Teaching of Computer Science in Schools Supporting changes to the National Curriculum

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1 Teaching of Computer Science in Schools Supporting changes to the National Curriculum Irene Glendinning, Coventry University Margaret Low, University of Warwick BCS, Coventry Branch 1

2 Our presentation Why was change needed in schools? What has changed? Catalysts for change BCS Coventry Branch activities What are the remaining challenges? What more can we do to help? 2

3 Why was change needed? Unmet demand for computing professionals Misconception that ICT = computing discouraging pupils from considering careers in computer science Many ICT teachers unqualified in computing Universities did not value A level computing The gender imbalance is this connected? 3

4 GCSE candidates GCSE ICT Males GCSE ICT Females Percentage of UK candidates (16 years) taking GCSE in Information and Communications Technology (ICT)

5 A level candidates Computing Males Computing Females ICT Males ICT Females Percentage of UK candidates taking Advanced Level Computing or ICT

6 What has changed? Starting September 2014 Computing is a compulsory subject in the National Curriculum for England from Primary level Initiatives to ensure teachers are adequately skilled and confident to deliver the new curriculum 6

7 National Curriculum for Computing The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. 7

8 National Curriculum for Computing [All pupils] can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. (CS) [All pupils] can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. (CS) [All pupils] can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems. (IT) [All pupils] are responsible, competent, confident and creative users of information and communication technology. (Digital Literacy) 8

9 CS National Curriculum for Computing Key Stage 1 Key Stage 2 Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions Create and debug simple programs Use logical reasoning to predict the behaviour of simple programs Design, write and debug 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 Use logical reasoning to explain how some simple algorithms work 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 Appreciate how [search] results are selected and ranked IT Use technology purposefully to create, organise, store, manipulate and retrieve digital content Use search technologies effectively Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information DL Recognise common uses of information technology beyond school Use technology safely and respectfully, keeping personal information private; identify where to go for 9 help and support when they have concerns about content or contact on the internet or other online technologies Understand the opportunities [networks] offer for communication and collaboration Be discerning in evaluating digital content Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

10 CS IT 10 DL National Curriculum for Computing Key Stage 3 Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems Understand several key algorithms that reflect computational thinking [for example, algorithms for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal] Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits Undertake 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, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns

Report: Shutdown or Restart published January 2012

11 Catalysts for change Founded in 2008 Strategic partnership 2010 Launched 2012 by CAS & BCS Royal Society Report: Shutdown or Restart published January

12 Catalysts for change 12

13 Computing At School Key Facts CAS community online discussion forums & resources CAS magazine: Switched On (termly) A network of local CAS Hubs BCS Teacher Training Scholarships of 25, awarded (Secondary) Barefoot Computing (Primary) BCS Certificate in Computer Science Teaching Countdown to Computing CAS + Microsoft 13

14 CAS Membership on the up! Source: CAS online community website 14

15 CAS: its not just teachers Source: CAS online community website 15

16 CAS: teachers profile Source: CAS online community website 16

17 Other responses Government funding via BCS/CAS Universities actively supporting schools Russell Group now welcome A-level computing for admission to computer science Industry engaged with developing materials and supporting teachers (Google, Microsoft, smaller companies) International initiatives 17

18 BCS Certificate in Computer Science Teaching 18

19 BCS Coventry Branch activities BCS Coventry Branch Challenge IT 2006, 2008, 2010, 2012, 2014: year olds Four themes for entries, Inclusive rather than elitist Sponsorship and support Recent finals exhibition 20 th March

20 BCS Coventry Activities BCS Coventry Conferences for teachers (September 2013) BCS/CAS Coventry & Warwickshire Hub BCS Coventry Primary Scratch competition, Margaret and Technology Volunteers MIT Scratch conferences: Margaret, John Workshops and careers events Collaborative Initiatives for Promoting Computer Science in Schools. Irene Glendinning & Margaret Low. Lecture Notes in Computer Science, ISSEP

Authorities Local Schools Local Universities

Coventry Warwickshire Coventry University

Midlands) Warwickshire ICT Development Service

21 Our local network and wider contacts Professional Bodies Local Education Authorities Local Schools Local Universities Others BCS (Coventry) Coventry ICT Advisors Coventry Warwickshire Coventry University Local STEM Ambassador co-ordinator IET (West Midlands) Warwickshire ICT Development Service Solihull South Leicestershire University of Warwick Computing At School (CAS) 21

22 Networking: how/why does it work? Participants : different targets and goals, not in conflict Common interest: effective teaching and learning of CS, informatics or ICT Available resources include Volunteers Sponsorship In-kind contributions Teaching and learning materials Pervading spirit of altruism Everyone has something to gain from participation 22

23 Remaining challenges Training of teachers, confidence, subject knowledge and skill-building Support for primary & secondary teachers Speed of change in IT Promoting the breadth of computing not just programming Managing and controlling the changes 23

24 What more can we do to help? How can BCS branch contribute? Should we organise more youth / school competitions? What type? Any new ideas How can industry-based members help? Eg STEM ambassador scheme, company contributions, afterschool clubs 24

25 Glendinning, I., Low, M.J. (2010) Conference and Journal paper Collaborative Initiatives for Promoting Computer Science in Schools ISSEP Zurich 2010, Springer series ISSEP 2010, LNCS 5941, pp

26 Thanks Questions? 26

Computing. Curriculum booklet. enquiries:

Computing. Curriculum booklet. enquiries: Computing Curriculum booklet www.bba.bristol.sch.uk enquiries: info@bba.bristol.sch.uk Tel: 0117 3772700 fax: 0117 3772701 Speedwell Road, Bristol, BS15 1NU IT is all around us and is embedded in everything