Report

Computer Systems and Networking

Within the Computing Curriculum
July 2021
 Computer Systems and Networking Within the Computing Curriculum

Summary

This report explores two strands of the computing curriculum in England: computer systems
and computer networks. It emphasises the foundational nature of these topics and the role
they play in supporting learning across other strands of computing. The main goal of this
report is to demonstrate learners’ progression in this area of the curriculum and appropriate
pedagogical strategies for these two strands. We have included many supporting resources
from the National Centre for Computing Education (NCCE) which reflect the approach
present in this report. The report consists of six sections:

● In Section 1, we discuss the role and importance of the computer systems and
computer networks strands of the curriculum. We emphasise the value in learners
developing a robust mental model (notional machine) of how these systems work.
This understanding of the system and its limits is to benefit learners as they discover
how to use, consume, and create with technology.

● Section 2 proposes a theme/tier model for this area of the curriculum, which has
several big (and overlapping) themes that can be explored by learners in ever
increasing detail. We also include examples of topics and concepts for each area of
the model.

● We use this model in Section 3 to map relevant objectives from NCCE curriculum
content for key stage 1 to 5. With this model, we can observe a general trend from
the highest (most abstract) tier to the lowest (most detailed) tier, as learners
progress through their education. We use this data to present an overall progression
of ‘big ideas’ in computer systems and networks in the form of a learning graph.

● Given that the computer systems and networks strands are predominantly made up
of concepts (rather than skills), Section 4 recommends five pedagogical principles
and associated practices that computing educators can apply to support their
practice. Each of these principles and practices come with associated further
reading.

● Section 5 covers the many opportunities for teachers to develop their own skills,
understanding, and practice through a range of professional development offered by
the NCCE.

● To conclude, Section 6 provides an overview of the key findings of this report.

 Computer Systems and Networking Within the Computing Curriculum

Contents

1. Introduction 1

2. Computing systems and networks in the national curriculum 4

3. Computer systems and networks within the Teach Computing Curriculum 9

3.1 NCCE curriculum structure 9
3.2 Progression of computer systems and networking 11
Key stage 1 12
Key stage 2 14
Key stage 3 17
Key stage 4 21
GCSE computer science 23
A level computer science 26
3.3 Progression across key stages 31

4. Pedagogical strategies for computer systems and networks 33

Pedagogy principles 33
Lead with concepts 34
Unplug, unpack, repack 34
Challenge misconceptions 35
Model everything 36
Make concrete 36

5. Professional development for computing teachers 37

6. Conclusion 43

This resource is licensed under the Open Government Licence, version 3. For more information on this licence,
see ncce.io/ogl.
 Computer Systems and Networking Within the Computing Curriculum

1. Introduction
The use and application of computing devices is present in many areas of our world, from
the personal devices we use on a daily basis, to the systems that control and automate
industrial processes. Through these devices we are almost always connected to a wider
network in some form or another.

It is important that educators equip learners with the knowledge and skills to thrive in a
world where they are surrounded by computer systems and networks. An understanding of
how our networks, systems, and devices work is foundational knowledge for all students of
computing. Empowered with this knowledge, learners can understand the advantages and
limitations of computer systems, and discover how data is transmitted and the associated
risks. The same understanding helps learners develop mental models of how computers
operate, interpret, and execute instructions. Accurate mental models (notation machines1)
can also support learners as they develop their programming skills, which in turn help them
to avoid common misconceptions. An understanding of how systems and networks work,
and the factors that affect their performance, enables learners to design and evaluate
solutions to real world scenarios, as well as understand the impact of those solutions on our
lives.

Once your learners have a better understanding of how computers and computer systems
influence their lives, you can encourage them to take control of digital devices. They can
begin to see devices such as computers and tablets as platforms on which they can express
themselves creatively, or look for solutions to problems, instead of just consuming content
produced by other people.

Computers are so central to our everyday tasks and routines that computers and networks
are often hidden; in some circumstances, people may not even be aware that they are
interacting with a computer. Your learners might not realise that a computer system controls
automatic doors in a supermarket, or the timing of a pedestrian crossing. Therefore, the
study of computer systems and networks begins with identifying their presence all around
us, from the general purpose computers we use regularly, to embedded systems around the
home and school, to the devices that help automate many of our activities.

Once learners identify the systems and networks around them, they can begin to look inside
and discover the devices and components that work together to perform a task. Learners
begin to think about the inputs to a system, the processes it carries out, as well as the
outputs it produces. This input, process, output (IPO) model is then evident throughout the
study of computer systems and networks.

1
Fincher, S., Jeuring, J., Miller, C.S., Donaldson, P., du Boulay, B., Hauswirth, M., Hellas, A., Hermans, F.,
Lewis, C., Mühling, A. and Pearce, J.L. (2020) Notional Machines in Computing Education: The
Education of Attention. In Proceedings of the Working Group Reports on Innovation and Technology in
Computer Science Education (pp. 21-50).

1
 Computer Systems and Networking Within the Computing Curriculum

Delving deeper still, learners can begin to explore how the different devices and components
work together, and how the system is implemented. From this perspective, they explore the
logical structures that underpin computation, the various methods developed to physically
store data, and the layers and protocols that ensure rapid, reliable, and secure transmission
of data.

The study of computer systems and networking can be characterised as:

● A closer look at the computer systems all around us and how they communicate
● The identification and demystification of computing devices and processes
● An exploration of a system from the outside in, beginning with its purpose or context,
its inputs and outputs, and its constituent parts and how they work together

The National Centre for Computing Education (NCCE) was launched in 2018 to work with
schools across England to support the teaching of computing. In the first two years, we have
engaged with 29,500 teachers, of which 7,500 teachers have participated in professional
development. The NCCE includes 34 regional Computing Hubs that take a leadership role in
their localities and support schools to deliver a high quality computing education.

Figure 1: Teach Computing Curriculum teacher guides

2
 Computer Systems and Networking Within the Computing Curriculum

The NCCE’s role has been to support the entire computing curriculum. A central part of this
role has been the development of the Teach Computing Curriculum2, which offers teaching
resources for each stage of the curriculum. This groundbreaking, and freely available,
curriculum supports teachers and learners alike on a journey from key stage 1 to 4; it builds
upon the latest research, as well as years of expert teaching experience.

You can read more about our approach to curriculum design in our teacher guides for all key
stages. In each guide, we describe how units are structured, the progression within and
between units, as well as emphasising appropriate pedagogical approaches.

To complement these curriculum resources is the Isaac Computer Science3 website, which
provides direct support to learners studying A level (and soon GCSE) computer science.The
combination of computing content and high quality questions makes the resource ideally
suited to the classroom, self study, and revision.

Together, the Teach Computing Curriculum and Isaac Computer Science cover the teaching
of computing and computer science from key stage 1 to 5 (5- to 18-year-olds). Both have
been expertly designed with progression in mind and exemplify our approach to sequencing
concepts and skills.

This report is part of a series of NCCE reports; each explores teaching and learning within a
different aspect of the curriculum. The purpose of this report is to outline the ways in which
the NCCE can support you with all aspects of the teaching and learning of computing
systems and networks. It has been written in relation to the curriculum in England, although
you may also find it interesting if you’re reading this from another context. The intended
audience is all serving teachers, prospective teachers, and educators involved in teaching
computing, as well as those leading on remote education for their school.

2
Teach Computing. (n.d.) Teach Computing Curriculum. [online] Available at:
https://teachcomputing.org/curriculum [Accessed 21 Jun. 2021].
3
Isaac Computer Science. (n.d.) Isaac Computer Science. [online] Available at:
https://isaaccomputerscience.org/ [Accessed 21 Jun. 2021].

3
 Computer Systems and Networking Within the Computing Curriculum

2. Computing systems and networks in the

national curriculum
An understanding of computing systems and networks is essential to access the national
curriculum for England. Computing systems and networks feature throughout the
curriculum, from learners’ awareness of what computer systems are at key stage 1, to a
detailed understanding of how computer systems and networks function by the time
learners reach key stage 5. By understanding these core principles, learners can gain an
insight into what happens behind the screen and develop a curiosity to find out more. This
awareness prepares learners to access other areas of the computing curriculum, such as
programming and creating media, where a knowledge of how information technology
functions can broaden learners’ appreciation of the potential of technology.

At its highest level, the national curriculum for computing in England4 states that learners
“can understand and apply the fundamental principles and concepts of computer science”
and “can evaluate and apply information technology, including new or unfamiliar
technologies, analytically to solve problems”.

In examining curriculum statements across all key stages, it is possible to draw out many
themes that relate to computing systems and networks. Depending on the desired level of
detail, these themes can number into double figures, with some being present only at one
stage of education. We analysed the national curriculum in England and identified four
simple themes across computing systems and networks.

The first theme is hardware. This covers the physical devices and components that work
together to form a computer system. The deeper learners explore this theme, the more they
focus on how different components work, as well as the logical concepts and physical
processes on which the system is built. In key stage 1, learners concentrate on being able to
“recognise common uses of information technology”. In key stage 2, learners are introduced
to a “range of digital devices” and begin to understand the hardware that is needed for
computer networks and the internet to function. They are also expected to apply this
understanding as they learn to “control physical systems”. In key stage 3, learners
investigate the behaviour of physical systems and their underlying components to deepen
their understanding of how computing devices work. They begin to explore the logical
structures and circuits that all computing systems are built on. At key stage 4, all learners
have the opportunity to develop this knowledge, with particular emphasis on the systems
and networks they are likely to use in the world of work. Learners who work towards a
computing GCSE qualification delve deeper to understand how a computer system works,

4
Department of Education. (2013) National curriculum in England: computing programmes of study.
[online] GOV.UK. Available at:
https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes
-of-study/national-curriculum-in-england-computing-programmes-of-study. [Accessed 21 Jun. 2021].

4
 Computer Systems and Networking Within the Computing Curriculum

with a particular focus on how the processor, memory, and storage work together to execute
program instructions. Going even further, A level students at key stage 5 explore different
computer architectures and develop their understanding of the logical constructs that all
hardware is built upon.

The second theme is software. This encompasses internet services (including cloud
computing), operating systems, applications, utilities (such as drivers), and
assembly/machine-code language. The term software is introduced in the key stage 2
section of the curriculum, but only in terms of its use. In key stage 3, learners are introduced
to the idea that hardware and software work together in computer systems and networks. By
the time they reach key stage 4, learners should have an awareness of many different types
of software and their practical application. Learners who work towards a computing GCSE
qualification study the different categories of software and how these ultimately become
instructions processed by the CPU. They begin to write their own programs, a process
continued in greater depth at A level, along with a detailed knowledge of how programs are
translated from high- to low-level languages.

The third theme is network architecture. This includes an understanding of the different
types of computer networks, how they are physically connected, and the components
needed to build them. This theme is first introduced in the national curriculum at key stage 2
in relation to the internet — it’s many services and “the opportunities they offer for
communication and collaboration”. In key stages 3 and 4, learners explore the different types
of networks and methods of connection. Learners who study for their computing GCSE and
A level explore how multiple networks are connected, bridged, and organised.

The fourth theme is data transmission. This theme focuses on how data moves around
networks. Data transmission is not explicitly covered in key stage 1, although learners are
expected to use the internet, which is reliant on data transmission. In key stage 2, learners
are introduced to how the internet enables communication and collaboration, and the
importance of addressing and agreeing methods of communication. In key stage 3, the
focus moves to how computer systems communicate with each other: learners explore IP
addressing and some common protocols. Learners who study for their computing GCSE and
A level use standard layered models to discover different protocols at each layer in computer
networks.

While the above themes help describe the content within computer systems and networks,
they are still very broad concepts. At different points in a learner’s journey in computer
systems and networks, they may explore the same or similar concepts, albeit from a
different perspective or level of abstraction. For example:
● Within the data transmission theme, learners may first find out that devices within a
network can communicate with each other. Later they explore the reasons why
protocols are needed, and after they delve deeper, they become aware of a range of
protocols and their uses. Eventually they become familiar with how those protocols
are implemented.

5
 Computer Systems and Networking Within the Computing Curriculum

● Similarly, within the hardware theme, learners begin by considering the inputs,
processes, and outputs within an information system. They then consider the
computing devices within the system and their inputs and outputs. After they look
inside the device, they explore the common components within a computing device
(memory, storage, CPU, etc.) to understand how the CPU and other components
work.

In these examples, learners examine the system and wider networks from a range of
perspectives, which we refer to as tiers:

● System/network tier – a highly abstract view in which learners focus on how

systems and networks are used to solve problems
● Device tier – learners are concerned with familiar computing devices, including
computers, phones, tablets, and embedded systems
● Component tier – learners look inside the device and understand the purpose of
common constituent parts that make up every computing device
● Implementation tier – learners focus on the specific details of how the smallest
components are built, how they work, and how they are controlled

From the analysis that follows, we can observe a general trend in progression from the
highest, most abstract tier, to the lowest tier. (Figure 2)

6
 Computer Systems and Networking Within the Computing Curriculum

Figure 2: Our theme and tiered model of computer systems and networks

This report therefore proposes that the knowledge and skills within the computer systems
and networking strands of the curriculum can be organised into four broad themes. These
themes can then in turn be divided into four tiers of detail/abstraction, and the relevant
concepts mapped to each of the 16 areas (see Table 1).

In this report, we look at each of the key stages for computing, examine how each key stage
relates to the themes and tiers model, and show how learners can progress within each
stage. The next section includes an overview of the Teach Computing Curriculum and its
structure, followed by a summary of each key stage, and a presentation of learners’
progression through the curriculum as a learning graph.

7
 Computer Systems and Networking Within the Computing Curriculum

Computer systems Networks

Hardware Software Network architecture Data transmission

● Purposes of systems ● Web services ● What is a network ● How and why we use
● Benefits of computer ● Cloud computing ● Purpose, uses, and risks networks
System / systems ● Software as a service ● The internet ● Data can be routed across
Network ● Monitoring and controlling ● Control systems software ● WAN, LAN, and PAN a network
systems ● Virtual machines ● Network topologies ● Network performance,
● Remote storage bandwidth, and latency

● General purpose vs ● Operating systems ● Devices nodes within the ● Connectivity

purpose built embedded ● Application software network ● Role of protocols
devices ● Open/closed source ● Client-server and ● Application layer protocols
Device ● Common device features ● Human computing peer-to-peer networking ● DNS and IP addressing
● Peripherals interaction ● Thin and thick clients ● Servers, email, web, etc.
● User interfaces ● Portable devices

● Role of common ● Utility software ● Wired and wireless ● Transport layer protocols
components: ● Controlling IO devices connections ● DHCP
○ Storage ● Hierarchy of programming ● Switches, access points, ● Network address
Component ○ CPU languages routers, gateways, bridges, translation
○ RAM, ROM, and cache etc. ● Websockets
○ Sensors ● NICs and WNICs

● CPU architecture(s) ● Device drivers and bios ● MAC addressing ● Network layered model(s)
● Fetch-decode-execute ● Program translators ● Characteristics of ● Collision detection and
cycle ● Assembly and transmission media, avoidance
● Logic gates/circuits machine-code language including copper, fibre ● Multiplexing
Implementation ● Buses ● Libraries, linkers, and optic, radio waves, etc. ● Circuit and packet
● Interrupts loaders switching
● Storage media
Table 1: Computer systems and networks content organised by theme and tier

8
 Computer Systems and Networking Within the Computing Curriculum

3. Computer systems and networks within the

Teach Computing Curriculum

3.1 NCCE curriculum structure

As already mentioned, the NCCE exists to help teachers deliver the entire computing
curriculum. The Teach Computing Curriculum, as well as other content from the NCCE, is
built upon a ‘taxonomy’ system used to classify and catagorise content. This categorisation
consists of ten strands that span the current national curriculum for computing in England.
Each strand has a combination of skills and knowledge that feature throughout the national
curriculum. Strands that are rich in knowledge form the basis of the units within the Teach
Computing Curriculum. Other strands focus on skills across all units. Below is a summary
table of the ten strands.

Strand Description

Algorithms Comprehend, design, create, and evaluate algorithms

Select and create a range of media including text, images, sounds,

Creating media and video

Computing systems What a computer is and how its constituent parts function together

The activities involved in planning, creating, and evaluating

Design and development computing artefacts

How data is stored, organised, and used to represent real world

Data and information artefacts and scenarios

Effective use of tools Use hardware and software tools to support computing work

How individuals, systems, and society as a whole interact with

Impact of technology computer systems

How networks can be used to retrieve and share information and

Networks come with associated risks

Programming Create software to allow computers to solve problems

Understand risks when using technology and how to protect

Safety and security individuals and systems

Table 2: A summary of the ten strands in the NCCE content taxonomy

9
 Computer Systems and Networking Within the Computing Curriculum

As shown in Table 2, the taxonomy contains two relevant strands: ‘Computing systems’ and
‘Networks’. These strands are the subject of this report, and focus on how the machine or
system works. Therefore, these strands predominantly contain concepts to learn rather than
skills to acquire.

In practice, these concepts are taught alongside other strands that focus on the application
or evaluation of the concepts. Within the NCCE content taxonomy, there are three strands
that closely relate to the ‘Computing systems’ and ‘Networks’ strands:
● Safety and security
● Impact of technology
● Effective use of tools

These three strands also intersect with other themes, such as ‘Programming’, ‘Algorithms’,
and ‘Creating media’. For the purposes of this report, we have considered these themes to be
out of scope, and instead focus solely on the progression of concepts within the ‘Computer
systems’ and ‘Networks’ strands.

For more information on these themes and how they are addressed in the Teach Computing
Curriculum, please refer to the teacher guides for your key stages2 and the NCCE Digital
Literacy Within the Computing Curriculum5 report.

5
National Centre for Computing Education. (2021) Digital literacy within the computing curriculum.
[online] Available at:
https://blog.teachcomputing.org/digital-literacy-within-the-computing-curriculum/ [Accessed 21 Jun.
2021].

10
 Computer Systems and Networking Within the Computing Curriculum

3.2 Progression of computer systems and networking

To explore progression within these crucial strands, we consulted the objectives from the
Teach Computing Curriculum for key stage 1 to 4 (age 5- to 16-year-olds), including the GCSE
content. In order to examine progression further, we considered the curriculum objectives
covered by the Isaac Computer Science website, which represents all A level exam boards in
the UK. Each objective is already catagorised to the NCCE taxonomy, which makes it easier
to show those objectives that sit within the ‘Computer systems’ and ‘Networks’ strands.

Each of these 385 objectives were then collaboratively catagorised by the tiers and themes
identified in Section 3.1 that best described them. This allows for a broad representation of
the progression from each key stage to the next. The following sections present a
breakdown of this progression by key stage, along with the concepts explored by learners at
each point in their journey.

Each stage of the curriculum is different; some are longer stages than others, some are
statutory while others are elective, and those resulting in a qualification generally involve
many more teaching hours. As might be expected, each key stage includes a recap of
concepts that have been encountered at an earlier stage. This is particularly noticeable at
points of transition, such as when learners move from primary to secondary education or
when learners choose to study a GCSE or A level qualification in computing. Due to varying
provision in different schools, prior knowledge cannot be assumed. This creates a degree of
overlap between key stages. These differences and intersections make direct comparisons
between key stages challenging. Instead, this report attempts to describe the focus and
progression within each educational stage.

11
 Computer Systems and Networking Within the Computing Curriculum

Key stage 1

In key stage 1, there are 11 learning objectives that focus on computer systems and
networking. These are found in the Year 1and 2 units6:

● Year 1 – Technology around us

● Year 2 – Information technology around us

When these are mapped against the theme and tier model (Table 2), it is clear that there is a
fairly narrow focus at this stage and from a relatively abstract perspective.

Computer Systems Networks

Network Data
Hardware Software
Architecture Transmission

System /
2 0 0 0
Network

Device 9 0 0 0

Component 0 0 0 0

Implementation 0 0 0 0

Table 3: Computing systems and networks content at key stage 1

While learners use a range of hardware and software during this phase, as well as accessing
networks and web services, their conceptual focus is on the hardware itself and the role it
plays in their everyday lives. In line with the computing programme of study at this stage,
learners have no explicit objectives relating to software, networks, or the internet. Instead,
the focus is on answering the following questions:
● What is a computing device?
● What is an information system?
● Where can we find examples of such devices and systems?
● What do these devices and systems have in common?
● How do we interact (input and output) with these devices?
● How do we benefit from the everyday use of computing systems and information
technology?

As acknowledged in a previous report5 about digital literacy, learners begin their schooling
with a range of experiences of computing devices. One important goal at this stage is to

6
Teach Computing. (n.d.) Key stage 1. [online] Available at:
https://teachcomputing.org/curriculum/key-stage-1 [Accessed 21 Jun. 2021].

12
 Computer Systems and Networking Within the Computing Curriculum

pool and build on that broad experience to help learners develop a shared understanding of
computer systems and their uses.

At this stage of education, there is some significant crossover between the computer
systems concepts and skills that are the focus of this report and the digital literacy
competencies previously identified. As well as learning what is considered to be a computer
system, learners investigate the purpose of many input and output devices. Learners can
immediately apply this knowledge by regularly using a range of devices and their peripherals.

Below is a list of key concepts and skills that learners encounter at this phase of the Teach
Computing Curriculum. (Note: This is not an exhaustive list, but a summary of the most
important ideas at stage.)

Skill/Concept Tier Theme Curriculum units

Identify examples of common Hardware Device ● Y1 Technology

computing devices (laptops, around us
desktops, tablets, phones,
etc.)

Identify the common features Hardware Device ● Y1 Technology

of a computing system around us
(screen, keyboard, mouse,
camera, etc.)

Understand the purpose of Hardware Device ● Y1 Technology

common input and output around us
devices (keyboard, mouse,
screen)

Recognise technology and Hardware Device ● Y2 Information

computing systems in their technology around
everyday lives us

Compare the features and Hardware System ● Y2 Information

uses of a range of computing technology around
systems us

Understand the benefits and Hardware System ● Y2 Information

limitations of computing technology around
systems us
Table 4: Key skills and concepts at key stage 1

13
 Computer Systems and Networking Within the Computing Curriculum

Key stage 2

As learners progress into, and through, key stage 2, they continue to develop their knowledge
of hardware, as well as broadening their understanding to cover aspects of software,
network architecture, and data transmission. The majority of their understanding is explored
either from the fairly abstract ‘System/Network’ perspective or delving a little deeper
exploring the ‘Device’ tier of our model.

Over their four years in this stage, and while following the Teach Computing Curriculum,
learners encounter computer system and networking concepts in 21 objectives across six
different units7. There is a unit dedicated to this topic for each year group, as well as
additional units where computer systems and networking concepts are explicitly
encountered (italicised below):

● Year 3 – Connecting computers

● Year 4 – The internet
● Year 5 – Sharing information
● Year 5 – Selection in physical computing
● Year 6 – Communication
● Year 6 – Sensing

Computer Systems Networks

Network Data
Hardware Software
Architecture Transmission

System /
2 5 3 3
Network

Device 3 1 1 1

Component 0 1 1 0

Implementation 0 0 0 0

Table 5: Computing systems and networks content at key stage 2

Within the hardware theme, learners encounter and apply the input, process, output model
(IPO) to their use, classification, and application of hardware. Additionally, learners combine
hardware and programming software to control electronic components in the real world.
This connection of hardware and software through physical computing supports learners to

7
Teach Computing. (n.d.) Key stage 2. [online] Available at:
https://teachcomputing.org/curriculum/key-stage-2 [Accessed 21 Jun. 2021].

14
 Computer Systems and Networking Within the Computing Curriculum

develop their own understanding of the notional machine while testing their understanding
through programming.

Within the software theme, along with developing their skills in using a wide range of locally
installed application software, learners begin to explore online services, including search
engines, online office applications, and productivity tools. They begin to appreciate some of
the benefits of using online tools as well as some potential drawbacks.

It is during this stage that learners first begin to explore the concept and workings of a
network. They should view a network as a group of connected computing devices and have
some appreciation of how those devices physically connect. Learners should be able to
identify common components within the network and their purpose.

They learn about the need for addressing and common communication methods, as well as
how data can flow along multiple paths to reach its destination.

Below is a list of key concepts and skills that learners encounter at this phase of the Teach
Computing Curriculum. (Note: This is not an exhaustive list, but a summary of the most
important ideas at stage.)

Skill/Concept Tier Theme Curriculum units

Understand and apply the IPO Device Hardware

model to devices and their
components

Compare life with and without Device Hardware

technology, and identify the
benefits and limitations
Y3 Connecting computers
Recognise common Components Network
components of a computer architecture
network

Identify practical uses of System/Network Data transmission

networks, including sharing
and collaboration

The internet is a network of System/Network Network

networks that enable many architecture
services Y4 The internet

15
 Computer Systems and Networking Within the Computing Curriculum

Understand how content is System/Network Software

created, hosted, and shared on
the internet

Computing devices can be System/Network Hardware

connected together to form
systems

Data is broken into small Device Data transmission

‘chunks’, called packets

Packets are delivered to the Device Data transmission

correct devices using unique
Y5 Sharing information
IP addresses

Network devices need agreed Device Data transmission

methods of communication
called protocols

Understand and evaluate System/Network Software

different means of
communicating online

Write programs that control Component Software

Y5 Selection in physical
simple circuits and
computing
components

Understand how search System/Network Software

engines index, select, and rank
results
Y6 Communication
Understand and evaluate a System/Network Data transmission
range of communication and
collaboration methods online

Write programs that run on a Device Software

Y6 Sensing
controllable device
Table 6: Key skills and concepts at key stage 2

16
 Computer Systems and Networking Within the Computing Curriculum

Key stage 3

As learners embark on their secondary computing education, they should arrive with a firm
foundation in their understanding of computer systems and networks. There will of course
be some variation in their experience during key stages 1 and 2, but learners who have
followed the Teach Computing Curriculum can be expected to:
● Identify examples of computing systems and networks around them
● Understand and apply the input, process, output (IPO) model to a variety of
computing systems and their associated peripherals
● Understand the role of software in controlling hardware and providing a smooth user
experience
● Differentiate between the internet and the many services that rely upon it, including
the World Wide Web
● Have a basic understanding of how data is transmitted across networks, the need for
IP addresses, and agreed communication methods (protocols)
● Create programs that use input and output devices, including screen, keyboard,
sensors, LEDs, etc.

Across the seven units in key stage 3, learners focus on how the computing systems they
use and the networks they access work8. There is a unit dedicated to this topic for each year
group, as well as additional units where computer systems and networking concepts are
explicitly encountered (italicised below):

● Year 7 – Networks: from semaphores to the internet

● Year 8 – Developing for the web
● Year 8 – Computing systems
● Year 8 – Introduction to Python programming
● Year 9 – Representations: going audiovisual
● Year 9 – Physical computing programming
● Year 9 – Cybersecurity

8
Teach Computing. (n.d.) Key stage 3. [online] Available at:
https://teachcomputing.org/curriculum/key-stage-3 [Accessed 21 Jun. 2021].

17
 Computer Systems and Networking Within the Computing Curriculum

Computer Systems Networks

Network Data
Hardware Software
Architecture Transmission

System /
0 6 1 7
Network

Device 5 3 0 4

Component 5 2 2 0

Implementation 3 1 0 0

Table 7: Computing systems and networks content at key stage 3

In the hardware theme, learners identify the key internal components or architecture of
computer systems and the roles the components perform. In doing so, they expand the
familiar IPO model to incorporate the role of storage devices (IPOS). Learners examine how
some devices, such as cameras and microphones, convert between analogue and digital
data. They should understand that each hardware device is a complex collection of logic
circuits and begin to construct simple logic circuits using AND, OR, and NOT gates.

Within the software theme, learners begin to categorise different types of software and, in
particular, appreciate the role of the operating system. They should understand that all
software instructions need to be translated to a simple machine language that controls the
hardware. Learners also build on their understanding of internet services and cloud based
software, including search engines and productivity tools.

From a network architecture perspective, learners largely review their understanding of the
key components of modern computer networks. They consider the specific components
needed for devices to successfully connect via wired and wireless technologies. Finally,
learners apply their understanding to identify some vulnerabilities within a network.

A greater focus on networks at this stage occurs in the theme of data transmission, where
learners explore in some detail the role of protocols, addressing, and data packets. They
explore the idea of bandwidth as a measure of network capacity and the increased
connectivity of devices all around us. There is also the opportunity to program simple
wireless devices to send and receive messages and even create their own simple protocol.

Below we provide a list of key concepts and skills that learners encounter at this phase of
the Teach Computing Curriculum. (Note: This is not an exhaustive list, but a summary of the
most important ideas at stage.)

18
 Computer Systems and Networking Within the Computing Curriculum

Skill/Concept Tier Theme Curriculum units

Protocols as a means of Device Data transmission

standardised communication

Using IP address to uniquely Device Data transmission

refer to devices on a network

Data is broken into packets for System/Network Data transmission

transmission and
reassembled upon receipt
Y7 Networks: from
semaphores to the internet
Bandwidth is a measure of the System/Network Data transmission
rate of data transmission

Understand the role of key System/Network Data transmission

components involved in
serving webpages

Awareness of a range of System/Network Data transmission

internet services and their
uses

Understand how search System/Network Software

engines find, select, and rank Y8 Developing for the web
results

Distinguish between general Device Hardware

purpose and purpose built or
embedded devices

Computing devices all have a Component Hardware

similar architecture

Understand to function of key Component Hardware

hardware components,
including the CPU, memory,
Y8 Computing systems
and storage

Understand how the main Component Hardware

hardware components work
together

Hardware is build from Implementation Hardware

complex logic circuits

19
 Computer Systems and Networking Within the Computing Curriculum

Logic circuits consist of Implementation Hardware

combinations of logic gates

Understand the function of Implementation Hardware

AND, OR, and NOT gates and
combine to make simple
circuits

Understand the role of the Device Software

operating system

Understand that programs Implementation Software

Y8 Introduction to Python
need to translated to be run by
programming
the machine

Apply the input, process, Component Hardware

output, storage model to a
physical computing device

Write programs that control Component Software Y9 Physical computing

input and output devices programming

Write programs that can send Device Data transmission

and receive messages with
other devices

Identify some vulnerabilities of System/Network Data transmission

a network and some common Y9 Cybersecurity
mean of attack
Table 8: Key skills and concepts at key stage 3

20
 Computer Systems and Networking Within the Computing Curriculum

Key stage 4

At key stage 4, although some learners may not choose to study a computing qualification,
the national curriculum outlines in broad terms the learning and experiences that all learners
are entitled to. It is up to schools how they provide this experience, but the Teach Computing
Curriculum covers these experiences through five units of work9:

● Online safety
● IT and the world of work
● Media
● Spreadsheet modelling
● Project management

Given the requirements of the national curriculum at this stage of education largely focus on
the use and application of computing, there are a limited number of objectives related to
computer systems and networks.

The relevant objectives mostly appear in the ‘IT and the world of work’ unit, with an
additional minor mention in the ‘Online safety’ content. The focus is on learners’
understanding and application of various types of productivity software (typically cloud
based) and their application for collaboration and communication. At the same time,
learners explore the tools and technologies required for remote or mobile working.

Computer Systems Networks

Network Data
Hardware Software
Architecture Transmission

System /
0 3 2 0
Network

Device 0 0 1 0

Component 0 0 0 0

Implementation 0 0 0 0

Table 9: Computing systems and networks content at key stage 4

9
Teach Computing. (n.d.) Key stage 4. [online] Available at:
https://teachcomputing.org/curriculum/key-stage-4 [Accessed 21 Jun. 2021].

21
 Computer Systems and Networking Within the Computing Curriculum

Skill/Concept Tier Theme Curriculum units

Examples, functions, and System/Network Software

features of online
communication tools
IT and the world of work
Evaluation of a range of cloud System/Network Software
online safety
computing services

Benefits, drawbacks, and System/Network Network

security of ad hoc networks architecture
Table 10: Key skills and concepts at key stage 4

22
 Computer Systems and Networking Within the Computing Curriculum

GCSE computer science

Learners who choose to study computer science at GCSE explore the areas of computer
systems and networks in greater depth. While the available exam specifications have some
variation, they all require learners to have a detailed understanding of computer systems and
networks.

Over their two years of study, learners encounter the ‘Computer systems’ and ‘Networks’
topics across several units of work10:

Year 10 – Computer systems

Year 10 – Programming (sequence)
Year 10 – Programming (strings and lists)
Year 11 – Networks
Year 11 – Security

Computer Systems Networks

Network Data
Hardware Software
Architecture Transmission

System /
1 2 8 1
Network

Device 2 4 0 4

Component 10 0 3 1

Implementation 14 5 1 2

Table 11: Computing systems and networks content within GCSE computer science

Within the hardware theme, learners predominantly focus at the component tier or lower,
examining the components of a computer system and how they work together. Expanding on
their prior learning at key stage 3, they explore the role of cache, the different types of
secondary storage, and the internal components of the CPU. They also refresh their
understanding of logic gates and circuits, using truth tables and Boolean expressions to
represent them.

In parallel to their study of the CPU, within the software theme, learners find out about basic
assembly language commands and use them to write simple programs. They explore the

10
Teach Computing. (n.d.) Key stage 4. [online] Available at:
https://teachcomputing.org/curriculum/key-stage-4 [Accessed 21 Jun. 2021].

23
 Computer Systems and Networking Within the Computing Curriculum

relationships between high- and low-level programming languages, and how high-level
programs are translated for execution. Learners also categorise different types of software
and understand the role of the operating system and utility software.

Building on their prior understanding of network architecture, learners classify networks

based on their size and scale, and the way in which nodes are organised (topology). They
also define different communication models, including traditional client-server, as well as
peer-to-peer networking. Learners compare the role of physical (MAC) and logical (IP)
addresses on a network.

Learners explore data transmission within the network in greater depth, examining how data
packets are routed through the network and factors that affect the network’s performance.
They explore a range of protocols, giving particular focus to the Internet Protocol and its
associated four layer model, as well as the OSI seven layer model.

Skill/Concept Tier Theme Curriculum units

Understand the roles of the Component Hardware

CPU, main memory, cache,
secondary storage, and the
motherboard

Distinguish between RAM and Component Hardware

ROM

Understand how data is read Implementation Hardware

and/or written using magnetic,
optical, and solid-state storage

Understand the roles of the Implementation Hardware

internal components of a CPU

Describe each stage of the Implementation Hardware Y10 Computer systems

fetch-decode-execute cycle

Understand the factors that Implementation Hardware

affect CPU performance

Build logic gates to solve Implementation Hardware

problems and mathematical
operations

Represent logic gates and Implementation Hardware

circuits using truth tables and
Boolean expressions

24
 Computer Systems and Networking Within the Computing Curriculum

Write simple programs using Implementation Software

assembly language

Understand the difference Implementation Software

between high- and low-level
Y10 Programming
programming languages and
(sequence)
how translations occur
between them

Compare different types of System/Network Network

networks, including PAN, LAN, architecture
and WAN

Understand different System/Network Data transmission

communication models,
including client-server and
peer-to-peer

Understand the four layer Implementation Data transmission

model associated with the IP
protocol

Describe the role of a range of Device Data transmission

Y11 Networks
protocols in the application
layer

Describe the function of the Component Data transmission

UDP and TCP protocols in the
transport layer

Understand the role that MAC Component Network

addresses play in identifying architecture
network hardware

Measuring the performance of System/Network Data transmission

networks

Network vulnerabilities System/Network Network

architecture
Y11 Security
Software to protect systems System/Network Software
from cyberattacks
Table 12: Key skills and concepts within GCSE computer science

25
 Computer Systems and Networking Within the Computing Curriculum

A level computer science

Learners who go on to study A level computer science explore how the computer system
works in great detail. While some time is dedicated to recapping prior understanding within
the more abstract tiers, learners predominantly focus on the component and implementation
tiers across the following topic areas11:

Boolean logic
Systems architecture
Memory and storage
Hardware
Software
Operating systems
Translators
High- and low-level languages
Network fundamentals
The internet
Network hardware
Communication

Computer Systems Networks

Network Data
Hardware Software
Architecture Transmission

System /
3 9 14 8
Network

Device 5 4 8 21

Component 10 10 19 6

Implementation 57 46 4 26

Table 13: Computing systems and networks content within A level computer science

Learners build upon prior learning of computer systems by considering a broader range of
hardware, including control systems, embedded systems, virtual and networked storage, and
more. They deepen their understanding of computation, explore the roles of registers within the
CPU, as well as buses, buffers, and interrupts. They compare different CPU architectures,
explore how multicore systems operate, and find out about the role of specialised hardware

11
Isaac Computer Science. (n.d.) All topics. [online] Available at:
https://isaaccomputerscience.org/topics [Accessed 21 Jun. 2021].

26
 Computer Systems and Networking Within the Computing Curriculum

(such as GPUs). Finally, learners significantly expand their understanding of logic gates, circuits,
notation, and new approaches to manipulating Boolean algebra.

As well as a broad understanding of common software categories, learners spend time

exploring new types of software, including open and closed source software, bespoke software,
control and safety software, and virtual machines. The role of the operating system is broken
down to examine different types of OS, as well as the many functions it performs. They
examine the different processes by which programs are translated into machine code, and the
steps involved in these processes. Any past experience with assembly language is built on as
learners address memory and perform bit manipulation.

Within network architecture, learners deepen their understanding of how networks are
connected and combined, and discover new topologies, including mesh and hybrid. A broader
range of network hardware is studied, including bridges and repeaters alongside alternative
application of networks, such as the use of thin clients. They further categorise and explore the
physical properties of different transmission media.

At this stage of education, learners cover the details of data transmission, using the four layer
IP network as well as the seven layer OSI model. They learn about other processes carried out
by network devices, including collision detection and avoidance, network address translation,
and port forwarding. Finally, learners are also able to compare different transmission methods,
as well as how systems verify accurate transmissions.

Table 14 provides a summary of the concepts that learners need to understand at this stage.
(Note: For brevity, some concepts that appear at the GCSE stage have been omitted).

Skill/Concept Tier Theme Curriculum units

Understand the purpose and Device Hardware

suitability of a wide range of Hardware
input and output devices to
different situations

Understand the workings and System/Network Hardware

application of virtual storage
devices
Memory and storage
Compare different types of Component Hardware
primary and secondary
storage

27
 Computer Systems and Networking Within the Computing Curriculum

Distinguish between general System/Network Hardware

purpose and purpose built
systems

Compare CPU architectures Implementation Hardware

(von Neumann and Harvard) Systems architecture
Role of register, buses, and Implementation Hardware
interrupts in the CPU

RISC vs CISC architecture Implementation Hardware

Multicore and parallel systems Implementation Hardware

Logic gates, including NOT, Implementation Hardware

AND, OR, NAND, NOR, and XOR

Common logic circuits used in Implementation Hardware

computation

Boolean algebra and Implementation Hardware Boolean logic

simplification

De Morgan’s laws Implementation Hardware

Karnaugh maps Implementation Hardware

Open vs closed source System/Network Software

software

Virtual machines and their Device Software

limitations and benefits

Distinguish between types of Component Software

utility software, including Software
encryption, compression,
backup, and disk utilities

Role of user interface in hiding Component Software

hardware complexity from the
user

Distinguish between different System/Network Software Operating systems

types of software systems

28
 Computer Systems and Networking Within the Computing Curriculum

Role of the operating systems Component Software

in resource management,
multitasking, and scheduling

Role of the BIOS Component Software

Role of device drivers Component Software

Examples of high- and Component Software

low-level languages and their
uses

Machine-code and assembly Implementation Software

language

Modes of addressing within Implementation Software High- and low-level

assembly language languages

Binary shifts and bit Implementation Software

manipulation within assembly
language

Grouping instructions within Implementation Software

assembly language

Types of translators, including Implementation Software

compilers, assemblers, and
interpreters

Bytecode Implementation Software

The role of linkers and loaders Implementation Software

Translators
The stages of compilation and Implementation Software
possible errors (translation
and execution)

Representing expressions and Implementation Software

syntax using diagrams and
notation

Describe the structure of the System/Network Network

The internet
internet architecture

Distinguish between a range System/Network Network

of network topologies architecture Network fundamentals

29
 Computer Systems and Networking Within the Computing Curriculum

Subnetwork model System/Network Network

architecture

Thin- vs thick-client Device Network

networking architecture

Distinguish between a range Implementation Network

of transmission media architecture

Distinguish between a range Component Network

Network hardware
of network hardware and architecture
components

Layered network models (four Implementation Data transmission

layer IP and seven layer OSI)

Distinguish between a range Implementation Data transmission

of network protocols at each
layer

Address allocation (DHCP) Implementation Data transmission

and name resolution (DNS)

Network collision detection Implementation Data transmission

(CSMA/CA)

Circuit switching vs packet Implementation Data transmission

switching

Static, dynamic, public, and Implementation Data transmission Communication

private IP addresses

Subnet masking, network Implementation Data transmission

address translation, and port
forwarding

Performance indicators, Implementation Data transmission

including bit rate, baud rate,
bandwidth, and latency

Transmission methods, Implementation Data transmission

including full and half duplex,
and simplex

Transmission verification Implementation Data transmission

Table 14: Key skills and concepts with A level computer science

30
 Computer Systems and Networking Within the Computing Curriculum

3.3 Progression across key stages

The stage by stage progression presented in the previous section provides a detailed review
of the concepts and skills taught at each stage and where they fit within our theme and tier
model. While this provides a useful overview of the key concepts taught at each key stage, it
also helps provide a view of what learners have studied and will go on to study. Taking this
one step further, it is possible to distill these concepts and skills into a collection of ‘big
ideas’. These big ideas have been presented as a high level learning graph (Figure 3),
organised first by their tier and theme, and then by the key stage in which they first appear.

31
 Computer Systems and Networking Within the Computing Curriculum

Figure 3 : A progression of ‘big ideas’ in computer systems and networks within the national curriculum for England
32
 Computer Systems and Networking Within the Computing Curriculum

4. Pedagogical strategies for computer systems and

networks
Pedagogy principles
The work of the National Centre for Computing Education is underpinned by 12 pedagogical
principles that can be exemplified by a range of evidence, informed practices, and strategies.
These principles apply across the teaching of computing; however, some are more
applicable than others in each strand of the curriculum.

Figure 4 : NCCE 12 pedagogy principles

33
 Computer Systems and Networking Within the Computing Curriculum

The area of computer systems and networking is predominantly focused on learners’

understanding, retention, and ability to apply fairly abstract concepts. There are also a few
skills and processes that learners need to acquire. With this in mind, teachers should focus
on the following principles and related practices to tackle the ‘Computer systems’ and
‘Networks’ topics.

Lead with concepts

Support learners in the acquisition of knowledge through the use of key concepts, terms, and
vocabulary, and provide opportunities to build a shared and consistent understanding.

● Carefully consider the key concepts your learners need to understand, the best order
for them to experience them, as well as any dependencies or prior knowledge
requirements.
● Use appropriate and consistent vocabulary to ‘label’ and describe each new concept.
You could refer to existing glossaries or construct your own with learners to help
them build confidence in their vocabulary.
● As learners develop their conceptual understanding and the accompanying
vocabulary, they may need help to connect these concepts together. Constructing or
referring to a concept map12 can model the relationships between concepts and
provide a blueprint for learners' internal schema.
● Help your learners to develop a shared understanding by using displays, discussions,
and diagnostic questions to reinforce the key terminology and the concepts that it
represents.

Unplug, unpack, repack

To teach new concepts, first unpack complex terms and ideas, then explore these ideas in
unplugged and familiar contexts, before you repack this new understanding into the original
concept.

As already acknowledged, there are many concepts within computer systems and
networking that are abstract and highly complex. In many cases, taking a constructivist
approach to learning these concepts is helpful and involves using a learner’s existing
knowledge from a more familiar context to explain (unpack) a new concept. This could be
achieved in a number of ways, including analogy, storytelling, or an unplugged activity. Many
educators are already using such approaches, but be careful to avoid potential learner
misconceptions.

12
National Centre for Computing Education. (2020). Quick Read: Using concept maps to capture,
communicate, construct, and assess knowledge. [online] Available at:
https://blog.teachcomputing.org/using-concept-maps-to-capture-communicate-construct-and-assess
-knowledge/ [Accessed 21 Jun. 2021].

34
 Computer Systems and Networking Within the Computing Curriculum

To help avoid these issues, teachers can apply a semantic wave13 approach. In simple terms,
this encourages educators to:
● Present learners with an abstract concept: “The internet is the physical network on
which many services run, of which the World Wide Web is only one.”
● Unpack the meanings within the concept and relate it to a familiar concept: “The
internet is similar to a road network, it connects towns and cities together and each
type of road user represents a different service.”
● Explore the concept within this familiar analogous context: “How can traffic get from
A to B? Which routes are fastest? Do wider roads have more capacity for traffic?”
● Repack the meanings of the original concept and draw similarities and differences
between the analogy and the original computing context: “The roads are like
individual connections in our network and the junctions like nodes. Network
bandwidth is similar to the width of our roads, allowing more or less traffic through.
However, because different road users all travel at different speeds, they can
overtake each other and pull over at the side of the road, which isn’t the same for
network services.”
● Finally, return the original concept in its own context: “There are many services,
including the World Wide Web, that all use a global network called the internet.”

Challenge misconceptions
Regardless of how well a concept is taught, there is always space for misconceptions to
develop. In fact, sometimes we may knowingly introduce a misconception in order to
simplify a concept or make it accessible. Recognising those misconceptions and knowing
how to mitigate them is important, especially in an area of the curriculum that focuses on
concepts.
● Teachers should make a conscious effort to seek out misconceptions and challenge
them. Using regular formative assessment can help uncover misconceptions.
● Carefully written multiple choice questions can be used diagnostically14 with
distractors (wrong answers) that each result from a specific misconception.
● Concept mapping is again another useful tool. If learners create their own maps,
these should be a reflection of their internal understanding and can help identify the
root of a misconception.
● Peer Instruction15 is a particular effective technique based on a flipped learning
approach. Learners complete a task before the lesson, in which they ‘learn’ new
concepts. The lesson time is then used to answer diagnostic questions
collaboratively and relies on peer discussion to build consensus around a concept. It
not only helps identify misconceptions, but also helps address and correct them.

13
National Centre for Computing Education. (2020). Quick Read: Using semantic waves to improve
explanations and learning activities in computing. [online] Available at:
https://blog.teachcomputing.org/quick-read-6-semantic-waves/ [Accessed 21 Jun. 2021].
14
Eedi (n.d.). Teach Computing NCCE. [online] Available at: https://eedi.com/projects/teach-computing
[Accessed 21 Jun. 2021].
15
National Centre for Computing Education. (2019) Quick Read: Using peer instruction to discuss
computing concepts. [online] Available at:
https://blog.teachcomputing.org/quick-read-4-peer-instruction/ [Accessed 21 Jun. 2021].

35
 Computer Systems and Networking Within the Computing Curriculum

Model everything
As well as being a concept rich part of the computing curriculum, computer systems and
networking has plenty of processes and practices that can be modelled.
● Use worked examples16 to model skills that learners need to master, everything from
simplifying Boolean expressions to the process of ranking search results.
● Use the same live coding approaches to model the process of programming in
assembly as you would with higher-level languages.
● Remember, modelling is particularly beneficial to novices because it provides
scaffolding that can be gradually taken away.

Make concrete
Bring abstract concepts to life with real world, contextual examples and a focus on
interdependencies with other curriculum subjects. Our learners are surrounded by computer
systems and networks. Try to use the resources around them to make this area of
computing less abstract and more concrete.
● Talk about the systems and networks around them, particularly at home and school,
but also present in their everyday lives.
● Help learners to connect this area of computing with everyday life and careers: go on
a technology walk, invite a system admin to share their experience, or find your
nearest computing museum.
● Use unused (or even ‘historical’) IT equipment as a resource to examine, touch, and
even dismantle to help learners to connect the concept with the physical objects.
● Where possible, provide opportunities to experience a range of software, including
different operating systems as well as open source software.
● Use old equipment or low cost devices like a Raspberry Pi to build and configure your
own network with learners. You could demonstrate protocols, send messages, or
build simple programs that communicate across it.

16
National Centre for Computing Education. (2019) Quick Read: Using worked examples to support
novice learners. [online] Available at:
https://blog.teachcomputing.org/using-worked-examples-to-support-novice-learners/ [Accessed 21
Jun. 2021].

36
 Computer Systems and Networking Within the Computing Curriculum

5. Professional development for computing teachers

A core part of the NCCE’s role is to help teachers develop their subject knowledge through
continued professional development (CPD).There are a number of routes for teachers to
participate in CPD to support their understanding of computer systems and networking.

Table 15 shows the courses17 that are available within the NCCE and are designed to support
teachers’ development of computer systems and networking subject knowledge. Teachers
of A level computer science can find an additional range of bespoke courses18 organised by
Isaac Computer Science on a range of topics, including ‘Computer systems’ and ‘Computer
networks’.

Beyond accessing formal courses, there are many opportunities for computing teachers to
learn through networks, such as Computing at Schools (CAS). These local communities
continue to meet regularly and share best practices and skills and are therefore a great
source of inspiration and development for teachers. As well as local support and meetups,
teachers can find many CPD focused events19.

17
Teach Computing. (n.d.) Computing courses for teachers. [online] Available at:
https://teachcomputing.org/courses [Accessed 21 Jun. 2021].
18
Isaac Computer Science. (n.d.) Events. [online] Available at:
https://isaaccomputerscience.org/events [Accessed 21 Jun. 2021].
19
Computing at School. (n.d.) Upcoming events. [online] Available at:
https://community.computingatschool.org.uk/events [Accessed 21 Jun. 2021].

37
 Computer Systems and Networking Within the Computing Curriculum

Course Format Key stage Description Themes

Introduction to Face to face Key stage 1 This course helps teachers to understand the nature of ● Hardware
primary or remote Key stage 2 computing in the curriculum — the breadth and depth of the ● Software
computing subject. It provides practical experience of teaching ● Network architecture
different aspects of the computing curriculum. ● Data transmission

Teaching and Face to face Key stage 1 This course aims to give you confidence in teaching the ● Hardware
leading key or remote whole of the key stage 1 computing curriculum. It unpicks ● Software
stage 1 the curriculum, providing a clear vision of the expectations
computing for this key stage.

Teaching and Face to face Key stage 2 This course addresses the key stage 2 computing ● Hardware
leading key or remote curriculum. It explores how to support learners in becoming ● Software
stage 2 skilled and critical users of technology, and how to choose ● Network architecture
computing tools to help them achieve their goals while developing safe ● Data transmission
and acceptable online behaviours.

Physical Face to face Key stage 2 This course is aimed at classroom teachers and subject ● Hardware
computing kit – or remote leaders of computing who are looking to develop physical ● Software
KS2 Crumble computing approaches in the KS2 classroom. It provides
practical experiential learning, led by an experienced
facilitator. The course will model teaching
approaches that can be taken back to the classroom.

An introduction Face to face Key stage 3 During this course, teachers establish a foundational ● Hardware
to computer or remote Key stage 4 knowledge of the concepts, terminology, and classroom ● Software

38
 Computer Systems and Networking Within the Computing Curriculum

systems, practice related to the components of computer systems ● Network architecture

networking, and and how these can then be connected together to form a ● Data transmission
security in network.
GCSE computer
science

Computer Face to face Key stage 3 In this course, teachers explore the core of a modern ● Hardware
processors and or remote Key stage 4 computer. They learn how the instructions that humans ● Software
instruction sets write in computer programs are translated into machine
code that the computer can process.

Computer Face to face Key stage 3 During this course teachers take their first steps to opening ● Hardware
systems: input, or remote Key stage 4 up the computer; teachers explore the main components,
output, and their roles, and how they work together in computer
storage systems.

KS3 computing Face to face Key stage 3 This course is designed to develop subject knowledge ● Hardware
for the or remote Key stage 4 around key topics such as algorithms, data representation,
non-specialist hardware, and programming. It also explores useful and
teacher engaging strategies for delivering this content in the
classroom.

Maths in Face to face Key stage 3 Teachers explore how mathematics is firmly embedded at ● Hardware
computer or remote Key stage 4 the core of computer science. They explore the
science foundational topics at the heart of mathematics and
computer science.

39
 Computer Systems and Networking Within the Computing Curriculum

Physical Face to face Key stage 3 Teachers explore physical computing using the micro:bit ● Hardware
computing kit – or remote device and how the Teach Computing Curriculum can be ● Software
KS3 micro:bit used to engage learners.

Understanding Online Key stage 3 Understanding how a computer works is crucial to working ● Hardware
computer Key stage 4 with technology effectively. This course explores what ● Software
systems happens inside the machine and how computers turn inputs
into outputs.

Introduction to Online Key stage 3 Teaching cybersecurity in schools is an important way to ● Network architecture
cybersecurity Key stage 4 help learners stay safe while using technology. In this ● Data transmission
for teachers course, teachers are introduced to the core ideas of
cybersecurity that should be taught in the classroom.

An introduction Online Key stage 3 In this course, teachers learn to describe the different types ● Network architecture
to computer Key stage 4 of computer networks and understand how data can be ● Data transmission
networking for transmitted securely. They cover real world usage of
teachers networking technology and become more familiar with how
the internet works, including routing, DNS, and the World
Wide Web.

Design and Online Key stage 3 This course explores how embedded systems are used in ● Hardware
prototype Key stage 4 the world around us. ● Software
embedded
computer It covers what makes an embedded system different from a
systems general purpose system, and how embedded systems are
specialised for a particular use.

40
 Computer Systems and Networking Within the Computing Curriculum

How computers Online Key stage 3 In this course, teachers gain an understanding of how ● Hardware
work: Key stage 4 computers work at a fundamental level. They explore ● Software
demystifying system architecture, along with how computers use binary
computation and logic, and the fetch-decode-execute cycle. They also
learn to build a range of simple circuits for maths, and then
simulate various logic gates.

Teach Online Key stage 3 In this course, teachers can discover how to create a ● Hardware
computing in Key stage 4 computing curriculum for learners aged 11 to 16, using ● Software
schools: freely available online resources to complement their ● Network architecture
creating a existing materials. ● Data transmission
curriculum for
ages 11 to 16

Teaching Online Key stage 3 During this course, teachers create simple systems that ● Hardware
physical Key stage 4 respond to and control the physical world using a Raspberry ● Software
computing with Pi and Python. They gain knowledge of simple electronics
Raspberry Pi and computing, as well as some Python programming
and Python experience.

Understanding Online Key stage 3 In this course, teachers are introduced to maths and logic in ● Hardware
maths and Key stage 4 computing in an engaging way. Using the concept of an
logic in escape room, they learn activities and games to help
computer improve their knowledge and skills in this subject.
science

41
 Computer Systems and Networking Within the Computing Curriculum

Fundamentals Face to face Key stage 3 During the course, teachers demystify the hardware and ● Network architecture
of computer or remote Key stage 4 network topologies used for data transfer between ● Data transmission
networks computers. They learn how computers of all shapes and
sizes are connected physically, or wirelessly, and how this
arrangement affects how data is shared.

The internet Face to face Key stage 3 Participants explore how the internet works and how its ● Network architecture
and or remote Key stage 4 expansion has led to the rapidly growing cybersecurity ● Data transmission
cybersecurity industry. The course covers the inner working of local
networks to global systems, and develops knowledge of
computer security issues and practices.

Physical Face to face Key stage 4 During this course, teachers learn how to use physical ● Hardware
computing kit – or remote computing to engage learners in programming projects and
KS4 Raspberry subject knowledge development.
Pi Pico
Table 15: Courses to support teachers’ development of computer systems and networks

42
 Computer Systems and Networking Within the Computing Curriculum

6. Conclusion
In this report, we’ve illustrated the importance of computer systems and networks for
learners, and the role these topics play in developing learners' foundational knowledge. A
firm understanding in the early stages of education can support future knowledge
acquisition across the breadth of computing, and potentially prevent misconceptions.

We have reviewed and summarised this area of the curriculum and identified the key themes
and the different perspectives (tiers) from which learners might view them. We have
presented these themes and tiers as a model that can be used to categorise concepts and
skills, which we’ve exemplified in Table 1. We hope this model and mapping provides
teachers with a useful tool to reflect the concepts they teach and the depth (tier) to which
they teach them. Within this model, we have chosen to focus on concepts that specifically
relate to the structure or operation of computer systems and networks. The use, impact, and
questions of safety and security have been considered to be beyond the scope of this report.

Using our themes and tiers model, we have been able to analyse the content of each key
stage of computing, and track the progression and shift in focus over time. Overall, we have
observed a general trend from the higher tiers of the model to the lower tiers as learners
progress. We have used this analysis to synthesise a learning graph of ‘big ideas’ across
these two strands of the curriculum, which spans from key stage 1 to key stage 5.

Being a highly concept rich area of the computing curriculum, we have been able to
emphasise the pedagogical principles that best suit these topics. We have also provided
practical examples of activities and approaches that demonstrate these principles and can
be applied to the teaching of computer systems and networks.

Teachers looking to develop their own subject knowledge, as well as their practice in
computer systems and networks, can take advantage of the course recommendations
presented in Section 5 of this report.

We welcome feedback on this report, and we plan to publish more reports on other topic
areas within the computing curriculum.

This resource is licensed under the Open Government Licence, version 3. For more information on this licence,
see ncce.io/ogl.

43