The intent of Computer Science at The Wordsley School is to promote computational thinking and digital creativity. Our aim is to equip pupils with the skills and knowledge to use technology collaboratively, safely, and responsibly in an increasingly digital world. Pupils are encouraged to engage with technology intuitively, fostering curiosity, creativity, and confidence in their use of digital tools. Our curriculum is centred around captivating projects which appeal to learner interests outside school.

Through our curriculum, pupils gain a foundational understanding of how technology works and how it can support learning and development from early childhood through to adulthood. Topics such as gaming, SQL, Boolean logic, animation, data representation, hardware, and storage are introduced at Key Stage 3 to build strong conceptual foundations. At Key Stage 4, pupils follow the OCR J277 Computer Science specification, developing advanced skills in programming, algorithms, computer systems, cybersecurity, and networks. Also at Key Stage 4 pupils can opt to study BTEC Creative iMedia and learn valuable design skills for running businesses and developing online content.

Our curriculum is structured to encourage cross-curricular connections, allowing pupils to retrieve and apply knowledge from other subjects in new contexts. This approach helps embed learning in a deeper and more meaningful way. Interconnected concepts are revisited regularly to help pupils build a flexible and lasting schema of knowledge. Pupils are supported in developing high-level programming skills, algorithmic thinking, and logical problem-solving – all of which are transferable beyond the classroom and valuable in everyday life.

Design tools and creative software are incorporated into lessons to enable pupils to experiment and produce content tailored for different purposes and audiences. We are committed to inclusivity: all software used is open-source and freely available outside of lessons, and additional time, space, and supervision are provided for pupils who may face barriers to accessing technology at home.

Assessment is used formatively and summatively to support progress. Pupils are assessed on surface-level skills (e.g. listing or stating) as well as deeper-level skills (e.g. evaluating or analysing). Rubrics are used where appropriate, and pupils are taught how to interpret feedback effectively to accelerate their progress. Frequent retrieval practice is embedded into our curriculum design, enabling pupils to revisit and reinforce prior learning and build strong, interconnected bodies of knowledge. Our long-term, medium-term and short-term plans account for independent and collaborative work opportunities.