Download to read offline
Uploaded byINTEF
Three years on - what has Englhand learnt?
This document discusses England's computing curriculum over the past three years. It covers the replacement of the old ICT curriculum with a new computing curriculum informed by computer scientists. It also discusses the content of the curriculum from ages 5 to 16, qualifications, assessment approaches, pedagogical approaches, teacher training, teaching materials, and incentives to support coherence across the computing education system.
More Related Content
Similar to Three years on - what has Englhand learnt?
Three years on - what has Englhand learnt?
- 1. Three years on- what has England learnt? Miles Berry University of Roehampton @mberry | #CodeEducaLAB 18 October 2017 These slides: bit.ly/CodeEducaLAB
- 2. Oates, 2010 Curriculum Coherence Theterm ‘coherence’ is a highly precise technical term: a national curriculum should have content arranged in an order which is securely based in evidence associated with age-related progression, and all elements of the system (content, assessment, pedagogy, teacher training, teaching materials, incentives and drivers etc) should all line up and act in a concerted way to deliver public goods The term ‘coherence’ is a highly precise technical term: a national curriculum should have content arranged in an order which is securely based in evidence associated with age-related progression, and all elements of the system (content, assessment, pedagogy, teacher training, teaching materials, incentives and drivers etc) should all line up and act in a concerted way to deliver public goods
- 4.
- 5. The computing curriculum “Wehave replaced the old information and communications technology curriculum with a new computing curriculum, with help from Google, Facebook and some of Britain’s most brilliant computer scientists.” Gove, 2013
- 6. Computing DfE, 2013 A high-qualitycomputing education equips pupils to use computational thinking and creativity to understand and change the world.
- 7.
- 8. Before 5 Having theirown ideas ● Thinking of ideas ● Finding ways to solve problems ● Finding new ways to do things Making links ● Making links and noticing patterns in their experience ● Making predictions ● Testing their ideas ● Developing ideas of grouping, sequences, cause and effect Choosing ways to do things ● Planning, making decisions about how to approach a task, solve a problem and reach a goal ● Checking how well their activities are going ● Changing strategy as needed ● Reviewing how well the approach worked Development Matters, 2012
- 9. From 5 to16 DfE, 2013
- 10.
- 11.
- 12. Attainment target DfE, 2013 Bythe 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.
- 13. Berry and Kemp,2014
- 14. Test questions The Commissionrecommends the establishment of a national item bank of assessment questions to be used both for formative assessment in the classroom, to help teachers evaluate understanding of a topic or concept, and for summative assessment, by enabling teachers to create bespoke tests for assessment at the end of a topic or teaching period. McIntosh et al 2015
- 15. Project Quantum - 5,743questions ● free ● formative ● online ● automatically marked ● high quality ● to support teaching ○ guiding content ○ measuring progress ○ identifying misconceptions qv Oates et al 2015
- 16.
- 17.
- 18.
- 19.
- 20. programming = algorithms+ code
- 22. The pragmatic teacher? ComputerScience instructors rely mostly on intuition and anecdotal evidence to make decisions about changes in their daily teaching practice… instructors used little empirical data for deciding to make a change, and for deciding whether a change was successful or a failure. Fossati and Guzdial, 2011
- 23.
- 24. What we’re learningabout teaching computing ● It’s not about the code - think before you click ● You don’t have to use a computer ● It’s easier to read code than to write code ● It’s easier to edit code that to start from a blank screen ● Making things matters ● Pair programming is powerful ● Debugging helps grow mindsets ● Go for depth not breadth ● Look for interesting contexts ● This is for everyone
- 25.
- 26. Coding helps computational thinking? Therewas no evidence that attending Code Club had any effect on children’s computational thinking at the end of their academic year attending Code Club over and above changes that would have occurred anyway. NFER, 2017
- 27.
- 28. Teaching matters The qualityof an education system cannot exceed the quality of its teachers Interview South Korea 2007, cited in Barber and Mourshed 2007
- 29. Outstanding computing? Pedagogy ICT skills CS knowledge Outstanding teachingof computing + = CS knowledge
- 31.
- 32.
- 33.
- 34.
- 35. Master teachers Computing AtSchool has swiftly developed a cadre of Master Teachers to support the development of computing in schools. This study indicates that Master Teachers and CAS more generally are well-regarded by teachers who have engaged with it. CAS is making a significant difference to the implementation of the new computing curriculum. Boylan and Willis, 2016
- 37. QuickStart Computing Rt HonNicky Morgan MP, Secretary of State for Education: “QuickStart Computing is an important national programme that will help all computing teachers to confidently plan, teach and assess the new computing curriculum. We value the funding that Microsoft has provided and it’s essential that we work in partnership with industry and teacher networks like Computing At School.”
- 39.
- 40. Oates, 2014 andBESA / The Publishers Association, 2015
- 43.
- 44.
- 45.
- 46. Raspberry Pi “We recommendgetting hold of a Raspberry Pi and following one of the many hardware and software tutorials for it on the web. An additional advantage of this route is that you will gain familiarity with the UNIX command line: a very valuable skill to have in the Tripos!” University of Cambridge Computer Laboratory: Undergraduate Admissions
- 47.
- 48. Ipsos / MORIfor BT, 2016
- 49. Training Scholarships £27,500, taxfree Since 2013, BCS has been in partnership with the Department of Education (DfE), offering a teaching scholarship aimed at creating the next generation of Computing teachers for our Secondary schools. To date, the scheme has proved a great success, with more than 1,000 applications over its four years.
- 50.
- 51. Making the case Computingmatters to the future of the UK, but much more importantly it’s about giving every child the essential thinking skills they need to succeed in our digital, connected society CAS, 2017
- 52. DfE, 2013, qvBCS 2012 EBacc Today, the Education Secretary announced that computer science will be added to the list of separate science options (so there are now 4 separate sciences instead of the traditional 3) in the EBacc. Pupils who sit any 3 of the 4 separate sciences and get at least a C in 2 of them will get the EBacc.
- 53. Kemp, Wong andBerry, 2016
- 58. University entrance Useful for: Aeronauticalengineering Biochemistry Biology Chemical engineering Economics Chemistry Civil engineering Geology / Earth sciences Electrical / Electronic engineering Engineering Mathematics Mechanical engineering Medicine Materials science Optometry Orthoptics Pharmacy Physics Psychology Sociology Teacher training (!) Russell Group
- 59.
- 61. Royal Society: Computing Education Thecurriculum is in its infancy and in the next few years students will become more and more proficient in computing, meaning the curriculum, its assessment and the resources available will need to evolve. The Society wants to convene a consortium of educational partners, science organisations and businesses willing and able to take forward a strategic plan to support computing education in schools. The first stage of the project will pull together evidence-based proposals for the programmes and policies that need to be in place to make the school computing curriculum flourish. This will involve a six-month research stage to examine computing teaching in schools today and establish priority objectives for the second stage. A report will be published in mid 2017.
- 63. Concluding remarks Writing acurriculum framework isn’t enough Plan for coherence Training and resources are vital for success Pedagogy? Try to get the transition right CS for all
- 64.
- 65. URLs These slides: bit.ly/intef17 Myblog: milesberry.net My email: m.berry@roehampton.ac.uk Computing At School: computingatschool.org.uk Barefoot Computing: barefootcas.org.uk QuickStart Computing: primary.quickstartcomputing.org and bit.ly/qsks3 Project Quantum: bit.ly/projectquantum CAS TV: youtube.com/user/computingatschool Raspberry Pi: raspberrypi.org Code Club: codeclubprojects.org Hello World: helloworld.cc micro:bit: microbit.org Switched On Computing: switchedoncomputing.co.uk