GCSE Computer Science (9 -1) · Explain how computational thinking comes from lots of practice and...
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GCSE Computer Science (9-1) First teach 2016
Transcript of GCSE Computer Science (9 -1) · Explain how computational thinking comes from lots of practice and...
GCSE Computer Science (9-1)
First teach 2016
Computer Science Community
• CS now firmly embedded in the curriculum • CS now appearing in primary schools • CAS really helping in supporting teachers • Exciting new Codio resources • Ebacc and the 4th Science • Non-specialists and technical support
New GCSE in Computer Science
• Inline now with new A Level • A new focus on algorithms and computational
thinking • New content! Deepening industry relevance • Use any relevant language, Python, C++, Java etc
– High level / Object oriented – but only procedural at GCSE
• Project more refined and more focussed on coding • Relevant and engaging within current tech and for
employment prospects
• 2 written papers – Computer Systems – Computational thinking, algorithms and programming
• 1 hour 30 minutes each • 80 marks per paper • 40% each – increased weighting on exam now • Programming Project (20% NEA, 40 marks, 20 hours)
Course structure
Computer Systems (Comp 01) • Systems Architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • System security • System software • Ethical, legal, cultural and environmental
concerns
Presenter
Presentation Notes
May want to look at Spec here and look at differences from old one.
Level of response questions
Stake holders: • Anybody involved either directly or
indirectly • How are they effected and to what
extent
Technology Involved: • Any technology and how it relates to
the problem/topic • Different technologies that are related • How the technology works within the
context • Comparisons
Moral/Social/Cultural/Legal Issues: • How the issue relates to any moral,
social or cultural context • What are the legal issues? • How are the stakeholders effected? • How does the technology relate?
Solutions: • Any technological or other solution
and how it solves the problem • Analysis of solution and its effects • How it all fits together
Extends and differentiates between 9-1. Marked using the following grid (will be included in new spec). Can prepare and teach on how to reply using a range of stimuli – tweets every week!
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Presentation Notes
Discuss how this framework can be used to teach CS style essays and how the framework is used in the exams.
Computational thinking, algorithms and programming (Comp 02)
• Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation
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Presentation Notes
Emphasise the much heavier focus on Computational thinking and how this change needs to be considered and catered for in any curriculum planning and delivery.
Algorithms and problem solving • Elements of computational thinking
– Thinking abstractly: taking problem out of scenario – Thinking ahead: identifying issues and planning – Thinking procedurally: working through the problem – Thinking logically: efficient/logical solutions
• Problem solving (100 coding challenges) – Programming techniques – Computational thinking – Good for practice re NEA
• Codio and FLODE – Subscription based but great for turning flow charts into
actual code (JS or Python)
Presenter
Presentation Notes
Explain how computational thinking comes from lots of practice and this should form a large part of the course teaching starting with simple problems and flowcharts, then building into pseudocode and finally into code. Mention the 100 coding challenges and they will help with teaching computational thinking.
Programming Project (Comp3 NEA)
• Programming techniques – Listed in the Spec: not limited and candidates may
use more complex
• Analysis • Design • Development • Testing and evaluation and conclusions
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Presentation Notes
Mention how it is very similar to A453 but is now more open ended to allow more scope at the top end (9-1)
Programming Project (Comp3 NEA)
• A scenario and context is given – Now a list of parts given
• Starts simply and builds in complexity • Last component part(s) open ended, to allow
creativity and demonstration of skills • Allows more differentiation (9-1) and avoids
malpractice issues • Candidates can still design and plan sections
for marks even if they cannot code all
Presenter
Presentation Notes
Discuss how the data should be generated independently by all candidates and that solutions for the last component part my vary wildly depending on the ability of the student.
Programming languages • The project must be a coded solution using high-level
language • Languages given are: • Python
– C family of languages (for example C# C++ etc.) – Java – JavaScript – Visual Basic /.Net – PHP – Delphi/Lazarus – SQL – BASH
Presentation • A single narrative document is the most
appropriate way to present the work. • Easier to demonstrate the candidate’s thinking
and approach effectively. • The report is a presentation of the process
and conclusions; marks available for the clarity of approach to the practical investigation.
• Key to see cyclical development and corrections etc as they progress
Process for success Success criteria (what will a successful solution be)
Planning and design (flow charts and pseudocode)
Development (narrative of the process with explanations of code)
Testing and remedial actions (with narrative of changes made)
Evaluation (clearly linked to success criteria)
Success Criteria
Plan and Design
Development Testing & Remedial
Action
Evaluation
NEA • Teachers should prepare skills so that candidates
can start the assessment • This includes techniques listed in spec and also
write up process (teach Process to Success) • Candidates may have access to various resources,
but cannot include internet access – Online IDE Access only
• Candidates must acknowledge all source material and it is their additional contribution that is assessed.
Elements and techniques expected: • variables, operators, inputs, outputs and assignments
• the three basic programming constructs used to control the flow of a program: sequence; conditionals; iteration
• suitable loops including as appropriate count and condition controlled loops
• different data types including Boolean, string, integer and real appropriately in solutions to problems
• basic string manipulation • basic file handling operations: open, read, write and close • arrays or equivalent as appropriate • There is potential that stronger candidates may have developed more
skills that the above, however solutions that are submitted using the above techniques will still have potential to gain full credit if correctly applied.
‘Best fit’ – within mark bands • Where the learner’s work convincingly meets the
statement, the highest mark should be awarded • Where the learner’s work adequately meets the
statement, the most appropriate mark in the middle range should be awarded
• Where the learner’s work just meets the statement, the lowest mark should be awarded.
• Use these trigger words when marking • Always add annotation within the URS to guide
the moderator to supporting evidence.
Malpractice examples • Plagiarism:
– off the internet or from other students • Writing frames:
– Students must create their own responses. Guidance templates or prompt questions etc are malpractice
• Non-compliance with instructions: – e.g. using unapproved software or techniques
• Excessive help: – Individual feedback from the teacher after the task
taking has commenced is not allowed. – Use of previously created programs – Teaching similar tasks prior to commencement
Teachers may: • explain the task • advise on how the task could be approached • advise on resources • alert the learner to key things that must be
included in the final piece of work • interrogate learners on their work, to ensure test
validity. • Provide non-specific feedback to the class if there
are general errors/misconceptions
Teachers must not: • Give detailed advice or suggestions as to how work
may be improved to meet assessment criteria. • Personally intervene to improve the presentation
or content of the work, or point out individual errors.
• Practise the task with the learners, or teach very similar tasks prior to the NEA.
• Provide templates, model answers or feedback on drafts.
• Produce templates or model answers and publish them online.
Teachers must ensure that: • Learners are not allowed to take the NEA tasks home, or
access them from home remotely or otherwise • Learners are not allowed to take work on the NEA task
home to complete, e.g. via pen-drive or remote access. • All work presented for submission must have been
completed under supervised conditions. • Accounts associated with the NEA tasks are locked
between sessions to ensure that learners cannot access them outside of the supervised conditions.
• Learners do not access email/file storage accounts during the supervised sessions in order to prevent them being able to complete work at home and bringing it into the supervised sessions.
Command words • Command words will be used consistently in
all assessment material and resources • Makes assessment more transparent • Allows easier teacher resource and exam
preparation material creation • Removes barrier to answering questions • Makes mark schemes easier to work with • Contained as appendix to specification
Pseudocode guide • Guidance on pseudocode that will be used in
the exams and in resources • Includes Boolean Algebra • Includes flowcharts • No requirement for learners to have to write
in any one style • Pseudocode needs to be functional and
understandable so that a competent programmer could develop a solution from it
Presenter
Presentation Notes
Look at the guide at the back of the spec
NEA • Work can only be completed in the terminal
year of the course • CA only released on 1st Sept for that year • Late submission of work causes many
problems • Please unsure you are using the correct tasks
as new tasks are released each year (do not use the exemplar material)
Submission of URS
• Please check that all details are given on the URS form.
• Missing URS forms make moderation much more difficult.
• Teacher comments are usually helpful. – Avoid just pasting in extracts from the mark
scheme. – Comments should be used to justify a contentious
mark, for example choosing between mark boundaries.
Submission of work • 100% of candidate work must be submitted
electronically either via the OCR repository or by post
• You should: • Submit work as a single pdf document • Submit work electronically • Ideally use the repository
• Repository allows bulk uploads but only with correct folders & naming conventions
Interchange • Ensure you have a log in - see your Exams
Officer • Ensure you download the correct task for year
(look for year of submission within title of document)
• Practice Papers will be released through interchange
Developments • MOOC V3 – www.codio.com – under development
– Teacher Dashboard/Tracking – Online IDE, students can practise at home – Online courses for LMC, JavaScript, etc – FLODE mapping Flowcharts to Code – 30-day free trial
• Teaching ‘Computational thinking’ • The ICT/CS divide • New Resources pack to aid delivery of all specification
content • New regular video FAQ/Tweets for Content +
Resources/Facebook Group now up to 1,400 members
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Presentation Notes
MOOC V3 – www.codio.com There was the mooc, the cogbooks added some additional features (which don’t work) and now we are on V3 with Codio! Papers are different (coding) and implications in delivery/assessment With the shift from NEA to exam, this necessitates a shift in delivery as a lot of time was dedicated to the NEA before and now at least 40% of the time needs to be spent learning and solving computational problems. We have resourced this with our 100 coding challenges, the first 20 are up the next 30 are on their way and there hundreds more coming soon. These can be used to teach candidates computational thinking skills and will help candidates prepare for the Comp2 paper and for the NEA as in that they just go a step further and code a solution based on their planned algorithm. Different approach to teaching Again relating to the new delivery of computational thinking, this can be done in lots of ways, most none specialist teachers jump into a language and miss the problem solving skills that underpin Computer Science, candidates should be equipped with the skills to solve problems computationally and then learn a formal language where they can apply those skills in anger. Learning just to code leaves candidates lost not being able to see the computational forest for the trees, learning a language is much easier if you learn how to problem solve computationally first as the language becomes a set of digital tools rather than an abstract syntax. Communicating change CPD, social media and Subjects specialists are all (fairly) new mediums for us to communicate change, definitely mention @ocr_ict here and the FB group. Teaching ‘Computational thinking’ This is where a distinction should be drawn between Coding and Computational thinking, Coding is just the last step in the process of Computer Science and you need to skills to be able to abstract and decompose a problem before you can logically solve it and then solve it in a language. We are assessing candidates computational thinking skills and not their coding skills. The ICT/CS divide Is ICT dying, lots of schools are moving wholesale to CS and abandoning ICT, this is short-sighted and leaves a huge skills gap that leaves candidates unable to utilise ICT in toher subjects effectively. A lot of the content has been shoe horned into KS3 but most schools do not have enough curriculum time to effectively deliver it as well as Computer Science. CS and ICT are two distinct subjects and should be treated as such, ICT is being reformed with first teach in 2017.
Support • A dedicated subject-specific telephone number/email • Centre visits where needed and attendance at CAS hubs • Coursework Consultancy – get it in quick! • Individual feedback to each Centre on the moderation of
coursework • Examiner’s Report • Mod Rep from Moderation • Coursework Consultancy (if used)
• CPD: Upcoming UK Tour, Marking Support, Best Practice
Teacher Packs
• For each section of syllabus we will provide: – Lesson Plans – Lesson Activities – MCQs – Common Misconceptions – Contextual Videos – LOR exercises – SOW
• Assessment App – Hundreds of MCQs on all the topics
Teach the new Computing curriculum with confidence
Codio is a uniquely differentiated web based platform
for learning and teaching computing.
What is Codio?
Computing A world-class, web based coding environment (IDE) usable by beginners and professionals alike with extraordinary features.
Content A comprehensive portfolio of
courses and modules designed for and mapped to
the new Computing curriculum.
Support Substantial teacher focused functionality for managing
classes, integrated assessments, accessing
student code and much more.
“The cloud coding and course content platform for teaching Computer Science in schools and universities.
Presenter
Presentation Notes
Having started life as a web based IDE for professional developers; Codio is now the only web IDE and publishing platform singularly dedicated to Education. From the outset Codio has focused on taking the pain out of teaching Computing, supporting not replacing the teacher to deliver excellence in Computer Science teaching and student progress. Combining a web IDE, coding platform with course content publishing and built-in assessment-based analytics – Codio supports teachers with planning to deliver the curriculum, ensuring curriculum coverage and a focus on learning objectives whilst removing the administration, lost time and complexity associated with setting up and maintaining the infrastructure locally, sourcing curriculum mapped resources, and tracking and monitoring student progress. Curriculum mapped content covers not only the programming elements of a curriculum but the full non-programming elements as well, e.g. the teaching content in the Cambridge MOOC will soon be accessible in Codio. Codio has a long term agreement with OCR to support the UK Computing curriculum – specifically developing resources for the new Computing GCSE but also for KS3 and KS5
Addressing Teachers’ Pain Points
The community seems to be flooded with resources – how can I be sure resources map
to the curriculum and support a scheme of work?, not just
GCSE/A level but KS3 as well.
We have a local server and we’ve downloaded some software – but it’s
not adequate and we can’t get it working on students’ own devices.
I can’t add another administrative burden
of having to extract/copy/paste
information from one system to our own VLE.
Textbooks alone aren’t cutting it – I need students’ to have the technology and
tools to put theory into practice.
I’d like to be sure I can track and monitor student progress –
against the curriculum and against learning
objectives.
I need a platform that keeps student project
work secure and version controlled.
Presenter
Presentation Notes
Codio has focused on systematically tackling the challenges faced in teaching a computing and computer science curriculum. Classroom and ‘at home’ access is addressed by the cloud platform – students can easily continue course and project work at home. Codio’s course content development work is continually releasing new content into the platform – in course, module and unit format – alligned to the requirements of the national curriculum so you can be confident in lesson planning and ensuring curriculum coverage. Student coursework is securely supported through unlimited individual account holder private projects – stored securely and supported with all the pre-configured software stacks (languages, frameworks, databases, libraries) a student could need Codio provides a simple “whole school” sign up journey that auto-maps students to your school organisation at an account level, and will soon support exchange of information with your school’s VLE. Built-in assessments – where many are multiple choice or task-based, e.g. analyse and fix broken code, create opportunities for auto-grading student work and tracking student progress in a simple, information-rich teacher dashboard.
Codio offers teachers a comprehensive set of benefits
4. Accessible anywhere.
5. Savings on IT infrastructure costs, administration & set up time.
6. Unlimited project workspace and storage.
3. Uniquely engaging teaching and student experience.
1. Comprehensive curriculum- mapped course content.
2. Extensive teacher support for organising and tracking students.
Codio’s Schools Proposition
“The complete solution for teaching the new Computing curriculum”
Presenter
Presentation Notes
1. Codio’s course content is mapped to the National Curriculum supporting schemes of work and focus on learning outcomes. 2. Easy school set up for account creation & management; and assessments mapped to dashboards for tracking progress. 3. Content sits alongside the code editor & preview windows, creating a more engaging and interactive experience. 4. Being cloud-based, you can access Codio anywhere – students can continue classwork at home. 5. Codio is pre-configured with all software; there’s nothing to download & configure, saving time, complexity & IT expense. 6. Codio provides each user with a virtual server & unlimited project workspace. Ideal for coursework and coding projects.
Making learning more engaging
Codio’s teaching and learning experience uniquely
combines instructional resources with working code
and a preview window
The interface can be configured to a range of backgrounds including
dyslexic support.
Content is structured in modules and units mapped to the curriculum – and bite
sized to support lesson planning.
Presenter
Presentation Notes
Blending teaching/learning resources with relevant code examples and code preview window creates a unique and more engaging teaching and learning experience. Codio supports a flipped classroom, contains content written with an eye to the underlying concepts of computational thinking and problem solving, and allows teachers to play a more facilitative role in the classroom. The visual display is very flexible and includes a variety of themed backgrounds and font options as well a specific setting to support dyslexic students or teachers. Content is organised in courses with modules and sub-units and content will be tagged to reflect the relevant element of the curriculum covered.
Extensive teacher support
Easily organise students into classes & track whole class
progression.
See individual student progress via built-in assessments;
auto-marked
Wide variety of assessment types
integrated or create your own.
Presenter
Presentation Notes
Teacher support starts with easy on-boarding and account creation both at the school and student group level. Account owners can, if they wish, add teachers, create class groups, and assign course content to classes as required. One way in which Codio works with OCR is course content assessment – where throughout the learning resources, assessments are in-built and provide for a rich capture of data about student progress, achievement levels and time-based engagement.
How much does Codio cost?
Users Price, £ p.a.
With 15% Introductory offer
1
50
100
250
500
1,000
£12
£600
£960
£1,950
£3,000
£4,800
n.a.
£510
£816
£1,657.50
£2,550
£4,080
Fully inclusive Annual Licence:
All curriculum mapped content
All new content during licence period
Built in assessments
Teacher dashboard for student progress tracking**
Easy school set up; VLE/MIS integration**
UK support
Unlimited cloud computing space
** under development
Codio offers a “whole school” licence for a defined number of users, inclusive of content, teacher support and unlimited project workspace.
Per User
£12
£10.20
£8.16
£6.63
£5.10
£4.08
Presenter
Presentation Notes
Schools benefit from an 80% discount to the price for a single education user, and considerably more discount versus the commercial sector. Prices are further discounted depending on user volume – with licences available for any defined teacher/student user group. The licence is for an academic year and is fully inclusive, including all new course content materials released over the course of the year. Prices quoted are exclusive of VAT. For specific technical or feature related questions – we can refer you directly to the Codio team.
• OCR Website – www.ocr.org.uk
• @ocr_ict - tweet/follow for resources
• Were also on CAS and on Facebook
• Customer Contact Centre – Tel: 01223 553998 – Email: [email protected]
Questions?
@ocr_ict #CompSciCPD
