The Computing Curriculum

Report
The Computing Curriculum
Simon Humphreys
Computing At School
28th April 2014
[email protected],
@CompAtSch
1948
1951
http://www.geekologie.com/2009/11/early-computing-childrens-new.php
The context
The context
ICT
Computer
Science
Maths
2002
N/A
28,000
-
2003
16,000
8,000
56,000
…
…
…
…
2012
11,000
4,000
85,000
“In my vision, the child progams the
computer and, in so doing both acquires a
sense of mastery over a piece of the most
modern and powerful technology and
establishes an intimate contact with some
of the deepest ideas from science, from
mathematics, and from the art of
intellectual model building”
Seymour Papert, 1980
Computing At School (2008 …)
Computer Science
should be
recognised in
school as a
rigorous subject
discipline, like
physics or history,
quite distinct from
the (useful) skills of
digital literacy.
Next Gen
Recommendation 1
Bring computer science
into the National
Curriculum as an
essential discipline
Eric Schmidt
"I was flabbergasted to
learn that today
computer science isn't
even taught as standard
in UK schools," he said.
"Your IT curriculum
focuses on teaching how
to use software, but
gives no insight into
how it's made."
Eric Schmidt – Edinburgh 2011
Michael Gove
“Computer Science is a rigorous,
fascinating and intellectually
challenging subject … we will
certainly consider including
Computer Science as an option in
the English Baccalaureate …
Although individual technologies
change … they are underpinned by
foundational concepts and principles
that have endured for decades …
the principles learnt in Computer
Science will still hold true.”
Michael Gove, January 2012
Shutdown or Restart?
Recommendation 6
The DfE should remedy the
current situation, where good
schools are dis-incentivised
from teaching Computer
Science, by reforming and
rebranding the current ICT
curriculum in England,
Schemes of work should be
established for ages 5-14
across the range of Computing
aspects, e.g. digital literacy,
Information Technology, and
Computer Science
Computer Science is a discipline
At school, we teach both disciplines
and technologies & skills
•
•
•
•
•
Disciplines
Principles, ideas
Knowledge, laws
Techniques, methods
Broadly applicable
Dates slowly
Physics, chemistry,
mathematics, English
Technologies & skills
•
•
•
•
•
•
•
Artefacts
Machines
Programs
Products
Organisations
Business processes
Dates quickly
Budgeting, presentation
skills, metalwork, textiles
What we want instead
Ideas
Create
Write
Understand
Knowledge
as well as
as well as
as well as
as well as
rather than
technology
consume
read
use
magic
The goal: to shift perception about
computer science
What most people think
Geeky
niche
The reality
Foundational,
for all
What is Computer Science?
Computer Science is the study of the
foundational principles and practices
of computation and computational
thinking, and their application in
the design and development of
computer systems.

A model curriculum for Computer Science has been developed by CAS
.
What is “Computer Science”?
 The study of




information
computation
algorithms, data structures, programs
communication and coordination
 Skills in
 programing
 computational thinking
 abstraction, modelling, design
Look ! No computers
http://csunplugged.org/sorting-networks
Main new thrust of the PoS
 Just as every student needs to learn a
bit of chemistry, even though few will
become chemists, so every student
should learn a bit of computer science
(including some elementary
programming) because they live in a
digital world. “...understanding how the
modern world works...” (Matthew
Hancock)
 From primary school onwards (like
science).
Result
 New title clearly signals a qualitative
change
 Computer Science added as the “fourth
science” to the EBacc
Aims of the PoS
GCSE
Computer
Science
Information
Technology
Digital literacy
Technology Enhanced
Learning
Understanding the National
Curriculum
Correct interpretation
Digital literacy
National Computing
Curriculum
Statuary document
Computer
Science
CS
Digital literacy
ITInformation
Technology
Subject Association
Teacher guides
Non- statuary document
A School’s curriculum
planning
Ambition
 Computer science from KS1 is ambitious;
eg “understand what algorithms are”.
 High degree of confidence that students
can understand this stuff
 We cannot get there instantly; but the
PoS has to last for a decade
 “PoS is a minimum” (David Brown Ofsted)
 Need for
 Teacher support and training across KS1-4
 Transitional Ofsted assessment
What is CAS doing?
Influencing national policy
Computing: a curriculum for
schools
Directly support teachers
“on the ground”
Background to CAS
BCS are the collaborative partner with CAS
11,100+ members (approx. 70% teachers)
103 Regional hubs
Active online community
Newsletter, events, conferences
Network of Excellence
Key stakeholder in development of
curriculum
 Building grassroots communities of practice







Community of Practice
“A community of practice is a
group of people who share a
common concern, a set of
problems, or interest in a
topic and who come together
to fulfil both individual and
group goals. CoPs often focus
on sharing best practices and
creating new knowledge to
advance a domain of
professional practice.
Interaction on an ongoing
basis is an important part of
this.”
http://net.educause.edu/ir/library/pdf/nli0531.pdf
 Connect people
 Provide a shared
context
 Enable dialogue
 Stimulate learning
 Capture and diffuse
existing knowledge
 Introduce collaborative
processes
 Help people organize
 Generate new
knowledge
Model of teacher professional development in the UK
Hubs &
Online forums
Network of
Excellence
Model (from
university to
school to
school)
Workshops/
Training
courses
Community
of Practice
Cascade
Training
Accreditation
Action
Research
Modeling
good
practice
CAS Master
Teacher/
Digital
Schoolhouse
model
Regional Hubs
A CAS hub is a meeting of
teachers and lecturers who
wish to share their ideas for
developing the teaching of
computing in their schools,
their classrooms and their
community. It is a meeting of
like-minded professionals with
the general objective of
supporting each other and the
specific aim of providing (at
least) one idea that can be
taken and tried in the
classroom.
Newsletter
Support and empower
Network of Excellence
Primary Master Teachers
Secondary Master Teachers
Schools
Network of Excellence
• University faculty are central
to the success of the
Network.
• Need for both subject
knowledge and pedagogical
knowledge development.
• Encourage university
colleagues to forge links
with the primary and
secondary schools
• Work with master teachers
in the area design and
deliver courses
• Training of Level 1 Master
Teachers
Lead school
 What if my school is already
teaching Computer Science really
well?
 A Lead school means that your
school will take a lead for
Computer Science education in
your area.
 It is open to primary and
secondary schools
Content
Certification
 Pilot (54 teachers)
 Evidence based
 A commitment to improving/maintaining subject
knowledge and skills in Computer Science
 Computer Science knowledge and skills, including
programming skills
 Understanding of and application of pedagogical
strategies suitable for teaching Computer Science
 Three components
 CPD, inc reflection and impact
 CS subject knowledge via project
 Practioner research, classroom based
What can you do?
 Scenario 1: Your Computing/ICT
department need training to deliver
the new curriculum
 Scenario 2: Your Computing/ICT
department teachers are fairly
confident that they can deliver the
new curriculum
 Scenario 3: Your Computing/ICT
department has expertise which
could support other schools
Scenario 1: Your Computing/ICT
Staff need training
1. Teachers should join CAS (individuals)
2. Your school should join the NoE (schools)
3. Teachers should then contact their Master Teacher
(contact details on CAS Online)
4. Schools will be notified about CPD opportunities (or
can find them on CAS Online).
5. Teachers should attend local hub meetings to find
support from other teachers
6. Teachers will need time and support to attend CPD
and assimilate new skills
Scenario 2: Your Computing/ICT
Staff are Fairly confident
1. Teachers should join CAS(as before)
2. Your school should join the NoE(as before)
3. Offer your school as a venue to a local CAS Master
Teacher to run training. This will support your staff in
increasing their confidence in supporting others.
4. The new CAS Certificate in Computer Science
teaching can offer teachers recognition for their skills
and knowledge in this new curriculum area.
5. Facilitate discussion at departmental level about
curriculum change; allow time to disseminate CPD
6. Encourage an atmosphere where teachers can try
out new resources and approaches ‘safely’
Your Computing/ICT department
have expertise
1. One of your teachers could apply to become a
CAS Master Teacher (next round of applications
will be in the new year)
2. Your school could apply to become a Lead School
3. As a Lead School you could support other local
schools, particularly primary schools in your area.
4. You could offer CPD to other local schools, in
conjunction with Master Teachers.
5. Give staff time to support non-specialist staff
Supporting teachers in other ways
 Hub meetings – there are 83 CAS Hubs who hold
termly meetings after school to support staff and
facilitate networking
 Online MOOCS – 2 universities are offering free
MOOCs as CPD
 CAS Online – has a repository of 1200+ teaching
resources and discussions on all topics relating to
the Computing curriculum
Teach London Computing
http://teachinglondoncomputing.org/
Digital Schoolhouse
Computing At School and the Next
Gen Skills campaign run by
interactive entertainment trade
body Ukie have been tasked with
extending the success of
the Digital Schoolhouse
project currently based at Langley
Grammar School, Slough, to help
10 London secondary schools
develop Digital Schoolhouse
satellite schools to support this
curriculum change by providing
teacher training and improve links
between primary and secondary
schools.
Challenge #1
Introduce a new subject
discipline, computer science,
to the UK education system,
starting from a
near-zero base
Challenge #2
Equip, support, affirm,
encourage our ICT teachers to
teach computer science
Discussion points

What do you know about the CPD being
offered to teachers in your area?

If there are gaps, what are they?

How could you contribute locally to
support the CAS Network of Excellence?
It’s not enough to hope that someone else will
do it.
We have to.
There is no “them”.
There is only us.

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