Mathematics and Computer Science

Further Maths GCSE

Course Summary

This course offers the opportunity for stretch and challenge that builds upon the KS4 curriculum. It places an emphasis on higher order technical proficiency, rigorous argument and problem solving skills.

The course will require a high level of mathematical ability and clear communication skills. It is a good introduction to statistics at A-level.

In Year 10 the course follows the Edexcel GCSE Statistics syllabus, including:

• Data
• Displaying Data
• Averages and measures if spread
• Analysis of summary data

Probability In Year 11 students will study AQA level 2 Certification in Further Mathematics, this includes:

• Matrix transformations
• Sequences
• Trigonometry Curve sketching
• Assessment

Year 10

At the end of Year 10 students will be entered for Edexcel Award in Statistical Methods level 2 or 3 as appropriate.

Year 11

At the end of Year 11 students will be entered for AQA level 2 in Further Mathematics.

Course Summary

GCSE Computer Science gives students a deeper understanding of how modern technology works — from the logic inside computer systems to the code that powers apps, games, and the wider digital world. The course encourages learners to think analytically, solve problems creatively, and build the technical knowledge needed for further study or future digital careers.

At Knutsford Academy, our GCSE Computer Science curriculum is designed to be engaging, practical, and ambitious. Students explore real computing challenges through programming, computational thinking tasks, and the study of key technological concepts. The course aims to develop confident coders, effective problem‑solvers, and critical thinkers who understand both the possibilities and responsibilities of digital technology.

The AQA GCSE Computer Science (8525) course is a linear qualification, assessed by two written examinations at the end of Year 11. The subject content includes topics such as algorithms, programming, data representation, computer systems, networks, cyber security, databases/SQL, and the ethical, legal and environmental impact of digital technology.

Students develop practical programming skills throughout the course and learn to design, write, test and refine code, with Paper 1 assessing computational thinking, algorithmic design and programming knowledge. Paper 2 focuses on core computing theory, including systems architecture, memory and storage, networking, data security and wider digital issues. Both papers are equally weighted and worth 50% of the student's final grade. 

Our teaching approach blends explanation, guided practice and hands‑on problem-solving, enabling students to build strong foundations in both theory and practical programming. By the end of the course, students are equipped with the computational understanding and digital literacy needed for A-level Computer Science, further study, or the rapidly growing technology sector.

Assessment

Component 1 (Exam 40%)
Students explore the ideas of computational thinking and problem solving and look at how computer programs are developed.

Component 2 (Exam 40%)
Students look at a wide range of computer science topic areas such as networking, security & computer hardware.

Component 3 (Controlled Assessment 20%)
Students apply their knowledge of Python to solve a practical programming problem following a systematic approach.

The BTEC Level 2 Digital Information Technology qualification gives learners the chance to explore how digital systems, data and user‑centred design shape the way organisations operate in a modern, technology‑driven world. It offers a practical, hands‑on approach and helps students build technical confidence through real‑life digital scenarios and project‑based tasks.

At Knutsford Academy, our Digital Information Technology course provides an engaging introduction to key concepts such as user interface design, data handling, digital working practices and cyber security. The curriculum emphasises creativity, problem‑solving and effective digital communication, giving learners the opportunity to apply their skills in vocational contexts rather than solely through written theory.

The qualification is part of Pearson’s BTEC Tech Award suite and is designed for Key Stage 4 learners who want to develop sector‑specific knowledge and practical digital skills that support progression into further study or the workplace. It encourages students to understand how technology supports organisations, how data informs decision‑making, and how digital tools can be planned and managed effectively. 

The course is structured into three components:

Component 1: Exploring User Interface Design Principles and Project Planning Techniques — learners investigate different types of user interfaces and develop project‑planning skills.

Component 2: Collecting, Presenting and Interpreting Data — students learn how organisations gather and present data and create dashboards to analyse information.

Component 3: Effective Digital Working Practices — an externally assessed examination focusing on cyber security, legal and ethical considerations, and how digital systems support professional working environments. 

Assessment includes two internally assessed components completed through Pearson Set Assignments, and one externally examined component, ensuring learners experience both practical coursework and a formal examination. The qualification supports progression into digital apprenticeships, Level 3 courses, or a wide range of careers that require strong digital literacy and problem‑solving skills.

KS4 Mathematics Curriculum Maps