I Should Be Marking

ICT and Computing in Education

What does Computing look like?

Computer Science

Originally uploaded by Lower Columbia College

Has anyone seen the new Computing programme of study*?

I’m betting lots of you have heard about it, and a few of you have read it.

If you haven’t, you really should – it’s only short. In fact, for KS3 it amounts to 9 bullet points. Nine.

Most ICT teachers will probably look at it with dismay, or at least some trepidation. First, the DfE have ditched “ICT” and replaced it with “Computing”**. And the bullets cover topics such as computational abstractions, sorting algorithms, boolean logic and the fetch execute cycle to name but 4.

There are a few… addendums? Caveats? A couple of points to make, at least.

First, ICT has not been ditched. ICT, as a subject title, is seen as being devalued in the eyes of the DfE. I’m not getting into my own point of view on that, at all – it is what it is and while I appreciate that some feel angry, undermined and under-appreciated, that’s not what I want to talk about right now. The DfE has rebranded the subject as Computing – which isn’t the same thing as ditching it entirely.

Take a look at bullet points 8 and 9:

“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, reuse, revise and repurpose digital information and content with attention
to design, intellectual property and audience.”

That sounds a lot like ICT to me. Looking at presentation software, designing documents for hardcopy (i.e. posters and leaflets), spreadsheet modelling, data handling with a database, web design, image editing, video editing, audio editing, digital creativity – it’s all in there.

It’s written up in a pretty vague way – but then it’s meant to be. The PoS is supposed to be slim, and vague. It provides the pegs on which we get to hang our curriculum. Again, I have my own opinion on the sweeping changes being brought in by the DfE in the last few years – but we are where we are. The government wants schools to have more independence. Here is an outline of the kind of stuff we want you to do – you fill in the blanks.

And most ICT teachers, and most ICT departments, should feel comfortable with their own curricula to meet those two criteria. The fact that it represents 2/9 bullet points (22%), doesn’t mean that it should equate to the same proportion of curriculum time.

So what about the other 7 bullet points?

“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”

Well, that’s potentially a half-term’s work. To do it properly I’d probably want to build up to it over the three years – looking at algorithms in general and sorting algorithms in particular as part of a wider context (or I could try and sell the pupils on a unit of work all about sorting data – but I’m not sure they’d find the prospect as exciting as I probably would***). I doubt highly that anyone is suggesting we spend as much time on the bubble and shuttle sorts as we do on the whole “ICT” curriculum as it was.

Think back, those of you who’ve been in this game more than 5 years or so, and you may recall the KS3 National Strategy. A lesson-by-lesson programme of study for the whole of KS3. Many schools took it as a prescribed scheme of work that must be followed at all costs – when in fact it was designed as a starting point for schools lacking enough specialist ICT teachers. Here was a set of resources you COULD use as a starting point, and build upon until to meet your students’ needs and your staff expertise.

I see this new document in the same way. There are 7 new things that you might not be familiar with if you’re not a computer science specialist – so we’ve put a good bit of detail and a good bit of emphasis into them to make it clear and to give you a starting point. There are also two bullet points at the end to cover the stuff you already know – and we’re not going to patronise you on those ones because we trust you to know what you’re doing.

I’m sure some will accuse me of being naive (a criticism I’ve faced more than once), but until someone tells me that I’m wrong, that’s the way I’m planning to read that document.

My school’s KS3 ICT/computing curriculum is made up of 3 strands – digital productivity (e.g. MS Office type stuff****), digital creativity and computer science. Creating a computer game? You need to design it (creativity), build it (computer science) and advertise it (productivity). Find the user manual for any computer game and have a look at the credits – see what the different people have contributed to the game. I bet a lot of them have done some ‘coding’ at some level – but I bet a hell of a lot have done all sorts of other work – all of it done on, or with, a computer. That’s the model I’m taking at KS3…

* http://media.education.gov.uk/assets/files/pdf/n/national%20curriculum%20consultation%20-%20framework%20document.pdf, pp. 152-155

** I know that, technically, only English and other languages should be capitalised as proper nouns, but I think it helps differentiate between general stuff relating to anything computer based and the specific subject area we’re talking about.

*** I’ve met Tony Hoare, who invented the Quicksort algorithm – I doubt the kids would be as humbled as I over that experience!

**** Doug Belshaw quite rightly picked me up on this point within about 30s of hitting the “post” button. I don’t want to amend the post too heavily as this isn’t the point I was trying to make, but his criticism is fair. Nomenclature is a big deal – just ask teachers whether we should call our subject ICT, Digital Literacy, Computing, Computer Studies, Computer Science, IT or something entirely different – then step back and watch the argument ensue.

I accept that being productive is not about using PPT and Word. I was trying to rapidly differentiate between a set of topics – a set of topics that are never truly distinct anyway. Does making a poster fit into productivity, or creativity? Ultimately both, but for the sake of trying to categorise things I’m going to lump it in productivity – with a tacit understanding that layout and design are key principles involved.

Communication and collaboration would fit into productivity, as would turning a machine on, managing files & folders, eSafety, etc. Call it digital literacy if you prefer. Call it Hungarian Basket Weaving if you prefer! And I apologise for making the reference to MSO (although I’m leaving it there – I don’t believe it editing all of my mistakes out).

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