Computing Key Information
“Computer science empowers students to create the world of tomorrow.”
Satya Nadella, CEO of Microsoft
Introduction
Why study Computing?
Computers are woven into the fabric of our daily lives, accompanying us from the moment we wake until we rest at night. We inhabit a fully digital world where borders and oceans have shrunk, thanks to the power of Computing. In this interconnected landscape, we can witness and engage with events happening across the globe in real-time. As digital citizens, we are empowered, but this newfound power brings with it significant responsibility. Learning Computing equips you with the tools to navigate and thrive in this dynamic digital age.
The field offers a wealth of opportunities for students, whether you choose a traditional academic path in Computer Science at university or take a more hands-on approach through ICT and Creative Industry courses like BTECs and apprenticeships. Being digitally fluent opens doors to countless possibilities. Do you aspire to be the next Elon Musk or Ada Lovelace? If you’re ready to make an impact, Computing is the realm where your journey begins.
Our Computing Department is led by Mrs. Roberts, who brings a wealth of experience to our students. With a B.Sc. (Hons) in Computer Science with Management and a M.Sc. in Information Security, she is currently pursuing a part-time M.A. in Strategic Leadership. Mrs. Roberts has an impressive background in the Computing, Marketing, Business and PR industries, holding roles as an Analyst and in senior management in Business Development and Marketingr. She has also lectured for Chartered Institute of Marketing Diploma courses and served as a Business Strategy Consultant and Managing Director for various startups. In 2018, she chose to pivot her career to inspire the next generation as a teacher, bringing her rich expertise to our students every day. She has taught Computer Science up to KS5 with a fantastic track record and has also taught Maths and Physics.
Course followed/Exam board
At KS3 we follow the NCCE Teach Computing curriculum as well as supplementary units and lessons that are designed in house.
At KS4 we study two courses:
- OCR GCSE in Computer Science
- Pearsons BTEC Tech Awards Level 1/2 in Creative Media Production
Skills the students will develop
Broadly speaking our students develop knowledge of three main pillars of progression as recognised by the Royal Society and in tandem with the requirements for the National Curriculum:
- Computer science
- Information technology
- Digital literacy
Our Computing Department combines the best & cutting edge practices from both independent and state school education, ensuring that our curriculum is innovative and engaging for all students. By integrating effective pedagogical strategies from both sectors, we create a unique rich learning environment that supports diverse learning styles and fosters student engagement.
We have crafted a program that seamlessly merges these approaches. Our curriculum is designed to incorporate both declarative and procedural knowledge, providing a strong foundation for all technology use. We also emphasize the awe and wonder that Computing can inspire, particularly at Key Stage Three, by connecting with students’ interests through game-based and gamified learning experiences. This encourages autonomy, competency development, and a strong sense of belonging among our learners.
Our school clubs are rich, diverse, and increasingly oversubscribed, reflecting the high demand for extracurricular engagement in technology. We proudly offer clubs three days a week—Computer Club, Minecraft Club, and Lego League Club—designed to captivate students from Year 7 onwards. Our open-door policy in the Computer Labs ensures that students always feel welcome to explore and learn.
Engaging young students with technology is essential in today’s digital age. Research by Wang et al. (2018) indicates that early exposure to tech skills significantly enhances critical thinking and problem-solving abilities. This highlights the importance of school clubs as pivotal spaces for such engagement. Our clubs create a supportive environment where students can explore technology beyond traditional classroom boundaries.
Moreover, the National Education Association (NEA, 2015) emphasizes that extracurricular activities foster collaboration, creativity, and innovation. These environments allow students to experiment with coding, robotics, and digital media hands-on, developing both technical skills and interpersonal competencies. As Vygotsky’s social development theory illustrates, learning occurs through social interaction, making peer collaboration an essential component of skill acquisition (Vygotsky, 1978).
Additional research underscores the benefits of these collaborative experiences. A study by Fredricks and Eccles (2006) found that participation in extracurricular activities is associated with improved academic performance and greater school engagement. Furthermore, a meta-analysis by Eccles and Gootman (2002) suggests that students who participate in organized activities develop a stronger sense of belonging and identity, which contributes positively to their overall well-being. We aim to harness this in Computing at St Joseph’s Catholic High School.
The importance of STEM (Science, Technology, Engineering, and Mathematics) education is also well-documented. According to the National Science Board (2018), engaging students in STEM-related activities early on leads to increased interest and aptitude in these fields, addressing the growing demand for skilled workers in the technology sector. This aligns with findings from the American Educational Research Association (2019), which report that hands-on, inquiry-based learning in STEM fosters deeper understanding and retention of complex concepts.
At St. Joseph’s Catholic High School, we prioritize these clubs as critical to our educational mission. By cultivating a passion for Computer Science, we equip students with essential skills while fostering a sense of community and belonging. As they learn and grow together, students develop resilience and adaptability—skills invaluable for their academic journeys and future careers. Our commitment to technology and collaboration is not just about teaching skills; it’s about nurturing well-rounded individuals prepared to thrive in a rapidly evolving digital landscape.
At St. Joseph’s Catholic High School, our Computing curriculum actively delivers adaptive teaching through the innovative use of technology, particularly benefiting students with Special Educational Needs (SEN). Research indicates that technology can create personalized learning experiences tailored to diverse learning styles and needs. A study by Al-Azawei, Serenelli, and Lundqvist (2016) demonstrates that assistive technologies significantly enhance learning outcomes for SEN students by fostering engagement and providing targeted support.
In our Computing classes, we leverage coding and computational thinking to cultivate critical thinking and problem-solving skills for all students, including those with learning difficulties (Bers, 2018). The flexibility of digital tools allows our educators to implement adaptive instruction, crafting customized learning pathways that meet individual student requirements (Rose & Meyer, 2002). Additionally, a report from the Education Endowment Foundation (2021) highlights how effectively utilizing digital resources can boost motivation and confidence among SEN students, encouraging their active participation in classroom activities. By integrating technology into our Computing curriculum, we not only enhance learning experiences for SEN students but also promote an inclusive environment where every learner can thrive and succeed.
Computer Science
At the heart of Computing, Computer Science encompasses essential knowledge about computers and computation, including key concepts such as data, system architecture, algorithms, and programming. Research consistently shows that foundational skills in Computer Science significantly enhance students’ critical thinking and problem-solving abilities, equipping them for success across various fields (Wang et al., 2018).
Programming forms a crucial component of our curriculum. We introduce block-based visual coding, such as Scratch, at Key Stage 3 to foster an intuitive understanding of programming concepts. Ambitiously, we introduce text-based coding as early as Year 7, ensuring that students build a strong foundation in programming skills. By the end of Key Stage 4, we aim for students to master at least two text-based programming languages, primarily focusing on Python, while also offering opportunities to explore JavaScript in Years 8 and 9, as well as in our Computer Club. Research by Grover and Pea (2013) emphasizes that early exposure to programming enhances students’ computational thinking, making this approach vital for their development.
Our curriculum integrates computational thinking and problem-solving, as highlighted in the National Curriculum, from Year 7 through Year 9, and this focus continues in Key Stage 4. This comprehensive approach not only strengthens students’ coding abilities but also prepares them for future academic and career pursuits. According to the Computer Science Teachers Association (CSTA, 2017), a curriculum that emphasizes problem-solving within computational contexts equips students with essential skills for tackling complex real-world challenges. Furthermore, we recognize and nurture our gifted and talented students by encouraging them to extend their coding practice beyond the curriculum, cultivating their skills for advanced opportunities and fostering a passion for lifelong learning in technology.
Information Technology
Information Technology provides a practical context for understanding how computers are used in society. Our curriculum covers essential software tools such as Word, PowerPoint, and Excel, as well as the creation of digital artifacts like videos. In Year 7, we establish a baseline of declarative and procedural knowledge, revisiting and expanding these skills as students progress through Key Stages 3 and 4.
To deepen our students’ understanding, we also explore the history of Computer Science and the common use of technology beyond the classroom, including the World Wide Web and the internet. This historical context is interwoven into our curriculum, often paired with units that require the creation of digital artifacts to reinforce both declarative and procedural knowledge.
Digital Literacy
Digital literacy, the ability to effectively use information and communication technologies, is essential for students to find, evaluate, create, and communicate information. In Key Stage 3, our goal is to bring all students to a consistent level of proficiency with digital devices. We prioritize e-safety education in Years 7 and 8, alongside a standalone unit on Cybersecurity in Year 9. This structured approach exemplifies our curriculum’s effective use of semantic waves, ensuring coherent sequencing across the years.
Future Careers and Vocations
The skills developed through our curriculum open doors to a wide range of exciting careers. In Cybersecurity, roles such as Analyst and Ethical Hacker can command salaries starting between £85,000 and £120,000. Data Scientists can earn from £47,000 to £120,000, while Software Engineers typically start at around £44,000. Careers in Artificial Intelligence begin at £58,000, with opportunities in Graphic Design, Game Development, Tech Start-Up Entrepreneurship, and Business Intelligence Analysis also available. These pathways highlight the importance of a robust foundation in Computer Science and digital skills for future success.
