Teacher

Guide

Key Stage 4
A guide to The Computing Curriculum
 Key Stage 4 Teacher Guide

Contents

1 Introduction 11 National curriculum coverage — non-GCSE 17 Challenge misconceptions

12 GCSE specification coverage 17 Make concrete
2 Curriculum design 12 Teaching order 17 Structure lessons
2 The approach 13 GCSE computer science 17 Read and explore code first
2 Coherence and flexibility 13 Non-GCSE computing
2 Knowledge organisation 18 Assessment
3 Physical computing 14 Progression 18 Formative assessment
3 Online safety 14 Progression across key stages 18 Summative assessment
4 Core principles 14 Progression within a unit — learning graphs 19 Multiple choice quiz (MCQ)
4 Inclusive and ambitious 19 Rubric
4 Research-informed 15 KS4 example learning graph 19 Adapting for your setting
4 Time-saving for teachers
16 Pedagogy 20 Resources
5 Structure of the units of work 16 Lead with concepts 20 Software and hardware
5 The Computing Curriculum overview 16 Work together 21 GCSE software and hardware
5 Brief GCSE overviews and suggested 16 Get hands-on 29 Non-GCSE software and hardware
teaching orders 16 Unplug, unpack, repack
6 GCSE Unit summaries 17 Model everything 33 Raspberry Pi Foundation
9 Non-GCSE unit summaries 17 Foster program comprehension
11 National curriculum coverage 17 Create projects
11 National curriculum coverage — GCSE 17 Add variety
 Key Stage 4 Teacher Guide | 1

Introduction

The Computing Curriculum is our complete bank of free The aims of The Computing Curriculum are as follows:
lesson plans and other resources that offer you everything
you need to teach computing lessons to all school-aged • Reduce teacher workload
learners. It helps you cover the full breadth of computing, • Show the breadth and depth of computing, particularly
including computing systems, programming, creating beyond programming
media, data and information, and societal impacts of • Demonstrate how computing can be taught well, based
digital technology. on research
• Highlight areas for subject knowledge and pedagogy
The 500 hours of free, downloadable resources within The enhancement through training
Computing Curriculum include all the materials you need in
your classroom: from lesson plans and slide decks to The Computing Curriculum resources are regularly
activity sheets, homework, and assessments. To our updated in response to teachers’ feedback. You can share
knowledge, this is the most comprehensive set of free your feedback at http://the-cc.io/feedback or by email to
teaching and learning materials for computing and digital resourcesfeedback@raspberrypi.org.
skills in the world.
 Curriculum design | Key Stage 4 Teacher Guide | 2

Curriculum design

The approach we reviewed examples of each of these from England and • Design and development — Understand the activities
beyond. All learning outcomes can be described through involved in planning, creating, and evaluating
Coherence and flexibility our computing taxonomy of eleven strands, ordered computing artefacts
The Computing Curriculum is structured in units. For alphabetically as follows: • Effective use of tools — Use software tools to support
these units to be coherent, the lessons within a unit computing work
must be taught in order. However, across a year group, • Algorithms — Be able to comprehend, design, create, • Impact of technology — Understand how individuals,
the units themselves do not need to be taught in a and evaluate algorithms systems, and society as a whole interact with
particular order, with the exception of units on • Artificial intelligence — Developing computer systems computer systems
programming, where concepts and skills rely on that determine the relationships between inputs and • Programming — Create software to allow computers
students’ prior learning and experiences. output in order to make predictions rather than to solve problems
following programmed instructions • Safety and security — Understand risks when using
Knowledge organisation • Computer networks — Understand how networks can technology, and how to protect individuals and
The Computing Curriculum uses our taxonomy of be used to retrieve and share information, and how systems
computing content to ensure comprehensive coverage of they come with associated risks
the subject. The taxonomy provides a way to look at and • Computer systems — Understand what a computer is, and Our taxonomy provides categories and an organised view
describe the subject of computing as a set of how its constituent parts function together as a whole of content to encapsulate the discipline of computing.
interconnected topics; it doesn’t define standards or • Creating media — Select and create a range of media Whilst all strands are present at all phases, they are not
curricula. There are, of course, many ways of organising including text, images, sounds, and video always taught explicitly.
the subject matter, implemented through exam • Data and information — Understand how data is stored,
specifications, textbooks, schemes of learning, and organised, and used to represent real-world artefacts
various progression guides. For our computing taxonomy, and scenarios
 Curriculum design | Key Stage 4 Teacher Guide | 3

Physical computing Online safety

In The Computing Curriculum, we acknowledge that The unit overviews for each unit show the links between
physical computing plays an important role in modern the content of the lessons and England’s national
pedagogical approaches in computing, both as a tool to curriculum and the Education for a Connected World
engage learners and as a strategy to develop learners’ framework (the-cc.io/efacw). These references have been
understanding in more creative ways. Additionally, physical provided to show where aspects relating to online safety,
computing supports and engages a diverse range of or digital citizenship, are covered within The Computing
learners in tangible and challenging tasks. Curriculum. Not all of the objectives in the Education for a
Connected World framework are covered in The
The physical computing units in The Computing Computing Curriculum, as some are better suited to other
Curriculum are: subjects in England’s education system. However, the
coverage required for England’s computing national
• Year 9 – Developing physical computing projects curriculum is provided.
• GCSE – Programming part 5 – Strings and lists
• Non-GCSE – Physical computing - Build a robot buggy Schools should decide for themselves how they will ensure
that online safety is being managed effectively in their
setting, as the scope of this is much wider than just
curriculum content.
 Curriculum design | Key Stage 4 Teacher Guide | 4

Core principles Research-informed

The subject of computing is much younger than many
Inclusive and ambitious C
kn urri
ow cu
other subjects, and as such, there is still a lot more to learn
The Computing Curriculum has been written to support all led lar about how to teach it effectively. To ensure that teachers
ge
learners. Each lesson is sequenced so that it builds on the are as prepared as possible, The Computing Curriculum
learning from the previous lesson, and where appropriate, builds on a set of pedagogical principles (see the
activities are scaffolded so that all learners can succeed ‘Pedagogy’ section of this document), which are
and thrive. Scaffolded activities provide learners with extra underpinned by the latest computing research, to
Effective
resources, such as visual prompts, to reach the same Knowledge learning demonstrate effective pedagogical strategies throughout.
of our Pedagogical
learning goals as the rest of the class. Exploratory tasks learners Subject experience Teaching knowledge
matter
content experience
foster a deeper understanding of a concept, encouraging To remain up-to-date as research continues to develop,
learners to apply their learning in different contexts and every aspect of The Computing Curriculum is reviewed
make connections with other learning experiences. each year and changes are made as necessary.

As well as scaffolded activities, embedded within the Time-saving for teachers

lessons are a range of pedagogical strategies (defined in The Computing Curriculum has been designed to reduce
the ‘Pedagogy’ section of this document), which support teacher workload. To ensure this, The Computing
making computing topics more accessible. Curriculum includes all the resources a teacher needs,
covering every aspect from planning, to progression
mapping, to supporting materials.
 Structure of the units of work | Key Stage 4 Teacher Guide | 5

Structure of the units of work

Every unit of work in The Computing Curriculum contains: a unit overview; a learning graph, to show the
progression of skills and concepts in a unit; lesson content — including a detailed lesson plan, slides for
learners, and all the resources you will need; and formative and summative assessment opportunities.

The Computing Curriculum overview

Brief GCSE overviews and suggested teaching orders

Programming part 1 - Programming part 2 - Programming part 3 - Programming part 4 - Programming part 5 - Algorithms part 2 - Searching
Year 10

Sequence Selection Iteration Subroutines Strings and lists and sorting (L4-12)

Computer systems Algorithms part 1 (L1-3) Data representations

Programming part 6 -
Year 11

Dictionaries and data files

Databases and SQL HTML

Impacts of technology Computer networks Network security

Optional

Physical computing -
OOP
Build a robot buggy

Note that the top row of each section symbolises a double lesson
 Structure of the units of work | Key Stage 4 Teacher Guide | 6

GCSE unit summaries

Unit Brief overview

Programming part 1 -
Sequence Determine the need for translators. Use sequence, variables, and input in Python. Design programs using a flowchart.
(5 lessons)

Programming part 2 -
Selection Use randomisation in programs. Work with arithmetic and logical expressions. Use selection and nested selection in Python.
(6 lessons)

Programming part 3 -
Iteration Use a while loop and a for loop in Python. Perform validation checks on data entry. Design programs using pseudocode.
(6 lessons)

Programming part 4 -
Explain the differences between a procedure and a function. Describe scope of variables. Use functions
Subroutines
and procedures as part of the structured approach to programming. Test a program for robustness.
(7 lessons)

Programming part 5 -
Define the term ‘graphical user interface’ (GUI). Perform string handling operations.
Strings and lists
Describe the differences between a list and an array. Manipulate a list. Work with 2D lists.
(11 lessons)

Programming part 6 -
Dictionaries and data files Use a record and a dictionary data structure. Access and modify external data files. Complete a complex programming project.
(15 lessons)
 Structure of the units of work | Key Stage 4 Teacher Guide | 7

GCSE unit summaries continued

Unit Brief overview

Algorithms part 1 -
The essentials Define the terms ‘decomposition’, ‘abstraction’, and ‘algorithmic thinking’. Use trace tables.
(3 lessons)

Algorithms part 2 -
Searching and sorting Describe a linear and binary search. Explain the key algorithms for a bubble, merge, and insertion sort.
(9 lessons)

Computer systems Describe the role of the CPU. Explain the processes of the fetch-decode-execute cycle. Determine the role of main memory and secondary
(13 lessons) storage. Construct truth tables for three input logic circuits. Write a program using assembly language (LMC).

Data representations Explain how numbers, text, images, and sound are represented using binary digits.
(18 lessons) Perform operations on binary digits. Convert between units of measurement.

Impacts of technology
Determine the ethical, legal, environmental, and cultural impacts of technology.
(8 lessons)
 Structure of the units of work | Key Stage 4 Teacher Guide | 8

GCSE unit summaries continued

Unit Brief overview

Computer networks Describe network components. Explain connectivity and distinguish between the various types.
(13 lessons) Describe the four layers of the TCP/IP model. Protect a network from threats.

Network security
Describe the various ways that users and organisations can be affected by cyberattacks. Demonstrate how organisations can prevent cyberattacks.
(7 lessons)

Databases and SQL Describe a database and list its key terms. Determine the difference between a flat file and a relational database.
(5 lessons) Use structured query language (SQL) to retrieve and update data in a database.

HTML and CSS

Create a website using HTML and CSS.
(8 lessons)

Object-oriented
programming Define and apply the principles of object-oriented programming. Create a class in Python and use its attributes and methods.
(5 lessons)
 Structure of the units of work | Key Stage 4 Teacher Guide | 9

Brief non-GCSE overview and suggested teaching order

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Year 10/11 Online safety IT and the world of work Media Physical computing - Spreadsheets Using IT in project
Build a robot buggy management

Non-GCSE unit summaries

Unit Brief overview

Online safety Recognise ways to build a positive online reputation. Discuss the ethics surrounding big data. Identify fake news and explain why it exists.
(10 lessons) Describe the laws governing online content. Recognise illegal content and describe how to report it.

IT and the world of work Examine modern technology tools that assist with inclusivity and accessibility. Evaluate effective online communication and collaboration.
(6 lessons) Create a positive work environment for remote working.

Media Create pre-production planning materials. Create raster and vector graphics. Utilise the software required for digital video creation.
(7 lessons) Create a multi-page website using open source tools.

Spreadsheets
Use functions, formulas, and formatting in a spreadsheet. Develop a spreadsheet for a given scenario.
(6 lessons)
 Structure of the units of work | Key Stage 4 Teacher Guide | 10

Non-GCSE unit summaries continued

Unit Brief overview

Physical computing -
Build a robot buggy Use a Raspberry Pi Pico microcontroller to explore inputs and outputs, and utilise a range of hardware components,
(6 lessons) including motors, reflective optical sensors, LEDs, and an ultrasonic sensor.

Spreadsheets
Use functions, formulas, and formatting in a spreadsheet. Develop a spreadsheet for a given scenario.
(6 lessons)

Using IT in project
management Identify why project management is important and recognise the common tools used. Manage a project for a given scenario.
(10 lessons)
 Structure of the units of work | Key Stage 4 Teacher Guide | 11

Coverage of England’s national curriculum

National Curriculum Coverage GCSE Non-GCSE

Using IT in project management

Object-oriented programming
Algorithms part 2 - searching

Physical computing - Build a

IT and the world of work
Impacts of technology
Data representations
Programming part 1

Programming part 2

Programming part 3

Programming part 4

Programming part 5

Programming part 6

Computer networks

Databases and SQL

Computer systems
Algorithms part 1 -

Network security
The Essentials

Spreadsheets
Online safety

robot buggy
and sorting

Media
HTML
Develop their capability, creativity, and knowledge in computer
science, digital media, and information technology. ✓✓✓✓✓✓ ✓ ✓ ✓✓✓✓✓✓✓✓ ✓✓✓ ✓
Develop and apply their analytic, problem-solving, design,
and computational thinking skills. ✓✓✓✓✓✓ ✓ ✓ ✓✓ ✓✓ ✓ ✓
Understand how changes in technology affect safety,
including new ways to protect their online privacy and
identity, and how to report a range of concerns.
✓ ✓ ✓
 Structure of the units of work | Key Stage 4 Teacher Guide | 12

GCSE specification coverage

The GCSE units are closely linked to the specifications of the four main examination boards: AQA, OCR, Edexcel, and Eduqas. The GCSE units provide near full
coverage of the specifications, regardless of the examination board that you have chosen for your school. Learning objectives set out in GCSE lessons in The
Computing Curriculum are not specific to an examination board, to ensure that learners gain a broad understanding of computer science fundamentals.

Unit AQA OCR Edexcel Eduqas

Programming part 1 - Sequence ✓ ✓ ✓ ✓
Programming part 2 - Selection ✓ ✓ ✓ ✓
Programming part 3 - Iteration ✓ ✓ ✓ ✓
Programming part 4 - Subroutines ✓ ✓ ✓ ✓
Programming part 5 - Strings and lists ✓ ✓ ✓ ✓
Programming part 6 - Dictionaries and data files ✓ ✓ ✓ ✓
Algorithms part 1 - The essentials ✓ ✓ ✓ ✓
Algorithms part 2 - Searching and sorting ✓ ✓ ✓ ✓
Computer systems ✓ ✓ ✓ ✓
Data representations ✓ ✓ ✓ ✓
Impacts of technology ✓ ✓ ✓ ✓
Computer networks ✓ ✓ ✓ ✓
Network security ✓ ✓ ✓ ✓
Databases and SQL ✓ ✓
HTML
Object-oriented programming ✓
Structure of the units of work | Key Stage 4 Teacher Guide | 13

Teaching order
GCSE computer science
The order in which to teach the GCSE units is not
prescribed. You may wish to pick and choose the units that
are suitable for your setting. However, a suggested teaching
order has also been provided earlier in this document.

Non-GCSE computing
The order in which to teach the non-GCSE units is not
prescribed. You may wish to pick and choose the units that
are suitable for your setting. However, a suggested teaching
order has also been provided earlier in this document.
 Progression | Key Stage 4 Teacher Guide | 14

Progression

Progression across year groups

All learning objectives have been mapped to our taxonomy
of eleven strands, which ensures that units build on each
other from one year group to the next.

Progression within a unit —

learning graphs
Learning graphs are provided as part of each unit and
demonstrate progression through concepts and skills. In
order to learn some of those concepts and skills, learners
need prior knowledge of others, so the learning graphs
show which concepts and skills need to be taught first and
which could be taught at a different time.

The learning graphs often show more statements than objectives, while others are smaller steps towards these are designed for teachers, whereas the learning objectives
there are learning objectives. All of the skills and concepts milestones, which form success criteria. Please note that and success criteria are age-appropriate so that they can
learnt are included in the learning graphs. Some of these the wording of the statements may be different in the be understood by learners.
skills and concepts are milestones, which form learning learning graphs than in the lessons, as the learning graphs
 Progression | Key Stage 4 Teacher Guide | 15

Learning graph – Databases

Learning graph
and SQL – KS4
KS4 – Databases and SQL

Lesson Lesson Lesson Lesson

1 2 3 4 & 5

Conceptual
Define database
background key terms (table, Describe the
Describe a Describe a flat file Describe a Describe the
and design database
record, field,
database relational database function of SQL
function of
primary key,
processes foreign key) types.

Programming Use SQL to retrieve

Use SQL to retrieve Use SQL to insert Use SQL to update Use SQL to delete
skills data from a table in
data from more
data into a data into a data from a
Interrogate and
than one table in a update an existing
a relational relational relational relational
SQL specific relational database.
database. database. database. database.
programming skills database.

Language
features Key:
Programming
Search Sort retrieved data Modify Modify Modify
constructs in SQL Concept
SELECT, FROM, ORDER BY INSERT INTO UPDATE, SET DELETE FROM
Skill WHERE

Links:
Direct prerequisite Search operators

*, >, <, =
direct prerequisite

Resources are updated regularly - the latest version is available at: the-cc.io/curriculum.
This resource is licensed by the Raspberry Pi Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence. To view a copy of this license, visit, see
creativecommons.org/licenses/by-nc-sa/4.0/
 Pedagogy | Key Stage 4 Teacher Guide | 16

Pedagogy

Computing is a broad discipline, and computing teachers Lead with concepts Get hands-on
require a range of strategies to deliver effective lessons Support learners in the acquisition of knowledge, through Use physical computing and making activities that offer
to their learners. Our pedagogical approach consists of the use of key concepts, terms, and vocabulary, providing tactile and sensory​ experiences to enhance learning.
12 key principles underpinned by research: each principle opportunities to build a shared and consistent Combining electronics and programming with arts and
has been shown to contribute to effective teaching and understanding. Glossaries, c
​ oncept maps (the-cc.io/qr07)​, crafts (especially through exploratory projects) provides
learning in computing. and displays, along with regular recall and revision, can learners with a creative, engaging context to explore and
support this approach. apply computing concepts.
It is recommended that computing teachers use their
professional judgement to review, select, and apply Work together Unplug, unpack, repack
relevant strategies for their learners. Encourage collaboration, specifically using pair Teach new concepts by first unpacking complex terms
programming (the-cc.io/qr03) and peer instruction and ideas, exploring these ideas in unplugged and
These 12 principles are embodied by The Computing (the-cc.io/qr04), and also structured group tasks. Working familiar contexts, then repacking this new understanding
Curriculum, and you can find examples of their together stimulates classroom dialogue, articulation of into the original concept. This approach, called ‘semantic
application throughout the units of work at every key concepts, and development of shared understanding. waves’ (the-cc.io/qr06), can help learners develop a
stage. Beyond delivering these units, you can learn more secure understanding of complex concepts.
about these principles and related strategies in The Big
Book of Computing Pedagogy we have collated
(the-cc.io/pedagogy).
 Pedagogy | Key Stage 4 Teacher Guide | 17

Model everything Add variety Structure lessons

Model processes or practices — everything from Provide activities with different levels of direction, Use supportive frameworks when planning lessons,
debugging code to binary number conversions — using scaffolding, and support that promote learning, ranging such as ​PRIMM (Predict, Run, Investigate, Modify, Make
techniques such as worked examples (the-cc.io/qr02) and from highly structured to more exploratory — the-cc.io/qr11) and UMC (Use-Modify-Create). These
live coding (the-cc.io/qr05). Modelling is particularly tasks. Adapting your instruction to suit different frameworks are based on research and ensure that
beneficial to novices, providing scaffolding that can be objectives will help keep all learners engaged and differentiation can be built in at various stages of
gradually taken away. encourage greater independence. the lesson.

Foster program comprehension Challenge misconceptions Read and explore code first
Use a variety of activities to consolidate knowledge and Use formative questioning to uncover misconceptions When teaching programming, focus first on code ‘reading’
understanding​of the function and structure of program​s and​ adapt teaching to address them as they occur. activities, before code writing. With both block-based and
(the-cc.io/qr12),​ including debugging, tracing, and Parson’s Awareness of common misconceptions alongside text-based programming, encourage pupils to review and
Problems. Regular comprehension activities will help secure discussion, concept mapping, peer instruction, interpret blocks of code. Research has shown that being
understanding and build connections with new knowledge. or simple quizzes can help identify areas of confusion. able to read, trace, and explain code augments pupils’
ability to write code.
Create projects Make concrete
Use project-based learning activities to provide learners Bring abstract concepts to life with real-world, contextual
with the opportunity to apply and consolidate their examples, and a focus on interdependencies with other
knowledge and understanding. Design is an important, curriculum subjects. This can be achieved through the
often overlooked aspect of computing. Learners can use of unplugged activities, proposing analogies,
consider how to develop an artefact for a particular user or storytelling around concepts, and finding examples of
function, and evaluate it against a set of criteria. the concepts in pupils’ lives.
 Assessment | Key Stage 4 Teacher Guide | 18

Assessment

Formative assessment Summative assessment

Every lesson includes formative assessment Every unit includes an optional summative assessment
opportunities for you to use, and they are listed in the framework in the form of either a multiple choice quiz
lesson plan. The formative assessments may be, for (MCQ) or a rubric. The summative assessment materials
example, observations, questioning, or marked activities. can inform your judgement around what a learner has
We include these in every lesson to ensure that you can understood in each computing unit, and could feed into
recognise and address learners’ alternate conceptions if your school’s assessment process, to align with its
they occur. You can use the assessments to decide What Why approach to assessment in other foundation subjects.
whether and how to adapt your teaching to suit the needs
of the learners you are working with. All units in The Computing Curriculum are designed to
cover both skills and concepts from across England’s
At the beginning of every lesson, the learning objective and computing national curriculum. Units that focus more on
success criteria are introduced in the slides. At the end of conceptual development include MCQs as the optional
every lesson, learners are invited to assess how well they summative assessment framework. Units that focus more
feel they have met the learning objective using thumbs up, on skills development end with a project and include a
thumbs sideways, or thumbs down. This gives learners a rubric. Within the ‘Programming’ units, we have selected the
reminder of the content that they have covered, as well as The learning objectives are introduced in the slides at the assessment framework (MCQs or rubric) on a best-fit basis.
a chance to reflect. It is also a chance for you to see how beginning of every lesson. Every lesson has a starter activity
confident your class is feeling so that you can make and a plenary that can be used as an opportunity for The summative assessments are meant to give you insight
changes to subsequent lessons accordingly. formative assessment. into your learners’ understanding of computing concepts
 Assessment | Key Stage 4 Teacher Guide | 19

and skills, as opposed to their reading and writing skills. To Rubric

this end, we have created the MCQs and rubrics with great The rubric is a tool to help you assess project-based work.
care. For the MCQs this involved, for example, carefully Each rubric covers the application of skills that have been
choosing the wording and cultural references. For the directly taught across a unit, and highlights to you whether
rubrics it involved making them focused on the purpose of the learner is approaching (emerging), achieving
application instead of the specific lesson context. (expected), or exceeding the expectations for their age
group. The rubric allows you to assess whether learners
have appropriately applied computing skills and concepts
Multiple choice quiz (MCQ) while they created their projects.
Each question in the MCQ has been designed to represent
learning that learners are meant to achieve within the unit. In
writing the MCQs, we have followed the diagnostic Adapting for your setting
assessment approach to ensure that the assessment of the
unit is useful for you to determine both how well your As there are no universally agreed levels of assessment,
learners have understood the content, and what learners the assessment materials provided are designed to be
have misunderstood, if they have not achieved as expected. used and adapted by schools in a way that best suits
their needs. The summative assessment materials will
Each MCQ includes an answer sheet that highlights the inform your judgments around what a learner has
alternate conceptions that learners may have if they have understood in each unit, and could feed into your school’s
chosen a wrong answer. This ensures that you know which assessment process, to align with its approach to
areas to return to in later units. assessment in other foundation subjects.
 Resources | Key Stage 4 Teacher Guide | 20

Resources

Software and hardware

Computing is intrinsically linked to technology and
therefore requires that learners experience and use a range
of digital tools and devices. As we wrote The Computing
Curriculum, we carefully considered the hardware and
software selected for the units. Our primary consideration
was how we felt a tool would best allow learners to meet
learning objectives; the learning always came first and the
tool second. The learning objectives are not designed to be
tool-specific.

To make the units of work more accessible to learners and

teachers, the materials include screenshots, videos, and
instructions, and these are based on the tools
recommended for the lessons.
 Resources | Key Stage 4 Teacher Guide | 21

GCSE software and hardware

The Computing Curriculum units require the use of a combination of hardware, software, and websites. Outlined below are:

• Specific hardware requirements

• Software that requires installation on the school network, or online software that requires learners to have an account
• Websites that learners need to access learners during a unit

Note: It may be useful to make the manager of your network aware of all hardware, software, and website requirements
before delivering a unit to a class.

Software or hardware Websites

Programming part 1 - • Python (we recommend the Mu IDE for • youtu.be/Og847HVwRSI

Sequence desktop, or Repl.it for cloud-based) • the-cc.io/ks4-scratchpath
• Flowgorithm (or software suitable to design • repl.it
flowcharts, e.g. Google Drawings or Google • the-cc.io/py-nameconventions
Slides)

Programming part 2 - • Python (we recommend the Mu IDE for • repl.it

Selection desktop, or Repl.it for cloud-based) • docs.python.org/3.7
 Resources | Key Stage 4 Teacher Guide | 22

Software or hardware Websites

Programming part 3 - • Python (we recommend the Mu IDE for • repl.it

Iteration desktop, or Repl.it for cloud-based) • pythontutor.com/visualize.html

Programming part 4 - • Python (we recommend the Mu IDE for • repl.it

Subroutines desktop, or Repl.it for cloud-based) • www.python-course.eu/python3_global_vs_local_variables.php
• Flowgorithm (or software suitable to design
flowcharts, e.g. Google Drawings or Google
Slides)

Programming part 5 - • Python (we recommend the Mu IDE for • repl.it

Strings and lists desktop, or Repl.it for cloud-based) • scratch.mit.edu
• the-cc.io/ks4-senseHAT-emulator • the-cc.io/guizero
• Flowgorithm (or software suitable to design
flowcharts, e.g. Google Drawings or Google
Slides)
 Resources | Key Stage 4 Teacher Guide | 23

Software or hardware Websites

Programming part 6 - • Python (we recommend the Mu IDE for • repl.it

Dictionaries and data files desktop, or Repl.it for cloud-based) • the-cc.io/ks4-rpgproject
• Flowgorithm (or software suitable to design
flowcharts, e.g. Google Drawings or Google
Slides)

Algorithms part 1 - • Flowgorithm (or software suitable to design • repl.it

The essentials flowcharts, e.g. Google Drawings or Google
Slides)

Algorithms part 2 - • Flowgorithm (or software suitable to design • repl.it

Searching and sorting flowcharts, e.g. Google Drawings or Google
Slides)
• Python (we recommend the Mu IDE for
desktop, or Repl.it for cloud-based)

Computer systems • peterhigginson.co.uk/lmc • www.teachertoolkit.co.uk/2019/04/08/dual-coding

• theteacher.info/index.php/fundamentals-of-cs/1-hardware-and-communication/
topics/2599-registers-and-the-fetch-decode-execute-cycle
• www.101computing.net/LMC
• www.peterhigginson.co.uk/AQA
 Resources | Key Stage 4 Teacher Guide | 24

Software or hardware Websites

Computer systems (cont.) • peterhigginson.co.uk/lmc • www.youtube.com/watch?v=zDAYZU4A3w0

• the-cc.io/qr04
• pcpartpicker.com
• repl.it
• primming.wordpress.com
• www.britannica.com/biography/George-Boole
• en.wikipedia.org/wiki/A_Symbolic_Analysis_of_Relay_and_Switching_Circuits
• the-cc.io/csys-latch

Data representations • Spreadsheet software (e.g. Google Sheets • www.youtube.com/watch?v=yMfayttx6uw

or Microsoft Excel) • www.w3schools.com/html/html_colors.asp
• Painting software (e.g. Microsoft Paint 3D) • hexed.it
• www.w3schools.com/html/html_colors_hex.asp
• www.google.com/search?q=color+picker
• www.youtube.com/watch?v=I-pQH_krD0M
• www.unicode.org/charts/PDF/U2600.pdf
• the-cc.io/scratch-sound
 Resources | Key Stage 4 Teacher Guide | 25

Software or hardware Websites

Impacts of technology • No specific software or hardware requirements • youtu.be/a8fHgx9mE5U

• youtu.be/s-HoCVAqcx4
• www.bbc.co.uk/news/magazine-30645383
• ico.org.uk/for-organisations/guide-to-freedom-of-information/refusing-a-request
• edps.europa.eu/data-protection/data-protection/legislation/history-general-data-
protection-regulation_en
• news.bbc.co.uk/1/hi/education/1258446.stm
• www.youtube.com/watch?v=2CVTH3_Bf-I
• the-cc.io/impt-areyouready
• help.instagram.com/519522125107875
• the-cc.io/L5ImpactsFacebook
• www.bbc.co.uk/radio4/reith2005
• the-cc.io/impt-theworldcounts
• www.raspberrypi.org/blog/upgrade-culture
• youtu.be/PUk4udSQGE0
• youtu.be/4sjS030x4Ig (note that the slide deck uses timings to avoid potentially
inappropriate content)
• www.moralmachine.net
• www.theatlantic.com/technology/archive/2014/06/everything-we-know-about-
facebooks-secret-mood-manipulation-experiment/373648
• www.youtube.com/watch?v=2ePf9rue1Ao
 Resources | Key Stage 4 Teacher Guide | 26

Software or hardware Websites

Computer networks • You can carry out network simulation using • youtu.be/Cg_XeRSD6Rg
Packet Tracer: • en.wikipedia.org/wiki/LoRa
www.netacad.com/courses/packet-tracer • www.ieee802.org/3
• www.ieee802.org/11
• en.wikipedia.org/wiki/Local_area_network
• en.wikipedia.org/wiki/Wide_area_network
• en.wikipedia.org/wiki/Personal_area_network
• en.wikipedia.org/wiki/Bus_network
• en.wikipedia.org/wiki/Ring_network
• en.wikipedia.org/wiki/Star_network
• en.wikipedia.org/wiki/Mesh_networking
• en.wikipedia.org/wiki/Peer-to-peer
• en.wikipedia.org/wiki/Client%E2%80%93server_model
• en.wikipedia.org/wiki/Dynamic_Host_Configuration_Protocol
• youtu.be/Dxcc6ycZ73M
• youtu.be/fK7oAc_V-Kk
• youtu.be/tT4AaelwvV4
• youtu.be/AEaKrq3SpW8
 Resources | Key Stage 4 Teacher Guide | 27

Software or hardware Websites

Network security • No specific software or hardware • assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_

requirements data/file/813599/Cyber_Security_Breaches_Survey_2019_-_Main_Report.pdf
• threatmap.checkpoint.com
• www.bbc.co.uk/news/av/technology-48707033/ransomware-cyber-attacks-are-
targeting-large-companies-and-demanding-huge-payments
• www.youtube.com/watch?v=wWIwlfo9_OM
• www.hacksplaining.com/exercises/sql-injection
• www.youtube.com/watch?v=5v5gtycGTps
• www.youtube.com/watch?v=88jkB1V6N9w&t=694s
• inventwithpython.com/cipherwheel
• cryptii.com/pipes/caesar-cipher-decoder
• www.sporcle.com/games/g/passwords
• www.securitymagazine.com/articles/89694-the-top-100-worst-passwords
• www.youtube.com/watch?time_continue=91&v=o0RlmLuMP_s&feature=emb_logo
• www.youtube.com/watch?v=rPlxvo3c_Zk
• youtu.be/NlzEsMYW36A
• youtu.be/l2iPGiiV2M4
• youtu.be/PWVN3Rq4gzw
 Resources | Key Stage 4 Teacher Guide | 28

Software or hardware Websites

Databases and SQL • Database software with SQL capabilities (SQLite • www.draw.io
is recommended: the-cc.io/ks4-sqlitebrowser) • www.w3schools.com/sql/exercise.asp

HTML • A suitable code editor such as Windows • www.w3schools.com

Notepad, TextEdit (macOS), or Geany (Raspberry • www.bbc.co.uk
Pi) • validator.w3.org/#validate_by_input
• www.w3schools.com/html/html_editors.asp • developer.mozilla.org/en-US/docs/Web/CSS/CSS_Box_Model
• developer.mozilla.org/en-US/docs/Web/CSS/float

Object-oriented programming • Python (we recommend the Mu IDE for desktop,

or Repl.it for cloud-based)
 Resources | Key Stage 4 Teacher Guide | 29

Non-GCSE software and hardware

The Computing Curriculum units require the use of a combination of hardware, software, and websites. Outlined below are:

• Specific hardware requirements

• Software that requires installation on the school network, or online software that requires learners to have an account
• Websites that learners need to access during a unit

Note: It may be useful to make the manager of your network aware of all hardware, software, and website requirements
before delivering a unit to a class.

Software or hardware Websites

Online safety • No specific hardware or software • www.dpocentre.com/difference-dpa-2018-and-gdpr

requirements • www.gov.uk/report-terrorism
• www.report-it.org.uk/home
• report.iwf.org.uk/en
• torproject.org
• vpnoverview.com
 Resources | Key Stage 4 Teacher Guide | 30

Software or hardware Websites

IT and the world of work • Word processing software with built-in • informationisbeautiful.net
collaboration tools (e.g. Google Docs) • gsuite.google.co.uk
• slack.com/intl/en-gb/features
• evernote.com
• www.cloudconnect.net
• www.skype.com/en/business
• www.webex.com/team-collaboration.html
• www.dropbox.com/en_GB/features/content-collaboration
• trello.com/en-GB
• https://www.centenaryuniversity.edu/academics/academic-resources-advising/
online-coursework-tips/online-etiquette/
• www.infoworld.com/article/2683784/what-is-cloud-computing.html
• www.idc-online.com/technical_references/pdfs/data_communications/Ad_Hoc_
Network.pdf
• www.posturite.co.uk/help-advice/useful-resources/learning-guides/what-is-
ergonomics
 Resources | Key Stage 4 Teacher Guide | 31

Software or hardware Websites

Media • Mind mapping software (choose one): • dictionary.cambridge.org/dictionary/english/copyright

■ docs.google.com/drawings • en.wikipedia.org/wiki/Creative_Commons_license
■ www.mindmup.com • search.creativecommons.org
■ www.edrawsoft.com/mindmaster
• Mood board software (choose one):
■ docs.google.com/drawings
■ www.libreoffice.org (LibreOffice Draw)
■ www.gimp.org
• Optional: Storyboard software:
■ wonderunit.com/storyboarder
• Graphics editing software:
■ www.gimp.org
■ inkscape.org
• Video editing software:
■ www.openshot.org
• Text editor:
■ atom.io
 Resources | Key Stage 4 Teacher Guide | 32

Software or hardware Websites

Spreadsheets • Spreadsheet software

(e.g. Google Sheets or Microsoft Excel)

IT project management • Spreadsheet software • the-cc.io/tenreasonswhy

(e.g. Google Sheets or Microsoft Excel) • the-cc.io/workamjig
• Drawing tool for creating a PERT chart • www.paymoapp.com/blog/what-is-a-gantt-chart
(Google Slides is suitable for this) • https://www.investopedia.com/terms/p/pert-chart.asp
• Presentation software • www.visual-paradigm.com/project-management/gantt-chart-vs-pert-chart
(e.g. Google Slides or Microsoft PowerPoint)

Physical computing - • Thonny

Build a robot buggy
 Key Stage 4 Teacher Guide | 33

Raspberry Pi Foundation

The Raspberry Pi Foundation is a UK-based charity with • The mindsets that enable them to confidently engage • Research: To deepen our understanding of how young
the mission to enable young people to realise their full with technological change and to continue learning people learn about computing and how to create with
potential through the power of computing and digital about new and emerging technologies digital technologies, and to use that knowledge to
technologies. increase the impact of our work and advance the field
Our long-term goals of computing education
Our vision is that every young person develops:
• Education: To enable any school to teach students about For more free support for teachers, including online
• The knowledge, skills, and confidence to use computers computing and how to create with digital technologies, courses to enhance your understanding of computing
and digital technologies effectively in their work, through providing the best possible curriculum, content and pedagogy, visit: raspberrypi.org/teach.
community, and personal life; to solve problems and to resources, and training for teachers
express themselves creatively • Non-formal learning: To engage millions of young
• Sufficient understanding of societal and ethical issues people in learning about computing and how to create
to be able to critically evaluate digital technologies with digital technologies outside of school, through
and their application, and to design and use online resources and apps, clubs, competitions, and
technology for good partnerships with youth organisations

Resources are updated regularly - the latest version is available at: the-cc.io/curriculum.

This resource is licensed by the Raspberry Pi Foundation under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International licence. To view a copy of this license, visit, see creativecommons.org/licenses/by-nc-sa/4.0/.