The computing curriculum beyond 2014


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Keynote presentation at MGL's spring conference, Manchester, 8 Feb 2013
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The computing curriculum beyond 2014

  1. 1. The ICT ComputingCurriculum beyond 2014 Miles Berry University of Roehampton
  2. 2. qbmaze
  3. 3. qbmaze
  4. 4. Their SpaceInformation gatherersEveryday communicatorsCreative producersDigital pioneers Green and Hannon, 2007
  5. 5. TfL Users Makers Consumers CreatorsCommunicators CollaboratorsDigitally literate Digitally critical Safe Responsible Skills Understanding
  6. 6. The craftsman“It is by fixing things that we oftenget to understand how they work.” Sennett, 2009
  7. 7. In EYFSTechnology: children recognise that a range oftechnology is used in places such as homes andschools. They select and use technology forparticular purposes.Being imaginative: children use what they havelearnt about media and materials in original ways,thinking about uses and purposes. They representtheir own ideas, thoughts and feelings throughdesign and technology, art, music, dance, role-playand stories.
  8. 8. Finding things outDeveloping ideas andmaking things happenExchanging and sharinginformationReviewing, modifying andevaluating work as itprogresses
  9. 9. MindstormsIn many schools today, the phrase "computer-aidedinstruction" means making the computer teach the child. Onemight say the computer is being used to program the child.In my vision, the child programs the computer and, in doingso, both acquires a sense of mastery over a piece of the mostmodern and powerful technology and establishes an intimatecontact with some of the deepest ideas from science, frommathematics, and from the art of intellectual model building. Papert, 1980
  10. 10. Next GenRecommendation 1Bring computer science intothe National Curriculum as anessential discipline.
  11. 11. Schmidt in Edinburgh
  12. 12. NC Expert PanelDespite their importance in balancededucational provision, we are not entirelypersuaded of claims that design andtechnology, information andcommunication technology and citizenshiphave sufficient disciplinary coherence tobe stated as discrete and separateNational Curriculum ‘subjects’. Werecommend that information andcommunication technology is reclassifiedas part of the Basic Curriculum andrequirements should be established sothat it permeates all National Curriculumsubjects.
  13. 13. Gove at BETT
  14. 14. Shut down or Restart?Recommendation 6The Department for Education shouldremedy the current situation, wheregood schools are dis-incentivised fromteaching Computer Science, by reformingand rebranding the current ICTcurriculum in England. Schemes of workshould be established for ages 5 – 14across the range of Computing aspects,e.g. digital literacy..., InformationTechnology, and Computer Science.
  15. 15. Helpful?
  16. 16. Gove’s responseThe Government has made clear that itconsiders ICT to be an important subjectthat should be taught to all pupils. As aclear statement of the importance that itattaches to ICT education, theGovernment has decided that ICT willcontinue to be a National Curriculumsubject, with new statutory Programmesof Study at all four key stages, fromSeptember 2014.
  17. 17. BCS and RAEngIn late August 2012 the DfE invited BCS and the Royal Academy ofEngineering to coordinate the drafting of a new Programme of Studyfor ICT. In discussion with DfE, BCS and the Royal Academy ofEngineering decided to follow the following process• Form a small working party to write a first draft.• Publish this first draft in late October, and seek broad comment and feedback.• Revise the draft during November and December in the light of that feedback.• The DfE will publish the revised draft, along with the Programmes of Study for other subjects, for full public consultation in the Spring of 2013.
  18. 18. Gove, yesterday“We have also replaced the old information andcommunications technology curriculum with anew computing curriculum, with help fromGoogle, Facebook and some of Britain’s mostbrilliant computer scientists.”
  19. 19. Aims• 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.
  20. 20. KS1understand what algorithms are, how they are implemented asprograms on digital devices, and that programs execute byfollowing a sequence of instructionswrite and test simple programsuse logical reasoning to predict the behaviour of simple programsorganise, store, manipulate and retrieve data in a range of digitalformatscommunicate safely and respectfully online, keeping personalinformation private, and recognise common uses of informationtechnology beyond school.
  21. 21. KS2design and write programs that accomplish specific goals,including controlling or simulating physical systems; solveproblems by decomposing them into smaller partsuse sequence, selection, and repetition in programs; work withvariables and various forms of input and output; generateappropriate inputs and predicted outputs to test programsuse logical reasoning to explain how a simple algorithm worksand to detect and correct errors in algorithms and programsunderstand computer networks including the internet; how theycan provide multiple services, such as the world-wide web; andthe opportunities they offer for communication and collaboration
  22. 22. KS2describe how internet search engines find and store data; usesearch engines effectively; be discerning in evaluating digitalcontent; respect individuals and intellectual property; usetechnology responsibly, securely and safelyselect, use and combine a variety of software (including internetservices) on a range of digital devices to accomplish given goals,including collecting, analysing, evaluating and presenting dataand information.
  23. 23. KS3design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsunderstand at least two key algorithms for each of sorting and searching; use logical reasoning toevaluate the performance trade-offs of using alternative algorithms to solve the same problemuse two or more programming languages, one of which is textual, each used to solve a variety ofcomputational problems; use data structures such as tables or arrays; use procedures to writemodular programs; for each procedure, be able to explain how it works and how to test itunderstand simple Boolean logic (such as AND, OR and NOT) and its use in determining which partsof a program are executed; use Boolean logic and wild- cards in search or database queries;appreciate how search engine results are selected and rankedunderstand 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 theinternet work; understand how computers can monitor and control physical systemsexplain how instructions are stored and executed within a computer systemexplain how data of various types can be represented and manipulated in the form of binary digitsincluding numbers, text, sounds and pictures, and be able to carry out some such manipulations byhand
  24. 24. KS3 continuedundertake creative projects that involve selecting, using, andcombining multiple applications, preferably across a range ofdevices, to achieve challenging goals, including collecting andanalysing data and meeting the needs of known userscreate, reuse, revise and repurpose digital information and contentwith attention to design, intellectual property and audience.
  25. 25. KS4develop their capability, creativity and knowledge incomputer science, digital media and information technologydevelop and apply their analytic, problem-solving, design, andcomputational thinking skills.
  26. 26. And now...• Public consultation on DfE draft PoS• Ready for September 2013• Statutory from September 2014 *• Minimum not maximum• Effectively optional * but not for academies, free schools and independent schools
  27. 27. Assessment“In order to ensure that every child is expected tomaster this content, I have ... decided that the currentsystem of levels and level descriptors should be removedand not replaced” June 2012“By the end of each key stage, pupils are expected toknow, apply and understand the matters, skills andprocesses specified in the relevant programme of study. “ Feb 2013
  28. 28. EBaccGove:“If new Computer Science GCSEs are developedthat meet high standards of intellectual depth andpractical value, we will certainly consider includingComputer Science as an option in the EnglishBaccalaureate.”Cerf:“Every student should be offered the chance togain a rigorous Computer Science qualificationbefore they leave school. The UK Governmentcould make this happen by including ComputerScience as an option in the English Baccalaureateschool performance measure.”
  29. 29. EBaccGove on 30th January:Computer science will be added to the list ofseparate science options (so there are now fourseparate sciences instead of the traditional three)in the EBacc.Pupils who sit any three of the four separatesciences and get at least a C in two of them willget the EBacc.
  30. 30. Badges
  31. 31. Challenges ahead • Post NC? • Teacher training • CPD • Schemes of work • Assessment • Resources • Pedagogy
  32. 32. “At the heart of theeducational process lies thechild”“One of the main educationaltasks of the primary school isto build on and strengthenchildrens intrinsic interest inlearning and lead them tolearn for themselves”
  33. 33. • Play• Performance• Simulation• Appropriation• Distributed cognition• Collective intelligence• Judgement• Transmedia Navigation• Networking• Negotiation
  34. 34. @mberry