ICT & Computer Science
Curriculum intent
At Hayes School, our commitment is to provide moments of joy, support pupils to thrive beyond our gates, and nurture community and character through a curriculum that is conceptual, inclusive and responsive. Our values — kindness, endeavour, inclusivity and responsibility — shape every aspect of this curriculum. They ensure that every pupil, particularly the most disadvantaged and vulnerable, is known, supported and challenged to achieve highly and to flourish in school and beyond.
‘Our computer scientists pursue a course of study enabling them to solve problems using technology. They will become part of an exciting journey that is dynamic and pervades society. Through creativity and innovation computer scientists make a positive difference in the world.’
Purpose
In the ICT and Computer Science department, we want pupils to use their learning to take a constructive role in society. This includes both the benefits of being able to use IT and programming skills proficiently and confidently and being aware of the risks and downfalls and how to avoid them.
We encourage independent thinking and creativity. The curriculum offers opportunities for challenge, problem solving, investigation and self-reflection. It gives pupils the skills and knowledge to be independent and ambitious programmers and users of IT.
Specification Information
GCSE OCR Computer Science
BTEC Tech Award in Digital Information Technology
OCR Computer Systems A-Level exam
AAQ Information Technology
Academic End Point |
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| Year 7 | Students learn how to stay safe online as they become more active users of the internet and social media. They develop an understanding of how computers work, including recognising key input and output devices. Students are introduced to artificial intelligence, exploring both its social impact and ethical considerations. They also investigate the basics of machine learning to understand how computers can identify patterns. Students begin learning Python programming and use it to create simple coded programs. They further build digital skills by using Excel to perform calculations with formulas and functions. |
| Year 8 | Year 8 students build on their Year 7 knowledge by developing a deeper understanding of computer systems, including hardware, software, binary code, logic gates, networks, operating systems, and online safety. They learn how computers work and explore the laws and responsibilities associated with using technology effectively and safely. Students then develop their programming skills through Scratch, using sequences, loops, and selection to design, create, test, and debug their own games. In the summer term, they progress to app development, using JavaScript and object-oriented programming concepts to create interactive applications. Throughout the year, students follow the stages of the system life cycle—planning, designing, coding, testing, and evaluating—while developing creativity, problem-solving, and computational thinking skills. |
| Year 9 | Year 9 students deepen their programming knowledge by learning to write increasingly complex Python code using sequence, selection and iteration. They develop strong data‑handling skills through advanced spreadsheet work, including formulas, functions, charts, data validation and creating dashboards. Students learn to design and visualise computer systems using Flowol, building algorithms and flowcharts that model real‑world control systems. They expand their digital literacy by creating fully functioning websites, learning to structure pages, embed multimedia, apply templates and use HTML/CSS/VB to enhance interactivity. Across all units, students strengthen their problem‑solving skills through practical, independent tasks that build on prior learning from Years 7 and 8. By the end of the year, they can code programs, manipulate data confidently, design system controls and produce professional‑looking websites. |
| Computer Scientists | BTEC DIT | |
| Year 10 | Year 10 students gain a secure understanding of computer systems architecture, learning how CPUs function, how performance is measured, and how embedded systems operate. They deepen their knowledge of memory and storage, including RAM, ROM, secondary storage types, data units, binary and hexadecimal representation, and methods of data compression. Students develop strong computational thinking skills, learning to design, decompose and refine algorithms using pseudocode, flowcharts and structured programming techniques. They study computer networks, exploring network hardware, topologies, wired and wireless communication, protocols, addressing, and the vulnerabilities and security threats that affect digital systems. Students also learn how systems software—including operating systems and utility programs—manages hardware and supports user and system functions. Finally, they evaluate the ethical, legal, cultural and environmental impacts of digital technology, studying key legislation and analysing how computing affects individuals, organisations and society. | Year 10 students learn how modern user interfaces are designed, exploring user needs, accessibility, inclusivity and the principles that make digital products effective and easy to use. They develop practical skills in researching users, analysing existing interfaces and applying recognised design conventions such as layout, colour, typography and navigation. Students learn industry‑standard project planning techniques, creating mood boards, storyboards, site maps, wireframes and risk assessments to plan and manage digital projects. They design and build interface prototypes, test them with users, gather feedback and refine their work through iterative improvement. Throughout the year, students produce professional documentation and structured evidence that meets BTEC assessment requirements, demonstrating their ability to justify design decisions and evaluate digital solutions. By the end of the course, they can plan, design, create and evaluate user‑centred digital products with increasing independence, preparing them for further study or careers in the digital sector. |
| Year 11 | Students learn to apply the core principles of Computer Science, including abstraction, decomposition, logic, algorithms and data representation. They gain experience analysing problems computationally by designing, writing and debugging their own programs. Students learn to think creatively and critically while understanding how digital systems are built and how they communicate with one another. They also explore the wider impact of digital technology on individuals, communities and society. Mathematical skills relevant to computing are applied throughout their learning. Together, these experiences equip students with a strong foundation in both the theory and practice of Computer Science. | Year 11 students deepen their understanding of how digital systems operate within modern organisations, including how data is stored, shared and protected through effective cyber‑security and risk‑management practices. They learn to analyse data sets, interpret information and present findings clearly using appropriate digital tools. Students plan, design and create digital products that meet specific user requirements, applying industry‑standard software, structured project‑management methods and professional documentation. They test and evaluate their solutions, using user feedback to refine and justify improvements in line with BTEC assessment criteria. Throughout the year, learners develop transferable skills such as problem‑solving, critical thinking, communication, collaboration and independent organisation. By the end of the course, they can apply digital technologies confidently in personal, educational and business contexts, preparing them for Level 3 study or future digital‑sector careers. |
| Year 12 | Year 12 students develop a deep understanding of contemporary computer processors, learning how CPUs are structured, how the fetch–decode–execute cycle operates, and how different processor architectures and storage devices function. They study the full landscape of software, including operating systems, memory management, interrupts, scheduling, translators, utilities and the major software development methodologies used in industry. Students also explore programming paradigms, gaining experience with procedural, assembly and object‑oriented programming while learning how algorithms are written, translated and executed. They learn how data is exchanged between systems through compression, encryption, hashing, databases, SQL, ACID principles, networking protocols, internet structure and web technologies. Practical tasks—such as Little Man Computer, coding in multiple languages, and building interactive web content—help students apply theory to real computational problems. By the end of the year, students can explain, analyse and apply complex concepts across hardware, software and data exchange, forming a strong foundation for advanced Computer Science study. |
AAQ ICT Year 12 students learn the core principles of website development, including how to plan, design and build user‑centred, accessible websites that meet a client brief. They develop practical skills in wireframing, asset management, HTML, CSS and JavaScript, and learn how to test and refine their websites for usability and functionality. Students also gain a broad understanding of IT systems, exploring digital devices, software, networks, connectivity, online communities and emerging technologies. They study cybersecurity risks, data protection methods and the implications of cyber threats, learning how to protect information and evaluate system vulnerabilities. Throughout the course, students build problem‑solving, critical‑thinking and digital‑literacy skills by analysing real‑world IT scenarios and recommending appropriate solutions. By the end of the year, they can design effective digital products, understand how IT systems operate, and apply secure, ethical and legal practices in a modern technological environment. |
| Year 13 | Year 13 students deepen their understanding of how data is represented, manipulated and stored, mastering binary, hexadecimal, floating‑point representation, bitwise operations and character encoding. They study a wide range of data structures—including arrays, records, linked lists, stacks, queues, trees, graphs and hash tables—and learn the algorithms used to traverse, modify and manage them. Students develop advanced Boolean algebra skills, using logic expressions, Karnaugh maps, truth tables and circuit components such as adders and flip‑flops to describe and simplify digital systems. They also explore the moral, ethical, social and legal impacts of computing, analysing issues such as AI, automation, privacy, censorship, environmental effects and key legislation governing digital technology. Alongside this new content, students revise all major areas of Computer Science from Year 12, including processors, software, programming languages, databases, networks and web technologies. By the end of the year, they can apply complex mathematical, logical and theoretical concepts to real computing problems, preparing them for the OCR A‑Level Computer Systems exam and further study in the field. | Year 13 students learn how relational databases work, exploring data structures, keys, normalisation and the principles needed to design effective, accurate and efficient data‑storage solutions. They develop the ability to plan, design, build, test and refine relational databases that meet client requirements, producing professional documentation and applying industry‑standard development processes. Students also gain a deep understanding of cyber security, studying threats, vulnerabilities, legal responsibilities, protection methods and the principles behind secure network architectures. They learn how organisations manage incidents, follow forensic procedures and use internal policies to respond to cyber‑security breaches. Throughout the course, students strengthen analytical thinking, risk assessment, problem‑solving and ethical reasoning through realistic scenarios and case studies. By the end of the year, they can design robust database solutions, evaluate cyber‑security risks and apply secure, responsible digital‑technology practices in professional contexts. |
Click here to visualise the BTEC ICT learner journey
Click here to visualise the Computer Science Learner Journey
