Introduction
The content of our proposed computing GCSE is as follows:
The content for computing GCSE
Subject aims and learning outcomes
GCSE specifications in computing should enable students to:
- explain the critical role of technology in today’s society and describe how it is applied in specific contexts
- understand the opportunities for and the potential of automation, including the risks, environmental impacts and ethical concerns
- think creatively, innovatively, analytically, logically and critically to design and develop effective digital artefacts
- apply the software development lifecycle to move from an idea or need to a functioning solution, including the needs of a diverse range of users
- work collaboratively and understand that software solutions are developed by teams of people with different specialist skills
- understand that a system can include interaction between hardware and software components and human-computer interaction
- understand the basic principles of cyber security and how to protect systems from cyber threats
- analyse and visualise data to answer questions and identify insights
- undertake the design, development and evaluation of creative media projects for a range of purposes, selecting appropriate tools
- be active, safe, secure and responsible digital citizens
Subject content
1. Role of Technology in Society
- Explain the critical role of technology, including artificial intelligence, in society.
- Describe how technology is applied in specific contexts, such as healthcare, education, business, and entertainment.
2. Automation and Its Implications
- Understand the opportunities for automation, including machine learning, and its potential to transform various industries.
- Discuss the risks associated with automation, including job displacement.
- Evaluate the environmental impacts of automated systems.
- Consider ethical concerns related to automation, such as bias in algorithms and decision-making processes.
3. Creative and Analytical Thinking
- Develop creative, innovative, analytical, logical, and critical thinking skills.
- Apply these skills to solve complex problems and develop new ideas.
4. Software Development Lifecycle
- Understand and apply the software development lifecycle (SDLC) to create functioning solutions.
- Explain the importance of meeting the needs of a diverse range of users.
- Describe requirements gathering, design, implementation, testing, deployment, and maintenance.
5. Collaborative Development
- Work collaboratively on projects, recognizing that software solutions are developed by teams with different specialist skills.
- Develop effective communication and teamwork skills.
6. Systems and Human-Computer Interaction
- Understand that a system includes the interaction between hardware and software components.
- Study human-computer interaction (HCI) principles to design user-friendly interfaces.
7. Cyber Security
- Explain the basic principles of cyber security.
- Understand cyber security threats.
- Understand how to protect personal devices and accounts from cyber threats.
- Describe organisational security measures, including secure coding practices.
8. Data Analysis and Visualization
- Visualise and analyse data to answer questions and identify insights.
- Use data analysis tools and techniques to interpret and present data effectively.
9. Creative Media Projects
- Undertake the design, development, and evaluation of creative media projects for a range of purposes.
- Select and use appropriate tools for different media types, such as but not exclusive to 3D modelling, video, and audio production.
10. Digital Citizenship
- Be active, safe, secure, and responsible digital citizens.
- Understand digital rights and responsibilities.
- Promote safe and respectful online behaviour.
Inclusion-first Computing
Our proposed curriculum
Our goal is to create a broad qualification which will equip students to be effective digital citizens and to prepare and encourage them to go on to study more specialist computing topics in more depth. Our proposal is on a path from the KS1-3 computing programmes of study towards the diverse computing qualifications that are available after KS4.
From exploring the impact of technology in specific contexts like healthcare and education to collaborative software development and creative media projects, this curriculum is designed to be both challenging and engaging. The curriculum makes computing come to life with real world scenarios and a realistic representation of a collaborative and creative subject with many interdisciplinary links.
Computing is fundamental to how the modern world functions. Studying our Computing GCSE will enable students to understand how computing will help them to achieve their future goals and dreams in society and work.
Assessment
Our proposed curriculum balances theoretical understanding with practical experience. With a 60/40 split between the Non-Exam Assessment (NEA) and the examination. Students will engage in three smaller, manageable projects that develop their skills progressively. Each project will be worth 20% of their final grade and will involve some level of personalisation whilst meeting a given brief.
We are open for collaboration
We are open to collaboration and talks with schools, policy makers, leaders and computing organisations that wish to make changes to the current GCSE. Please get in touch.
Join the discussion
We invite educators, students, parents, and industry professionals to review the draft and share their feedback. Your insights are invaluable in refining this curriculum to ensure it meets the needs of all learners and prepares them for a future where technology and innovation are at the forefront.
Join the conversation and help shape the future of computing education!
Please leave your comments in the comments section.
Hi, we must think about the journey of our learners. Some of our learners will consider moving from KS3 ‘Computing’ to GCSE Computer Science. If schools/academies are offering a vocational route then a more balanced KS3 Computing should be explored. Context of school/academy is key.
Happy to work with you on this.
Thanks, yes we are 100% behind a more balanced KS3 computing. We are hoping that a Computing GCSE will support this. Our proposed one links much more closely with what is happening with Vocational and Degrees at the later stages of the journey for young people.
I do perhaps feel esafety and networking should be prevalent and very much in there? If it is and I have missed this I apologise please sign post me?
Thanks Steph, online safety is definitely covered through the “be active, safe and responsible digital citizens” part and then in more detail under “Digital Citizenship”. Network security would be covered in the Cyber Security elements and the other network link would be more focused on the role of technology in society and the real world aspects of networks. In trying to create more balance some of the specific networks, data rep and computer systems related ‘deeper’ knowledge has been removed. Networks is a more specialised topic which could be explored at a deeper level on an apprenticeship or at degree level when a learner has made a choice to go into that area of computing.