We are learning why computers store all data in binary, because computers are built from switches that can only be on or off.
Computers use switches (transistors) that are on or off. Bits and bytes. How everything (numbers, text, images) is stored as binary.
- 2
Units
We are learning the units used to measure data, from bits to petabytes, because we need them to compare file sizes and storage capacities.
Bit, nibble, byte, KB, MB, GB, TB, PB, using 1,000 multiples (OCR accepts 1,000 or 1,024). Ordering and simple conversions. Estimate the size of real files.
- 3
Binary to denary
We are learning to convert binary numbers into denary, because this shows how computers represent the numbers we use every day.
Place values 128 to 1. Converting 8-bit binary to denary. Binary cards and a binary birthday challenge.
- 4
Denary to binary
We are learning to convert denary numbers into binary, because any number we enter must be turned into binary before a computer can process it.
Subtraction method for converting denary 0–255 to 8-bit binary. Mixed conversion practice and unit quiz.
End pointStudents can explain why computers use binary, order and convert units from bits to petabytes, and convert between 8-bit binary and denary.
Year 8Data Representation 2
- 1
Binary addition
We are learning to add binary numbers and recognise overflow, because this is how the CPU does arithmetic and why some calculations go wrong.
Rules for adding binary digits and carrying. Adding two 8-bit numbers. Overflow errors.
- 2
Hexadecimal
We are learning to use hexadecimal, because it is a shorter, less error-prone way for people to read binary, such as colour codes.
Why hex is used (shorter, fewer errors). Hex digits 0–F. Converting between hex, binary and denary. Hex colour codes.
- 3
Characters
We are learning how character sets such as ASCII and Unicode represent text, because every letter and emoji we type is stored as a binary code.
Character sets map binary codes to characters. ASCII (7-bit, 128 characters) vs Unicode (more bits, all languages and emoji). Decode a secret ASCII message.
- 4
Images
We are learning how images are stored using pixels, colour depth and resolution, because these choices affect both image quality and file size.
Pixels, colour depth, resolution, metadata. Pixel art with 1-bit and 2-bit colour. Effect of colour depth and resolution on quality and file size.
End pointStudents can add binary numbers and identify overflow, convert between binary, denary and hexadecimal, compare ASCII and Unicode, and explain how colour depth and resolution affect image quality and file size.
Year 9Data Representation 3
- 1
Binary shifts
We are learning how binary shifts multiply and divide numbers, because shifting is a fast way for the CPU to calculate but can lose accuracy.
Left shift multiplies by 2, right shift divides by 2. Loss of precision when bits fall off. Shift practice.
- 2
Sound
We are learning how sound is sampled and stored digitally, because sample rate and bit depth decide how real a recording sounds and how big it is.
Analogue to digital conversion. Sample rate, bit depth, duration. Listen to low and high quality samples.
- 3
Compression
We are learning the difference between lossy and lossless compression, because smaller files are quicker to send and store but may lose quality.
Why compress. Lossy vs lossless with examples (JPEG, MP3 vs PNG, ZIP). Run-length encoding activity.
- 4
File size calculations
We are learning to calculate the file size of images, sound and text, because this lets us work out how much storage or bandwidth data needs.
Image: colour depth × width × height. Sound: sample rate × bit depth × duration. Text: bits per character × number of characters. Convert results to KB/MB.
End pointStudents can carry out binary shifts, explain how sound is sampled, choose between lossy and lossless compression, and calculate the file size of images, sound and text.
Data Modelling and Big Data
4 weeks- Formulas and chartsY7
- Logic, lookups and validationY8
- Analysing and presenting large data sets (Y9). This is an IT skills unit, so GCSE links are indirect and shown in brackets.Y9
Year 7Data Modelling in Excel 1
- 1
Spreadsheet basics
We are learning how spreadsheets use cell references and formulas, because formulas recalculate automatically when data changes.
Cells, rows, columns, cell references, ranges. Entering data and simple formulas (+, −, *, /).
- 2
Functions
We are learning to use functions such as SUM and AVERAGE, because they process large amounts of data quickly and accurately.
SUM, AVERAGE, MIN, MAX, COUNT. Fill handle to copy formulas.
- 3
Formatting and charts
We are learning to format data and choose suitable charts, because clear presentation helps people understand what the data shows.
Number formats, currency, borders, column widths. Choosing and labelling a suitable chart.
- 4
Budget model project
We are learning to build a model of a real situation, because models let us test "what if?" questions before making real decisions.
Plan and build a budget for a class event using formulas and functions. Change inputs to see the effect.
End pointStudents can build a spreadsheet model using formulas, functions, formatting and charts, and use it to answer "what if?" questions.
Year 8Data Modelling in Excel 2
- 1
Relative and absolute references
We are learning the difference between relative and absolute cell references, because copying formulas correctly avoids errors in large spreadsheets.
How formulas change when copied. Using $ for absolute references, e.g. a VAT rate.
- 2
IF and conditional formatting
We are learning to use IF statements and conditional formatting, because spreadsheets can make decisions using the same selection logic as programs.
IF statements with comparison operators. Conditional formatting to highlight results.
- 3
Lookups and data validation
We are learning to use lookups and data validation, because they find information automatically and stop invalid data being entered.
XLOOKUP or VLOOKUP to find data in a table. Data validation: drop-down lists, range checks, input messages.
- 4
"What if?" modelling project
We are learning to build and test a "what if?" model, because testing with different data proves a model works before people rely on it.
Build a model, e.g. a tuck shop or ticket sales, using IF, lookups and validation. Test with different scenarios.
End pointStudents can use absolute references, IF statements, lookups and data validation, and test a model with normal, boundary and invalid data.
Year 9Data Dashboards and Big Data
- 1
What is big data?
We are learning what big data is and where it comes from, because organisations use it to make decisions that affect our lives.
Volume, velocity, variety. Where big data comes from (sensors, social media, loyalty cards) and who uses it.
- 2
Cleaning and summarising data
We are learning to clean, sort and summarise data, because inaccurate data leads to wrong conclusions.
Removing duplicates, fixing errors, sorting and filtering. Pivot tables to summarise a real open data set.
- 3
Building a dashboard
We are learning to build a dashboard, because it presents only the key information a user needs, which is an example of abstraction.
Pivot charts, slicers and key figures on one screen. Designing for an audience.
- 4
Dashboard project and data ethics
We are learning how the Data Protection Act controls the use of personal data, because anyone handling data must do so legally and ethically.
Complete a dashboard from a chosen data set. Data Protection Act 2018 principles and anonymising data.
End pointStudents can clean and summarise a large data set, build a dashboard for an audience, and explain how the Data Protection Act applies to the data.
Networks and Systems Security
4 weeks- What a network isY7
- How networks workY8
- How systems are attacked and defendedY9
Year 7Networks 1
- 1
What is a network?
We are learning what a network is and the difference between a LAN and a WAN, because networks let us share data and resources everywhere we go.
Networks share data and resources. LAN vs WAN with examples. Advantages and disadvantages of networking.
- 2
Network hardware
We are learning the purpose of network hardware such as routers, switches and WAPs, because each device has a job in getting data to the right place.
Router, switch, wireless access point, NIC, cables. Label a diagram of a school network.
- 3
The internet and the WWW
We are learning the difference between the internet and the World Wide Web, because people often confuse them and they work in different ways.
The internet is a worldwide WAN; the WWW is web pages accessed over it. Web servers, clients, browsers, URLs.
- 4
How data travels
We are learning how data is split into packets to travel across networks, because this is how every message, video and web page reaches us.
Data is split into packets. Packet contents: data, source, destination, sequence number. Unplugged packet-passing activity.
End pointStudents can compare LANs and WANs, describe the purpose of network hardware, distinguish the internet from the WWW, and describe how data travels in packets.
Year 8Networks 2
- 1
Client-server, P2P and performance
We are learning the difference between client-server and peer-to-peer networks and what affects network performance, because organisations must choose the right network for their needs.
Client-server vs peer-to-peer. Factors affecting performance: bandwidth, number of users, transmission media, errors and interference.
- 2
Topologies and connections
We are learning how star and mesh topologies and wired and wireless connections compare, because the layout and connection type affect speed, cost and reliability.
Star and mesh topologies. Wired (Ethernet) vs wireless (Wi-Fi, Bluetooth). Wireless encryption. String model of topologies.
- 3
Addressing, DNS and the cloud
We are learning how IP addresses, MAC addresses and DNS identify and find devices, because data can only be delivered if the network knows where to send it.
IP addresses (IPv4, IPv6) vs MAC addresses. How DNS resolves a URL. Hosting and cloud computing: benefits and drawbacks. DNS role-play.
- 4
Protocols and layers
We are learning what protocols are and why networks use layers, because shared rules let devices made by different companies communicate.
TCP/IP, HTTP, HTTPS, FTP, SMTP, POP, IMAP. Packet switching. Why networks use layers. Packet simulation with reassembly.
End pointStudents can compare client-server and peer-to-peer networks and star and mesh topologies, explain factors affecting performance, explain IP and MAC addresses and DNS, and match protocols to their purposes.
Year 9Systems Security
- 1
Malware
We are learning how different types of malware work, because understanding threats is the first step in protecting computer systems.
Viruses, worms, trojans, ransomware, spyware. How each spreads and what it does. Anti-malware software.
- 2
Social engineering
We are learning how social engineering tricks people into giving away data, because people are often the weakest point in a system's security.
Phishing, pretexting, shouldering (shoulder surfing). Why people are the weakest point. Spot-the-scam scenarios.
- 3
Network attacks
We are learning how brute-force, denial of service, interception and SQL injection attacks work, because organisations must know how they could be attacked to defend themselves.
Brute-force attacks, denial of service, data interception, SQL injection. Demonstrate SQL injection with a paper login form.
- 4
Prevention and the law
We are learning how to prevent attacks and what the Computer Misuse Act makes illegal, because protecting systems is both a technical and a legal responsibility.
Firewalls, penetration testing, user access levels, passwords, encryption, physical security. Computer Misuse Act 1990. Case studies.
End pointStudents can describe malware, social engineering and network attacks, recommend and justify prevention measures for an organisation, and explain what the Computer Misuse Act makes illegal.
Computational Thinking
3 weeks- Physical computing with sequence, selection and iterationY7
- Designing algorithms as flowchartsY8
- Boolean logicY9
Year 7Micro:bit Programming
- 1
Sequence
We are learning that programs are sequences of instructions carried out in order, because the order of instructions decides what a program does.
MakeCode editor and simulator. Display text and LED images. Order of instructions matters. Animated name badge.
- 2
Selection with inputs
We are learning to use selection with buttons and sensors, because programs need to make decisions based on inputs from the real world.
Buttons and sensors (light, temperature, accelerometer) as inputs. If/else blocks. Build a reaction or shake game.
- 3
Iteration and mini-project
We are learning to use iteration and variables in a physical computing project, because loops let devices repeat tasks and variables let them keep track of data.
Forever and repeat loops, variables for counting. Mini-project: step counter, thermometer or dice.
End pointStudents can write Micro:bit programs that use sequence, selection and iteration to respond to buttons and sensors.
Year 8Algorithmic Thinking 1 (Flowol Algorithms)
- 1
Decomposition, abstraction and flowcharts
We are learning to use decomposition, abstraction and flowcharts, because breaking problems down and planning algorithms comes before writing any code.
Breaking problems down and removing unnecessary detail. Flowchart symbols: start/stop, process, decision, input/output. Flowchart a daily routine.
- 2
Control systems: sequence and loops
We are learning to design control systems using sequence and loops, because many real-world systems, such as traffic lights, run on repeated instructions.
Flowol mimics, e.g. pedestrian crossing or lighthouse. Outputs, timing and loops.
- 3
Decisions with sensors
We are learning to use decisions based on sensor inputs and to correct errors in algorithms, because automated systems must respond correctly to changing conditions.
Decision boxes using sensor inputs, e.g. car park barrier or greenhouse. Test and debug.
End pointStudents can decompose a problem, draw flowcharts with correct symbols, and design and debug control algorithms that use decisions and loops.
Year 9Algorithmic Thinking 2 (Boolean Logic)
- 1
Logic gates and truth tables
We are learning how AND, OR and NOT gates work using truth tables, because logic gates are the building blocks of every processor.
AND, OR, NOT gates, their symbols and truth tables. Real-world examples, e.g. a car that starts only if seatbelt AND key.
- 2
Logic diagrams
We are learning to combine logic gates into diagrams, because combining simple gates lets computers make complex decisions.
Combining up to three gates. Drawing diagrams from expressions and writing expressions from diagrams. Truth tables for combined circuits.
- 3
Boolean logic in programs
We are learning to use Boolean operators in program conditions, because the same logic controls the decisions our programs make.
Boolean operators AND, OR, NOT in conditions. Predict outputs of code snippets. Bridge to Python 2.
End pointStudents can complete truth tables for AND, OR and NOT gates and combined circuits, draw logic diagrams from a problem, and use Boolean operators in program conditions.
Practical Programming
8 weeks- Block-based game developmentY7
- Python fundamentalsY8
- Robust Python with data structures and subprogramsY9
Year 7Programming 1 (Scratch and Game Development)
- 1
Sprites and sequence
We are learning to sequence instructions to control sprites, because every program is built from instructions carried out in order.
Scratch interface, sprites, backdrops. Sequencing motion and looks blocks to make an animation.
- 2
Events and movement
We are learning to use events and user input to control movement, because interactive programs must respond to what the user does.
Event blocks (green flag, key presses). Keyboard-controlled movement using x and y coordinates.
- 3
Variables and score
We are learning to create and change variables, because programs need to store data such as a score that changes while they run.
Creating variables for score and lives. Changing and displaying variables.
- 4
Selection: collisions
We are learning to use selection to detect collisions, because programs need to make decisions based on conditions.
If and if/else blocks with touching and comparison conditions. Collect items and avoid enemies.
- 5
Iteration: game loops
We are learning to use different types of loop, because iteration lets programs repeat actions without repeating code.
Forever, repeat and repeat-until loops. Timers and falling objects.
- 6
Planning a game
We are learning to decompose a game idea and design it before building, because planning makes programs easier to build and fix.
Decompose a game idea into sprites, controls, rules and scoring. Storyboard and simple algorithm or flowchart.
- 7
Building the game
We are learning to combine sequence, selection and iteration in one program, because every program uses these three constructs.
Build the planned game using sequence, selection, iteration and variables. Peer feedback mid-lesson.
- 8
Testing and evaluation
We are learning to test, debug and evaluate a program, because testing proves a program works and shows how to improve it.
Test plans, finding and fixing bugs, peer testing. Evaluate against the plan.
End pointStudents can plan, build, test and evaluate a Scratch game that uses sequence, selection, iteration and variables.
Year 8Programming 2 (Python 1)
- 1
Output and input
We are learning to write text-based programs that take input and produce output, because text-based languages like Python are used in industry and at GCSE.
Moving from blocks to text. The IDE. print() and input(). Syntax errors and how to read error messages.
- 2
Variables and data types
We are learning to use variables and data types, because the data type decides what operations can be carried out on the data.
Variables and assignment. Integer, real (float), string, Boolean. Naming conventions.
- 3
Casting and arithmetic
We are learning to cast data and use arithmetic operators, because input arrives as text and must be converted before calculations can work.
int(), float(), str(). Arithmetic operators including DIV (//) and MOD (%). Build a calculator.
- 4
Selection
We are learning to use if, elif and else, because programs must choose between different paths depending on the data.
if, elif and else. Indentation. Grade calculator or ticket pricing program.
- 5
Comparison and Boolean operators
We are learning to use comparison and Boolean operators in conditions, because accurate conditions make programs behave correctly.
==, !=, <, >, <=, >= and AND, OR, NOT in conditions. Password checker.
- 6
For loops
We are learning to use count-controlled loops, because they repeat code a set number of times efficiently.
Count-controlled iteration with range(). Times tables and patterns.
- 7
While loops
We are learning to use condition-controlled loops, because some tasks must repeat until something happens, such as correct input.
Condition-controlled iteration. Guessing game and repeated input until correct.
- 8
Quiz program project
We are learning to plan, build and test a complete program, because real programs combine all the constructs we have learned.
Plan and build a quiz using variables, selection, iteration and score. Test and evaluate.
End pointStudents can write Python programs that use input and output, variables, data types, casting, selection, and for and while loops, and fix syntax errors using error messages.
Year 9Programming 3 (Python 2)
- 1
Python 1 recap challenge
We are learning to combine input, selection and iteration to solve problems, because secure fundamentals are needed before moving on to more advanced techniques.
Mixed challenges covering input, casting, selection and iteration. Self-assess against Y8 outcomes.
- 2
String manipulation
We are learning to manipulate strings, because programs often need to process and format text such as names and passwords.
len(), slicing, upper() and lower(), concatenation, looping through a string. Username generator.
- 3
Lists
We are learning to store and search data in lists, because programs often need to handle many items of data together.
Creating, indexing, appending and removing. Looping through a list. Linear search through a list.
- 4
Subprograms
We are learning to write procedures and functions, because subprograms make code reusable and easier to read, test and maintain.
Procedures and functions, parameters, return values, local and global variables. Refactor an earlier program.
- 5
Random and program design
We are learning to generate random numbers and design programs in pseudocode, because designing first helps us write working code faster.
random module. Designing a program with decomposition, pseudocode and a flowchart. Dice game design.
- 6
Defensive design
We are learning to use validation and defensive design, because programs must cope with unexpected or incorrect input.
Input validation (type, range, presence, length, format checks), authentication, maintainability (comments, naming, indentation).
- 7
Testing and trace tables
We are learning to test with different types of data and use trace tables, because systematic testing finds errors before users do.
Iterative vs final testing. Normal, boundary, invalid and erroneous test data. Syntax vs logic errors. Trace tables.
- 8
Project and evaluation
We are learning to build and evaluate a robust program, because this brings together all the skills needed for GCSE programming.
Complete a project, e.g. dice game or login system, using lists, subprograms and validation. Test and evaluate.
End pointStudents can write robust Python programs that use string manipulation, lists, subprograms and validation, test them with a test plan and trace table, and evaluate them.
Assessment windows
Each two-week window has an assessment lesson and a DIRT lesson. From Year 8 onwards, each assessment also includes retrieval questions from the previous year’s matching units.
Assessment Window 1
- Units assessed
- Units 1–3
- J277 coverage
- 1.1, 1.2, 1.5 (+1.4, 1.6 in Y9)
- Question style
- Y7:multiple choice and short answer.
- Y8:add describe/explain.
- Y9:add 6-mark and calculation questions.
Assessment Window 2
- Units assessed
- Units 4–5
- J277 coverage
- 1.3, 1.4, 1.6
- Question style
- Y7:multiple choice and labelling.
- Y8:add compare questions.
- Y9:add extended security scenario question.
Assessment Window 3
- Units assessed
- Units 6–7, plus synoptic retrieval from Units 1–5
- J277 coverage
- 2.1–2.5
- Question style
- Y7:flowchart and Scratch code reading.
- Y8:Python code reading and writing.
- Y9:trace tables, logic diagrams and writing code to a spec.
The two weeks of enrichment and contingency time at the end of the year are not mapped, so they can absorb any overrun.
Coverage
Online safety
All six online safety topics are taught explicitly in Unit 1, with security of data also running through Units 2, 4 and 5.
| Topic | Where it is taught | Notes |
|---|---|---|
| Security of data | Y7 Unit 1 L1 (passwords, accounts) and L2 (phishing); Y8 Unit 1 L1 (data collection, DPA) and L2 (scams); Y9 Unit 2 L4 (legislation); Y9 Unit 4 L4 (Data Protection Act); Y9 Unit 5 L1–L4 (malware, social engineering, attacks, prevention) | Revisited every year. |
| Digital footprint | Y8 Unit 1 L1 (digital footprint and privacy); Y9 Unit 1 L2 (how our data trail trains AI) | Introduced in Y8, revisited in Y9. |
| Cyberbullying | Y7 Unit 1 L2 (recognising, responding, reporting); Y8 Unit 1 L2 (bystander action) | Introduced in Y7, revisited in Y8. |
| Grooming | Y8 Unit 1 L2 (warning signs, where to get help including CEOP) | Check alignment with PSHE/RSHE so messages are consistent. |
| Gambling | Y8 Unit 1 L2 (loot boxes, in-game purchases, skin betting) | Framed through gaming, which suits the age group. |
| Virtual reality | Y9 Unit 1 L2 (contact with strangers, harassment, headset data, physical safety) | Taught alongside AI as emerging technology. |
KS3 national curriculum
All nine KS3 programme of study statements are taught in every year group. U = unit, L = lesson.
| Code | Statement | Year 7 | Year 8 | Year 9 |
|---|---|---|---|---|
| NC1 | Design, use and evaluate computational abstractions that model real-world problems and physical systems | U4 L4, U6 L3 | U4 L4, U6 L1, U6 L2, U6 L3 | U4 L3 |
| NC2 | Understand key algorithms (e.g. searching and sorting); use logical reasoning to compare alternative algorithms | U7 L6 | U1 L3, U6 L1, U6 L2, U6 L3 | U1 L1, U1 L3, U7 L3, U7 L5, U7 L7 |
| NC3 | Use two or more programming languages, at least one textual; use data structures; design modular programs with procedures or functions | U6 L1, U6 L2, U6 L3, U7 L1, U7 L2, U7 L3, U7 L4, U7 L5, U7 L7, U7 L8 | U7 L1, U7 L2, U7 L3, U7 L4, U7 L5, U7 L6, U7 L7, U7 L8 | U6 L3, U7 L1, U7 L2, U7 L3, U7 L4, U7 L5, U7 L6, U7 L7, U7 L8 |
| NC4 | Understand simple Boolean logic and its uses in circuits and programming; binary representation and simple binary operations | U3 L3, U3 L4 | U3 L1, U3 L2, U4 L2, U7 L5 | U1 L3, U3 L1, U6 L1, U6 L2, U6 L3 |
| NC5 | Understand the hardware and software components of computer systems and how they communicate with each other and other systems | U2 L1, U2 L2, U2 L3, U2 L4, U5 L1, U5 L2, U5 L3, U5 L4, U6 L2 | U2 L1, U2 L3, U2 L4, U5 L1, U5 L2, U5 L3, U5 L4 | U2 L1, U2 L2, U2 L3, U5 L1, U5 L3 |
| NC6 | Understand how instructions are stored and executed; how text, sound and pictures are represented and manipulated in binary | U2 L3, U3 L1, U3 L2 | U2 L1, U2 L2, U3 L2, U3 L3, U3 L4 | U2 L3, U3 L2, U3 L3, U3 L4 |
| NC7 | Undertake creative projects combining multiple applications, including collecting and analysing data and meeting users' needs | U1 L3, U4 L1, U4 L2, U4 L3, U4 L4 | U4 L1, U4 L2, U4 L3, U4 L4 | U4 L1, U4 L2, U4 L3, U4 L4 |
| NC8 | Create, reuse, revise and repurpose digital artefacts for an audience, with attention to trustworthiness, design and usability | U1 L2, U1 L3, U4 L3, U7 L6, U7 L7, U7 L8 | U7 L8 | U4 L3, U7 L8 |
| NC9 | Use technology safely, respectfully, responsibly and securely, protect online identity and privacy, recognise inappropriate content, contact and conduct, and know how to report concerns | U1 L1, U1 L2 | U1 L1, U1 L2, U5 L2 | U1 L1, U1 L2, U2 L2, U2 L4, U4 L1, U4 L4, U5 L1, U5 L2, U5 L3, U5 L4 |
GCSE Computer Science (OCR J277) references
Each lesson names the J277 reference it builds towards. Skills-based lessons without a direct J277 link show the closest one in brackets.
- 1.1.1
- Architecture of the CPU
- 1.1.2
- CPU performance
- 1.1.3
- Embedded systems
- 1.2.1
- Primary storage (memory)
- 1.2.2
- Secondary storage
- 1.2.3
- Units
- 1.2.4
- Data storage (numbers, characters, images, sound)
- 1.2.5
- Compression
- 1.3.1
- Networks and topologies
- 1.3.2
- Wired and wireless networks, protocols and layers
- 1.4.1
- Threats to computer systems and networks
- 1.4.2
- Identifying and preventing vulnerabilities
- 1.5.1
- Operating systems
- 1.5.2
- Utility software
- 1.6.1
- Ethical, legal, cultural and environmental impact
- 2.1.1
- Computational thinking
- 2.1.2
- Designing, creating and refining algorithms
- 2.1.3
- Searching and sorting algorithms
- 2.2.1
- Programming fundamentals
- 2.2.2
- Data types
- 2.2.3
- Additional programming techniques
- 2.3.1
- Defensive design
- 2.3.2
- Testing
- 2.4.1
- Boolean logic
- 2.5.1 / 2.5.2
- Programming languages / IDEs