computing in english education #ind15
TRANSCRIPT
Computing in English Education
Oliver Quinlan nesta.org.uk oliverquinlan.com @oliverquinlan CC BY NC
celesterc
England
(C) Google Maps
(C) Google Maps
Pupils: 8.2 millionState: 93% Private: 7%
‘Free School Meals’: 18%‘Minority Ethnic’: 24-29%
‘English 2nd language’: 13-19%
http://bit.ly/schoolscensus
“The achievement gap between pupils of different socio-economic backgrounds is larger in the UK than in most developed countries
in the world”Wigdortz (2012) (Source: PISA data)
Pre-School Under 4
Nursery EYFS 4-5
Primary Schools 5-6
KS 1 6-7 SATs
KS 2 7-11 SATs
Secondary Schools
KS 3 11-14
KS 4 14-16 GCSEs
(6th Form) KS 5 16-18 A Levels
University / College
F.E. / H.E. 18+ Various
History
CC BY SA Gisela Giardino
theguardian (2011), Eric Schmidt’s McTaggart Lecture- Full text. Available at: http://www.guardian.co.uk/media/interactive/2011/aug/26/eric-schmidt-
mactaggart-lecture-full-text (Accessed 25th September 2012)
“You invented computers in both concept and practice [...] Yet today, none of the world's
leading exponents in these fields are from the UK.”
Nesta ‘NextGen’ ReportNESTA
“Shut down or restart?”The Royal Society
“We’re not going to tell you
what to do.”
CC BY NC ND ConservativesDfE (2012) Michael Gove speech at the BETT show 2012. Available at: http://
www.education.gov.uk/inthenews/speeches/a00201868/michael-gove-speech-at-the-bett-show-2012 (Accessed 26th September 2012)
ComputingS E P T E M B E R 2 0 1 4 :
The Curriculum
C O M P U T E R S C I E N C E ( U N D E R S T A N D I N G T H E P R I N C I P L E S O F
C O M P U T I N G & P R O G R A M M I N G )
I C T ( H O W T O U S E D I G I T A L T E C H N O L O G Y &
H O W I T W O R K S )
D I G I TA L L I T E R A C Y ( B E I N G A C A PA B L E & S A F E D I G I T A L
C I T I Z E N )
The national curriculum for computing aims to ensure that all pupils:
• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• 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
5-8•Understand algorithms •Create & debug programs •Use technology purposefully, safely and respectfully
9-11•Design programs with goals, including decomposition •Work with variables & various forms of input & output •Understand computer networks •Identify ways to report concerns about content
11-14•Design, use and evaluate computational abstractions •Use 2 or more programming languages (1 text based) •Understand how data of various types can be represented and manipulated digitally
•Protecting their online identity and privacy
The English National Curriculum for Computing
https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study
bit.ly/computingengland
Successes
iDHSB.co.uk
R A S P B E R R Y P I
computingatschool.org.uk
http://code-it.co.uk/
Challenges
Why it matters
Digital Making
“In the LOGO work we have invented versions of such machines in which powerful ideas from physics or
mathematics or linguistics are embedded in a way that permits the player to learn them in a natural fashion,
analogous to how a child learns to speak.” Seymour Papert, Mindstorms
Certain ideas can be used as tools to think with over a lifetime.
One learns to enjoy and to respect the power of powerful ideas. One learns that the most powerful idea of all is the
idea of powerful ideas. Seymour Papert, Mindstorms
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Oliver Quinlan nesta.org.uk oliverquinlan.com @oliverquinlan