Why The New Computer Curriculum Makes Educational Sense
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Transcript of Why The New Computer Curriculum Makes Educational Sense
WHY THE NEW COMPUTING
CURRICULUM MAKES EDUCATIONAL SENSE
Keynote 2Simon Peyton JonesMicrosoft Research
andThe Computing at School Working Group
Information and Communication
TechnologyA statutory part of the national curriculum,
from primary school onwards.
ICT is failing our kids The most exciting discipline on the planet
comes over as dull and de-motivating
“The image of IT-related degrees and careers was that they would be repetitive, boring, and more-of-the-same; for example use of IT office applications such as word processing, spreadsheets, and databases”. The next bullet says “The ICT GCSE had a major part to play in creating their (negative) impressions”. [2008 “IT & Telecoms Insight Report” published by Eskills UK]
“The assessment requirements of some vocational qualifications may actually be limiting students’ achievement. In many of the schools visited, higher-attaining students were insufficiently challenged....much of the work in ICT at Key Stage 4, particularly for the higher attainers, often involved consolidating skills that students had already gained proficiency.” [2009 Ofsted report “The importance of ICT”]
A-level Computing declineMaths
80,000 and rising
Diagnosis
Disciplines• Principles, ideas• Knowledge, laws• Techniques,
methods• Broadly applicable• Dates slowly
Skills• Technology,
artefacts• Machines• Programs• Products• Organisations• Business processes• Dates quickly
Physics, chemistry, mathematics,
English
Budgeting, presentation skills, metalwork,
textiles
Diagnosis
• Principles• Ideas• Laws• Broadly applicable• But needs application• Dates slowly
• Spreadsheets• Databases• Powerpoint• Using the web• Safety on the internet• Plan communication projects• Analysing and automating
processes
ICT(technology focused)
Dominant
Computer Science
(discipline)Barely taught
Range of 14+ different KS4 qualifications
No KS4 qualification at all (2009)
Diagnosis
• Principles• Ideas• Laws• Broadly applicable• But needs application• Dates slowly
• Spreadsheets• Databases• Powerpoint• Using the web• Safety on the internet• Plan communication projects• Analysing and automating
processes
ICT(technology focused)
Dominant
Computer Science
(discipline)Barely taught
Range of 14+ different KS4 qualifications
No KS4 qualification at all (2009)
Too much focus on
technology
Not enough on ideas
A radical shift of perception
Computer science is a
niche university subject for socially-
challenged male geeks
Computer science is a foundational
discipline, like maths or
physics, that every child
should learn, from primary
school onwards
What most people think
The reality
What is “Computer Science”?
What students should know: languages, algorithms, data structures and representation, architecture, programs, communication and coordination.
What students should be able to do: computational thinking, abstraction, modelling, design, problem solving, programming.
What might that look like in practice?In primary school?
Look ma! No computers
http://csunplugged.org/sorting-networks
What is “Computer Science”? Foundational
Not just “coding" or "programming” (although that too) Not just to get a good job (although that too) Not just for geeks, or even future software professionals
Primarily rooted in ideas rather than technologyhence using the term “computer science” rather than “information technology”
Ubiquitous: biology, ecology, design, engineering, astronomy, medicine, even law, archaeology…
A quintessentially STEM subject (involving Science, Technology, Engineering, and Mathematics)
Why every child?
We live in a world suffused with digital technology. Ignorance of how that technology works means being a slave to it. The choice is: “Program or be programmed” (Rushkoff).
Computing teaches unique thinking and problem-solving skills: computational thinking, abstraction, creativity, and precision.
Information and computation gives a new “lens” through which to look at the world: eg flocks of birds, cell biology, cancer propagation, economics, ecology.....
Much paddling under the water
Livingstone/Hope report
Royal Society Report
Review of the National Curriculum
...and much more...
New title, first teaching Sept 2014
Nota Bene The POS does not abandon ICT. The
thoughtful and purposeful use of computers to get stuff done remains super-important.
Coding does not equal computer science. Programming is to CS as lab-work is to physics. Getting fixated on coding focuses attention on technology rather than ideas.
Technology-enhanced learning is also super-important -- but is a totally different matter to Computing, and a whole-school responsibility.
Progression
Tech
nolo
gy
En
han
ced
Learn
ing
Computer
ScienceICT
Age 6
Age 11
Age 14
Age 16
CS A range of qualifications at age 16 ICT
Academic CS GCSE
Applied ICT GCSE/BTec
Technical vendor qualsEg systems administration, network
management, database (Microsoft, Adobe, Oracle, etc)
FE CollegesApprenticeshipsA levels
QualificationsAwarding bodies Number of GCSEs
in Computer Science
Sept 2009
0
Sept 2010
OCR 1
Sept 2012
AQA, WJEC 3
Sept 2013
CIE, Edexcel 5 All awarding bodies are now offering a Computer
Science GCSE, to complement their ICT GCSE
Computer Science is an EBacc subject
MAKING IT REAL
Job done? Absolutely not!
It’s no good writing a Programme of Study that schools cannot deliver
Two massive challengesEquip, support, affirm, encourage our ICT
teachers to teach computer science
Attract qualified computer scientists into teaching, now that their subject is actually on
the curriculum
Initial teacher training Vital to attract teachers with computing
subject knowledge into the profession
DfE has now announced (Oct 2013)A hundred £25k scholarships for high-flyers in
ComputingBursaries for ITT
for Computing teachersat the same levelas Maths or Physics
School Direct
Supporting existingteachers Old model: DfE rolls out
national training programme
New model: DfE sets policy framework, we do the work
The Computing At School working group (CAS)
Simply a group of individuals, concerned about the state of computing education at school in the UK
Varied backgrounds, common concerns Teachers Industry (eg Google, Microsoft) University academics (incl CPHC, UKCRC) Members of exam board (eg AQA) Members of professional societies (eg BCS) Parents Local educational advisers Teacher trainers
Now fully part of BCS, the Chartered Institute for IT
Few staff, little money, no office. Many volunteers
Now 3,158 4,517 5,682
6,642 members
453 572 joined in the last 30 days
Grass roots organisation
Membership Not all teachers! But a lot of
teachers
Over 75 CAS "hubs"
Our friends... we love you
Apps for Good cs4fn Code
Club
Computing at SchoolYoung
Rewired State
NextGen skills
campaign
Technocamps
CoderDojo
Hack to the future
YouSrc
Make Things Do Stuff
Raspberry Pi
Greenfoot
Inspiring kids about computer science worldwide
Print magazine, webzine, school shows
Present interdisciplinary computing research with off-beat twists
Learn computing through magic, chocolate, beheaded queens, mazes, 'badly designed' babies...
Magazine sent to thousands of schools
Major impact over 8 years+
New cheap hardware platforms
Code Club
CPD and the Network of Excellence
Massive challenge250,000 primary teachers20,000 secondary teachers
Computing at School (CAS) and the British Computer Society (BCS) have launched a national Network of Excellence for Teaching Computer Science
800+ schools signed up
Single goal: support andequip our teachers toteach Computing
Primary and secondary
Modest DfE funding
The Plan Most ££ funds Master
Teachers, half a day/week, to develop and deliver CPD to neighbours
Sept 2013: 64 secondary MTs, 14 primary 770 schools, of which 208 lead schools
Aiming for 600 MTs
75+ university CS departments and schools of education involved
Corporate support: Microsoft, Google, Morgan Stanley, Ensoft, OCR, Metaswitch....
Challenges The new POS is, in effect, launching an entirely
new school subject (good, but challenging)
Turbulence and “ICT bad” messages have led to fear, uncertainty, and doubt.
Teachers have little time and less money. Getting cover for teacher absence is hard.
New CS GCSEs are (by design) demanding. What will that do to your league table results?
Scaling up CAS from a bunch of volunteers to a serious organisation capable of training the computing teachers of the nation
And yet... ..we can do this! So much energy So much goodwill
"We" = schools, companies, professionl bodies, IT professionals...
We are riding an unstoppable wave of creative enthusiasm
Do not wait for someone else to do it. We have to do it.
And we can, if we put our minds to it.
What you can do
Treat the new Computing curriculum as a strategic opportunity for your school
Invite your Head of Computing to put forward a plan for exploiting that opportunity; discuss with SLT and governors
Join the Network of Excellence (as a Lead School); partner with nearby schools; run a hub.
Be pro-active, not re-active
Air cover from the Head is absolutely crucial
http://www.computingatschool.org.uk