Computing & ICT Curriculum Overview
Curriculum Intent
At Chingford Foundation School, the Computing and ICT curriculum is designed to ensure all students become confident, safe and creative users of technology while developing a deep understanding of computer science principles.
We aim to equip students with essential digital literacy skills for modern life, alongside the computational thinking skills needed to analyse problems, design solutions, and understand how computing shapes the world.
Our curriculum enables students to:
- Understand how computers work, communicate and store information.
- Think logically and solve problems systematically.
- Use programming languages to design, test and refine solutions.
- Use ICT tools effectively to collect, analyse and present information.
- Understand cyber security, digital footprints and staying safe online.
- Discuss ethical, legal, cultural and environmental impacts of technology.
These outcomes align strongly with our four pillars:
Knowledge (secure understanding of digital systems),
Independence (problem-solving and self-directed debugging),
Empowerment (confidence using technology in education and life),
Inclusion (accessible platforms and tools for all learners
Key Stage 3
Across KS3, students follow a broad, engaging programme that introduces the foundations of computer science, digital literacy and information technology. The curriculum builds progressively from block-based programming to text-based programming, from basic e-safety to cyber security, and from simple animations to full digital products.
Year 7
- History of Computing – How digital technology developed over time.
- Scratch Programming – Sequencing, selection, iteration and debugging.
- E-safety & Cyberbullying – Online behaviour, digital citizenship and personal security.
- Creating a Quiz – Logic, user interaction and simple algorithms.
- HTML – Understanding how websites are structured and created.
- Game Maker – Designing interactive games using event-driven programming.
Year 8
- Animation – Creating digital animations and visual storytelling.
- Micro:bit Programming – Physical computing, inputs/outputs and algorithmic design.
- Introduction to Python – Variables, inputs, loops and simple text-based programs.
- Spreadsheets – Formulae, modelling data and problem-solving.
- Hardware & Storage – Understanding the components of a computer system.
- Game Maker (Advanced) – Multi-level games and user interactions.
Year 9
Computer Crime & Cyber Security – Hacking, malware, protecting systems and legislation.
Denary, Binary, Hex & Logic Gates – Data representation and Boolean logic.
Python Programming – Building complexity: functions, lists and problem-solving.
Hardware & Internal Components – CPUs, memory, storage and system architecture.
Databases (Access & Spreadsheets) – Queries, forms, validation and data handling.
Pathways Unit: BTEC IT / GCSE Computer Science – Taster experience of KS4 courses.
Key Stage 4
Students follow either GCSE Computer Science or OCR Cambridge National iMedia/IT
GCSE Computer Science (OCR J277)
Students develop a strong understanding of how computers work and build robust programming skills.
Paper 1: Computer Systems
- Systems architecture – CPU, performance factors, embedded systems.
- Memory & Storage – RAM, ROM, secondary storage, binary units.
- Networks & Protocols – Types of networks, topologies, wired/wireless communication.
- Network Security – Threats, attacks and prevention methods.
- Systems Software – OS, utility software and file management.
- Ethical, Legal, Cultural & Environmental Issues – Digital footprints, legislation and sustainable computing.
Paper 2: Algorithms & Programming
- Algorithms – Abstraction, decomposition, flowcharts, pseudocode.
- Programming Fundamentals – Variables, loops, data types, string handling.
- Producing Robust Programs – Defensive design and testing.
- Boolean Logic – Logic gates, truth tables and logic circuits.
- Programming Languages & IDEs – High-level vs low-level languages.
Practical Programming
Students design, write, test and refine programs in a high-level language, demonstrating problem-solving and computational thinking throughout.
OCR Cambridge National in IT (KS4)
R050 – IT in the Digital World
- Design tools
- Human–Computer Interfaces (HCIs)
- Data testing and validation
- Cyber-security & legislation
- Digital communication methods
- Internet of Everything (IoE)
R060 – Spreadsheets (NEA)
Students design and develop spreadsheet solutions to model data and solve problems.
R070 – Augmented Reality (NEA)
Students create interactive AR products to present information creatively.
Key Stage 5
Students can continue with A Level Computer Science or Level 3 ICT
A Level Computer Science
Students study:
- Processor architecture and hardware
- Data types, structures and algorithms
- Software development and programming paradigms
- Exchanging data
- Legal, moral, cultural and ethical issues
- Computational thinking and problem-solving
- Large-scale programming project (NEA): analysis → design → development → evaluation
Level 3 IT (Vocational Pathway)
Unit 1 – Information Technology Systems
- Digital devices, emerging technologies, networks, connectivity
- Operating online, online communities
- Data use, manipulation and protection
- Legal, moral, ethical and environmental considerations
Unit 3 – Website Development (NEA)
Students design, create and test a fully functional website for a real or simulated client.
Curriculum Impact
By the end of KS5, students at CFS:
- Can think logically and solve problems independently.
- Understand how digital systems function and how data is processed.
- Can program confidently in at least one high-level language.
- Use ICT tools to create, analyse and present information effectively.
- Understand digital safety, security and the ethical implications of technology.
- Are prepared for GCSE, A Level, apprenticeships and careers in computing, engineering, creative media, cybersecurity and data analysis.
