• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Computing curriculum design workshop

Computing curriculum design workshop



Hampshire ICT Conference, 27 June 2013

Hampshire ICT Conference, 27 June 2013



Total Views
Views on SlideShare
Embed Views



3 Embeds 204

http://bloggineducation.wordpress.com 161
https://twitter.com 42
https://bloggineducation.wordpress.com 1



Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Computing curriculum design workshop Computing curriculum design workshop Presentation Transcript

    • Miles Berry University of Roehampton 27 June 2013 Developing a scheme of work for the new computing curriculum
    • What is the curriculum for?
    • What is the curriculum for?
    • What is the curriculum for?
    • A high-quality computing education equips pupils to understand and change the world through computational thinking. It develops and requires logical thinking and precision. It combines creativity with rigour: pupils apply underlying principles to understand real-world systems, and to create purposeful and usable artefacts. More broadly, it provides a lens through which to understand both natural and artificial systems, and has substantial links with the teaching of mathematics, science, and design and technology. DfE 2013 Computing
    • 0%# 10%# 20%# 30%# 40%# 50%# 60%# 70%# 80%# 90%# 100%# Skills# Knowledge# Understanding# None#or#very#limited# Basic#grasp# Competent# Proficient# Expert#
    • Creativity “Imagination is not the same as creativity.  Creativity takes the process of imagination to another level.  My definition of creativity is “the process of having original ideas that have value.” Imagination can be entirely internal.  You could be imaginative all day long without anyone noticing.  But you never say that someone was creative if that person never did anything.  To be creative you actually have to do something.” 
    • Constructionism “Constructionism - the N word as opposed to the V word - shares contructivism’s view of learning as“building knowledge structures”through progressive internalization of actions... It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe. Papert 1991
    • Beauty or utility? “If you want a golden rule that will fit everybody, this is it: Have nothing in your houses that you do not know to be useful, or believe to be beautiful.” William Morris, 1880
    • Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe. (QCDA, 2009) ICT Capability
    • ICT to Computing
    • • Digital Literacy (DL) is the ability to access, use, and express oneself using digital technology, including a critical understanding of technology’s impact on the individual and society. • Information Technology (IT) covers the use and application of digital systems to develop technological solutions purposefully and creatively. • Computer Science (CS) is the subject discipline that explains how computer systems work, how they are designed and programmed, and the fundamental principles of information and computation.
    • CS, IT, DL Foundations Applications Implications
    • Computing Curriculum At the core of computing is the science and engineering discipline of computer science, in which pupils are taught how digital systems work, how they are designed and programmed, and the fundamental principles of information and computation. Building on this core, computing equips pupils to apply information technology to create products and solutions. A computing education also ensures that pupils become digitally literate – able to use, and express themselves through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
    • Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluating work as it progresses
    • • can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems • are responsible, competent, confident and creative users of information and communication technology. Aims for computing
    • KS1 understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions write and test simple programs use logical reasoning to predict the behaviour of simple programs organise, store, manipulate and retrieve data in a range of digital formats communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.
    • KS2 design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
    • KS2 continued describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
    • KS3 continued undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users create, reuse, revise and repurpose digital information and content with attention to design, intellectual property and audience.
    • KS3 design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems understand at least two key algorithms for each of sorting and searching; use logical reasoning to evaluate the performance trade-offs of using alternative algorithms to solve the same problem use two or more programming languages, one of which is textual, each used to solve a variety of computational problems; use data structures such as tables or arrays; use procedures to write modular programs; for each procedure, be able to explain how it works and how to test it understand simple Boolean logic (such as AND, OR and NOT) and its use in determining which parts of a program are executed; use Boolean logic and wild- cards in search or database queries; appreciate how search engine results are selected and ranked
    • KS3 continued understand the hardware and software components that make up networked computer systems, how they interact, and how they affect cost and performance; explain how networks such as the internet work; understand how computers can monitor and control physical systems explain how instructions are stored and executed within a computer system explain how data of various types can be represented and manipulated in the form of binary digits including numbers, text, sounds and pictures, and be able to carry out some such manipulations by hand
    • KS4 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.
    • Themes?
    • Themes • Coding • CS • Networks and the Internet • Communication and collaboration • Creativity • Productivity
    • Themes • Computational thinking • Design • Criticality • Responsibility
    • Themes • CS • IT • DL • Foundations • Applications • Implications
    • “At the heart of the educational process lies the child” “One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves”
    • Decisions • Discrete vs Embedded • Waterfall vs Agile • NC vs NC+ • Themes • Structure • Format
    • An outline SoW • Topic title • Curriculum coverage • Learning objectives • Outline of activities • Resources • Cross curricular links • Assessment opportunities
    • Assessment “In order to ensure that every child is expected to master this content, I have ... decided that the current system of levels and level descriptors should be removed and not replaced” June 2012 “By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.“ Feb 2013
    • Assessment Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.  June 2013
    • Badges
    • bit.ly/ittcomp
    • m.berry@roehampton.ac.uk milesberry.net @mberry