Miles Berry

University of Roehampton

The ICT Computing Curriculum beyond 2014

qbmaze

qbmaze

Their Space

Information gatherers

Everyday communicators

Creative producers

Digital pioneers

Green and Hannon, 2007

TfL

UsersConsumers

CommunicatorsDigitally literate

SafeSkills

MakersCreatorsCollaboratorsDigitally criticalResponsibleUnderstanding

The craftsman

“It is by fixing things that we often get to understand how they work.”

Sennett, 2009

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

In EYFS

Finding things out

Developing ideas and making things happen

Exchanging and sharing information

Reviewing, modifying and evaluating work as it progresses

MindstormsIn many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child.

In my vision, the child programs the computer and, in doing so, 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.

Papert, 1980

Next Gen

Recommendation 1

Bring computer science into the National Curriculum as an essential discipline.

Schmidt in Edinburgh

NC Expert PanelDespite their importance in balanced educational provision, we are not entirely persuaded of claims that design and technology, information and communication technology and citizenship have sufficient disciplinary coherence to be stated as discrete and separate National Curriculum ‘subjects’. We recommend that information and communication technology is reclassified as part of the Basic Curriculum and requirements should be established so that it permeates all National Curriculum subjects.

Gove at BETT

Shut down or Restart?

Recommendation 6

The Department for Education 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.

Helpful?

Gove’s response

The Government has made clear that it considers ICT to be an important subject that should be taught to all pupils. As a clear statement of the importance that it attaches to ICT education, the Government has decided that ICT will continue to be a National Curriculum subject, with new statutory Programmes of Study at all four key stages, from September 2014.

BCS and RAEngIn late August 2012 the DfE invited BCS and the Royal Academy of Engineering to coordinate the drafting of a new Programme of Study for ICT. In discussion with DfE, BCS and the Royal Academy of Engineering 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.

Gove, yesterday

“We have also 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.”

• 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

KS1understand 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.

KS2design 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

KS2describe 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.

KS3design, 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

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

KS3 continuedundertake 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.

KS4develop 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.

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

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

EBaccGove: “If new Computer Science GCSEs are developed that meet high standards of intellectual depth and practical value, we will certainly consider including Computer Science as an option in the English Baccalaureate.”

Cerf: “Every student should be offered the chance to gain a rigorous Computer Science qualification before they leave school. The UK Government could make this happen by including Computer Science as an option in the English Baccalaureate school performance measure.”

EBacc

Gove on 30th January:

Computer science will be added to the list of separate science options (so there are now four separate sciences instead of the traditional three) in the EBacc.

Pupils who sit any three of the four separate sciences and get at least a C in two of them will get the EBacc.

Badges

Challenges ahead

• Post NC?

• Teacher training

• CPD

• Schemes of work

• Assessment

• Resources

• Pedagogy

“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”

• Play

• Performance

• Simulation

• Appropriation

• Distributed cognition

• Collective intelligence

• Judgement

• Transmedia Navigation

• Networking

• Negotiation

m.berry@roehampton.ac.uk

milesberry.net

@mberry