Computer Science
Intent
We are now living in a world where computers are found in every sector. Our curriculum is designed to give all students the opportunity to explore the inner workings of the devices and software they use every day, and to understand the wider issues surrounding digital technologies. At Tavistock College, students will investigate the hardware that makes up computer systems, learn how these components interact, and develop their understanding of how computers are programmed.
Through the use of both visual and text-based programming languages (such as Micro:Bit and Python), students will design algorithms linked to real-world scenarios. They will also explore the evolving field of Cyber-Security, learning how to protect their data and navigate online environments safely. Our spiral curriculum revisits key topics to build on prior knowledge, helping students develop strong problem-solving and investigative skills. Regular assessments and retrieval practice ensure that each student is supported to achieve their best.
This course is designed to equip every student with the logical and computational thinking skills needed to succeed at GCSE and beyond.
Further information
Key Stage 3
At KS3, students are introduced to a broad and engaging computing curriculum that lays the foundation for future study. They will:
- Explore the components of computer systems and how they function together
- Create and refine algorithms using both block-based and text-based programming
- Learn how to use digital tools to create, modify, and share content
- Understand how to stay safe and act responsibly online
The curriculum fosters resilience, creativity, and independence, encouraging students to learn from mistakes and solve problems effectively. It also provides the technical vocabulary and conceptual understanding needed to make informed choices about GCSE options.
Key Stage 4
At KS4, students build on their KS3 knowledge by studying the OCR Computer Science GCSE. This course enables them to:
- Deepen their understanding of core computing principles such as abstraction, decomposition, logic, and data representation
- Apply computational thinking to solve problems through programming and algorithm design
- Analyse and debug code, and understand how digital systems communicate
- Think critically and creatively about the role of technology in society
This stage is focused on developing the mindset of a computer scientist, preparing students for further study or careers in the digital sector.
Key Stage 5
At KS5, students can further specialise and refine their skills through advanced study. They will:
- Engage with complex programming challenges and develop robust software solutions
- Explore the theoretical underpinnings of computer science, including data structures, algorithms, and system architecture
- Investigate real-world computing issues such as ethical hacking, AI, and the impact of emerging technologies
- Prepare for higher education or employment in computing-related fields through independent projects and applied learning
This stage empowers students to become confident, capable digital citizens and innovators in a rapidly evolving technological world.
Curriculum Plans
Computer Science Y7 Curriculum Plan
Computer Science Y8 Curriculum Plan
Computer Science Y9 Curriculum Plan
Computer Science Y10 Curriculum Plan
Computer Science Y11 Curriculum Plan
Computer Science Y12 Curriculum Plan (Teacher1)
Computer Science Y12 Curriculum Plan (Teacher2)
Computer Science Y13 Curriculum Plan (Teacher1)
Computer Science Y13 Curriculum Plan (Teacher2)
Curriculum time allocation
KS3 - 2 hours a fortnight
KS4 - 6 hours a fortnight
KS5 - 10 hours a fortnight
SEND Learner Experience in Computing
Planning
Our planning is designed to help all students, including those with SEND, understand the world around them and apply scientific ideas to real-life contexts. Lessons are structured to foster curiosity, independence, and problem-solving. Schemes of work are carefully adapted to meet the diverse needs of learners, with specific strategies embedded to support SEND students. When planning, we incorporate:
- Silent retrieval starters, with adaptations (e.g., simplified language or visual prompts) to support learners.
- Building on prior knowledge, ensuring that gaps are identified and addressed through pre-teaching or reinforcement.
- Explicit teaching of vocabulary, using the Frayer model. We also ensure that students are aware of the vocabulary in their roadmaps and this is highlighted at the start of each lesson
- Explicit modelling with additional guided practice for those who need it.
- Deliberate practice time, with differentiated tasks and support materials.
- Scaffolding, such as sentence starters, writing frames, or visual aids, tailored to individual needs.
Before each lesson
We use ILPs/EHCPs, and reading age data to inform lesson planning. This ensures that teachers are aware of each student’s needs and can implement appropriate strategies. From this we then create a class plan to identify what the teacher will do to meet the needs of those students.
In department meetings, we share effective strategies for SEND inclusion and use quality assurance processes to monitor progress. We prioritise SEND students in our discussions and make reasonable adjustments as needed, in consultation with the SENDCo.
Entry routine
We use thresholding to create a calm, welcoming start to lessons, helping SEND students feel secure and ready to learn. Clear routines reduce anxiety and support predictability. Prompt, positive support is given to those who need help getting started.
During teaching
Most lessons follow a similar structure to reduce cognitive load for students. Modelling is embedded to ensure that students are aware of how to tackle tasks, with relevant scaffolds provided to students. Teachers communicate with TAs before and during lessons to ensure consistent support.
We ensure that circulation with specific check ins for SEND students takes place. Cold-calling is used to check understanding and provide immediate feedback, but only where appropriate and meets their ILP. If new or emerging needs are identified, we complete an initial concerns form and liaise with the SENDCo promptly.
After each lesson
English teachers will use evidence from live marking and student feedback to identify misconceptions / weaknesses that can be revisited next lesson.
If there is a specific concern - or if they have missed a lesson - SEND students should have a short 1:1 check-in, with either the Teaching Assistant or teacher.
Teachers may share follow-up resources or models of excellence via google classroom.
Teachers will award green boards for students who have worked hard and shown resilience.
After each assessment
Whole-class feedback includes models of excellence to inspire and guide all learners. We reflect on lesson outcomes and adjust future planning, often in collaboration with TAs, to ensure that SEND students continue to make progress.
Reading and literacy in Computing
Subject contact
Elton Lane