KS3 – SoW and Assessment Strategy

I’ve noticed a lot of chatter on Facebook lately about assessment at KS3 and about what to put into schemes of work / schemes of learning.

Since my department and I have spent a lot (a LOT!) of time over the last couple of years completely reworking all of the above I figured it wouldn’t do any harm to share it. It’s a team effort and includes some fantastic ideas and units for which I can take no credit at all. No warranty is given or implied and your mileage may vary!

If you want the resources with none of the reasoning or justification then just head on over to pi.mwclarkson.co.uk and download away. If you DO care about the justification (which I think it quite important, as it goes), then read on.

Thematic Units

For a long time we used to teach a half-term on spreadsheets, a half-term on databases, a half-term on image editing, etc. And the visit each topic again in maybe a year, maybe 18 months. This meant we could spend a good chunk of time focusing on one area, but the retention was poor.

We decided a little while ago to try more thematic units – so we have a unit about my Aunt Mabel who bought a zoo on a whim. She needs a spreadsheet to find out if she can afford to feed the animals, some image editing to create a gift voucher, a database for annual membership, etc.

When specifying the equipment needed for a new youth club the students design a floorplan, create a spreadsheet to track and adjust costs, write to their local MP, learn about networking and create a slideshow to convince the PTA to help fund it.

And so on – the key phrase for me is ‘little and often’. The disadvantage is that students don’t spend a big block of time looking deeply at the skills, so you need to remember to make sure to teach about slideshows and DTP skills, not just expect students to ‘know’ what good design looks like and what specific skills to use.

We’ve also gone for an approach that includes a fair bit of computer science (programming, binary, logic gates, algorithms) but also a lot of multimedia topics (mind maps, storyboards, image editing, comics, video editing, audio editing) and ‘traditional’ IT (spreadsheets, databases, posters and PowerPoints). This is partly because we have 3 routes at KS4 – GCSE CS, Cambridge Nationals Creative iMedia and GCSE ICT / vocational ICT to come, and also partly because we think (as a department) that our job is to help prepare students for life and for their future, not just an optional GCSE that not all will pursue.

Online vs Dead Tree submissions

Being a massive Moodler I’ve been an evangelist for online assessment for years. We’ve tried online discussions, wikis, self-marking quizzes, ePortfolios and much more. And, honestly, we never got it right.

When it comes to work scrutinies I was often tempted to drop a URL off in each box when SLT wanted the books, but ultimately I had to cave. And I admit it – the books are a better solution.

Each student gets an A4+ sized exercise book and they sometimes do work in there, but more often print off an assessed piece of work. It’s not ideal for animations, but you can include a screengrab which is usually enough to trigger a memory from circulating during the lessons and you can also encourage students to annotate or justify their work, demonstrating knowledge as well as skills. In addition, the kids can find their work and refer back to it easily. Having to negotiate a VLE once a week and expecting the kids to really understand the underlying structure isn’t as realistic as it might sound to those of us who use these systems multiple times a day and might well have computing / IT degrees.

It’s not perfect, but honestly I feel the books are the best solution I’ve used so far.

Regular Assessment / Deep Marking / WINS

The policy at my school is that we do a solid bit of marking every 5 lessons / 5 hours. This means that we don’t have to mark every piece of work, but that students are getting regular feedback throughout their studies.

The structure of the feedback has to be in the WINS format (What was good, Improved if, Next steps and then a Student response). I’ve heard of PENS in a number of schools which is very similar (Positives, Even better if, Next steps, Student response).

We also have a grading system that goes MEP – EP – BEP – UP (More than Expected Progress, Expected Progress, Below Expected Progress, UnderPerforming). This is printed on and highlighted.

Given that one of my colleagues will have 330 KS3 pupils next year we had to make the marking manageable – so we’ve produced one pre-populated WINS sheet for each unit with all of the likely comments written in and 3 differentiated questions for students to tackle that are designed to make students reflect on their work at different levels (think Bloom’s).

I wanted to avoid having students working on something for 5 lessons, then getting some feedback, then spending another lesson making improvements and resubmitting it. You end up in ever decreasing circles and lose valuable time for moving on – and with the ‘little and often’ curriculum we’ll be coming back to those skills again soon enough.

Tracking Progress / Assessment Without Levels

In order to better track progress all of the subject leaders at my place were tasked with describing the knowledge, skills and application that students would be expected to gain each term, all without using levels. These AWoL sheets are heavily skills focused for us and are broken down into the three strands of IT, Media and Computer Science. They relate directly to the unit WINS sheets and are easily attacked with a highlighter once a term.

In addition we have an overall tracking sheet with the 3 strands, each split into 2 (so IT has data handling and presenting information, Media has creativity and planning, CS has programming and technical understanding). By highlighting these at the same time as the termly sheets we can show overall progress.

It costs a bit in highlighters but saves a lot in blue, black, red, green and purple pen!

I’m not promising it’s perfect, and I would never claim this is the ‘right way to do it’ – but it’s what we’re doing and you’re welcome to use it.

If you do decide to adapt and improve it, please consider sharing and please give some credit to the team that helped put it together (Egglescliffe School Computing & ICT department, past and present).

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A generation of amoral hackers?

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The Mirror

I must admit, I chuckled when I saw the article by The Mirror, warning that a generation of “amoral and disruptive youngsters who use their skills to kick against society …with many using the skills they picked up in lessons”.

Anyone who has been in the classroom with a bunch of mixed-ability Y9 students, trying to encourage them to write/adapt a  program to switch on LEDs or play rock-paper-scissors, knows that classrooms aren’t exactly a hotbed of sedition.

However, I find myself in a genuine ethical dilemma when it comes to GCSE Computer Science.

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The new OCR J276 specification includes specific references to online security. As expected you get some stuff on legislation (including data protection & computer misuse), references to anti-malware, firewalls, user access levels and passwords. You now also get mention of encryption, penetration testing and network forensics.

Encryption – no problem. It’s a little vague  but there are no specific mentions of algorithms (as you get at AS level) so I dare say we’ll look at the Caeser Cipher, probably Pigpen and a couple of others – moving up to the purpose of online encryption.

The interesting bit is the addition of penetration testing and network forensics. My experience in this area is pretty limited (I once cracked a neighbour’s WEP key just to see if I could, but that’s about it). Forensics; I suppose I could look at the logs on one of our servers or have a look at ownership of files in Linux but other than that I’m a bit stumped.

The one I’m pondering, though, is penetration testing (thankfully shortened to pen testing in common parlance – I can’t imagine the sniggering this is going to induce). The aim is to try and find vulnerabilities in a computer system. And the best way to teach about it (in general) is by doing it. So, I’ve been looking into methods and software to set this up in a classroom.

I could install Kali Linux on a Raspberry Pi and use it with a home-made LAN that is totally separate from the main network, or I could use the awesomely named MyLittlePwny (based on the PwnPi OS). With a little LAN built up of various Windows boxes, a spare (outdated) Mac and some Pis I suppose I could get the students to explore and experiment. But then I suddenly find myself drawn back to that article in the Mirror.

This year I’ve already had to intervene with some Y10 Computer Science students, one of whom thought it would be funny to copy a batch file that would delete/rename work in the user’s home directory and a couple of others who thought it would be fun to distribute it around the class. Do I really want to give those students links and hands-on experience with a more powerful arsenal?

Of course any lessons on these topics would need to be bookended (and interlaced) with discussions of morality, legislation and the difference between white-hat, grey-hat and black-hat hackers.

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Top Secret

Another option is to make use of free online games (e.g. Hacker Experience or Slave Hack), maybe even looking at some paid-for desktop/mobile alternatives (e.g. the intriguing looking Top Secret, the assembly language simulation TIS-100, the retro hacking classic Uplink, its nephew Hacknet or the bizarre but engrossing looking Else Heart.Break()).

I’m not really sure what my conclusion is yet. I think that lessons in pen testing and identifying vulnerabilities in order to fix them are a good thing in principle. In practice, I’m not sure how akin it is to teaching self defence, only to find one of your students used their new skills to go and mug someone.

GCSE Computer Science specification roundup

Finally TPTB (Ofqual) have accredited the OCR GCSE specification for computer science. While this was inevitable, I didn’t want to review the specifications until they were all in.

So, here are my thoughts:

WJEC / Eduqas

Pros:

I went to look at this first because I’m still intrigued by the online exam. Assessing programming skills in a timed environment is quite realistic and avoid the dirge of 20 hours of the kids staring at a screen and my having little opportunity to support them. The CA can become an exercise in grinding (akin to repeatedly carrying out a boring task to level up in a role playing game) and so I’ve always thought there should be something like the AQA A Level Comp 1 exam at GCSE, and WJEC are the only board to offer it.

Cons:

It has to be Java and it has to be Greenfoot. The practical exam cannot be carried out in any other language or environment. Now I like Java, and I love Greenfoot. But I’m not sure it’s the right starting point for GCSE. There’s a lot of boilerplate and a lot of syntax (semi colons, curly braces, etc.) which VB, SmallBASIC, etc. and Python avoid. It also means you have to introduce object orientation (explicitly stated in the spec) – which is a big leap for a new programmer IMO.

More worryingly, the exam is in addition to, rather than instead of, the NEA. So you still get the 20 hour dirge on top.

The theory content explicitly states that students need to be able to use HTML. That, in itself, is not necessarily a bad idea, but it’s an extra language and set of syntax rules to learn on top of everything else.

Conclusion:

At this point I’m out. A glance through the theory content looks broadly similar, but I want the practical exam to be instead of NEA, not in addition, and I don’t want to be forced into one environment – at least not if it’s an environment I’m not entirely comfortable with choosing.

Edexcel / Pearson

Pros:

The specification is in line with the other offerings. Two written papers, one 20 hour NEA. The content is similar across all boards and is a notable step up from the previous incarnation (e.g. binary representation now needs to include sign & magnitude and twos compliment representation for negative integers). Reading the sample papers – this new course is going to be hard! But this is true for all boards.

Cons:

The controlled assessment must be carried out without access to the Internet or a school intranet. So no extra help allowed, even if vetted internally. This is the most strict set of rules I’ve seen for this one. You can put copies of appropriate digital documents in home directories so I’m chilled out a little on my 4th reading of the spec.

You are also restricted to one board-set NEA task.

The mark scheme for the NEA gives 24 marks (40%) for implementation and 36 marks for analysis, design, testing, refining and evaluation. Systems lifecycle and consideration for data structures and for testing are important. But that sounds like a lot of emphasis on writing about programming with less than half about the actual programming.

The controlled assessment sample provided was quite vague (again, a common theme). This allows for creativity at the top end but very little support or scaffolding for those who might struggle.

Conclusion:

Theory and exam-wise, it looks much of a muchness. The NEA also looks broadly in line (which is part of the point of the reboot), but the controls are extremely strict. I did find the exam papers looked fairly accessible.

AQA

Pros:

AQA – you know where you are when reading the specification. It’s not the single most important aspect but I find the format of the document very easy to follow.

It’s also the exam board we are using at A Level, so there ought to be some good commonality between the two levels of specification. I always thought that the OCR GCSE legacy spec suited the AQA AS legacy spec extremely well.

Again, familiar content. This time no negative binary numbers, but you do have things like Huffman trees, which is something I will need to investigate myself before I’m ready to teach.

Internet access is allowed (implicitly) for the NEA. The only specific reference I could find was in section 5.2 (avoiding malpractice), which says that students must not copy directly from “the internet or other sources without acknowledgement”.

I’m not sure if this is a pro or a con – my current Y11s have had a really difficult time trying to avoid spoilers, or judge what is a spoiler, on their recent controlled assessment tasks. It’s certainly more open than the Edexcel approach, however.

The sample NEA task looked much more scaffolded than the Edexcel task which is a key issue for those students who need a bit more support and guidance.

Cons:

Only 30 of the 80 NEA marks are for programming, the rest for analysis, design, testing, refinement and evaluation. That’s 37.5%, and I thought Edexcel’s 40% was low!

AQA’s interpretation of pseudocode looks more scary than Edexcel’s. Where Edexcel has lots of text-based output statements, AQA’s sample exam questions look like a sea of syntax that could well put students off.

Conclusion:

Honestly… I think it’s close between Edexcel and AQA. I much prefer the AQA sample NEA task, but prefer the Edexcel exam papers. The theory content is similar, with some subtle differences but nothing that couldn’t be overcome with good planning from the outset.

OCR

Pros:

It’s OCR. It’s Rob, Vinay and Ceredig – the team I’ve known off and on since 2010 (OK, it was George and Sean that I knew initially, but still…). It’s the team with a very supportive Facebook group that I’ve made extensive use of, and helped to take part in.

Edit to add: The support is a huge issue. Whether it is exam board support (the coursework consultancy is a great idea) or community support – having other centres nearby with the same questions and the opportunity to moderate both NEA and internal assessments is invaluable.

The new course is an iteration of the old one. I’m very familiar with the old one and have largely enjoyed it. The content has been ramped up here, as with elsewhere. Still no negative numbers here (unlike Edexcel), and not much that I’ve seen here and not elsewhere.

The NEA allows you a choice of 3 tasks each year, the only course to have this. So the students can choose the task that suits them best, or you can choose for them (more likely). The NEA also allows intranet access. This is implicit rather than explicit but I’m sure I’ve heard from Rob or Ceredig that this would be acceptable (within reason, of course). No Internet, but see above for comments on the rampant cheating that this might help to alleviate.

The NEA mark scheme award 20 / 40 (50%) of the marks for programming, and the rest for analysis, design, testing, refinement and evaluation. The highest ratio of doing to writing about doing that I’ve seen yet.

The NEA tasks are broken down in a similar way to the AQA offering, providing a little more clarity than the Edexcel vagueness but still with freedom to explore at the top end.

Cons:

Edited: It’s OCR. Which might lull you (or me) into a false sense of doing what we have previously. For old hands like me who’ve been teaching the OCR spec since 2010 it is possible I will slip into teaching the same content – which would be a very bad thing as there is a definite shift.

OCR’s is the only spec that explicitly references SQL. I didn’t see anything in the sample exam papers but it’s definitely there in the specification. I don’t mind SQL, but given the choice of enforcing that students learn another set of syntax versus not doing so, I’m tempted to leave that until KS5.

The NEA mark scheme only offers 12 / 40 marks (30%) of the marks for programming. The lowest ratio of doing to writing about doing that I’ve seen.

Yes, that’s a contradiction to what I said above. There are 8 extra marks for ‘development’. Current OCR centres will be familiar with this section. It is kind of about doing and kind of about writing. And I didn’t see this quite as explicitly in the other specs. Going back it is there in the AQA spec (approx. half of the programming marks) – although there it is more about the summative description of what you have created rather than a narrative of how it was created. The Edexcel spec also focuses on the completed product with only a reference to screenshots demonstrating debugging skills.

In my experience the documenting of the development process is one of the most frustrating elements for the students. They want to be on and doing, not stopping to write it up as they go. And this leads to frustration and also to lost marks when actually they are very good programmers and problem solvers.

The chunked / scaffolded NEA tasks are not quite as chunked as the AQA sample assessment task I don’t think, though still clearer than Edexcel.

Conclusion:

NEA (only 20% of outcome but a significant investment of time and enthusiasm) offers the most freedom and a fair amount of support as well as a familiar structure for the writeup.

The exam structure and presentation is largely familiar which is reassuring, but I would need to keep making sure I’m delivering the right content for the new spec and not the old one.

 

Overall Decision?

This is harder than I thought it would be.

I like the OCR team. I’m familiar with the OCR way of doing things and I like having the flexibility of choosing from 3 tasks each year. I like bullet-pointed, chunked programming tasks. I don’t need the Internet.

 

OCR still has the development section of NEA, which ought to be fine but is a drag. With AQA I can reduce the impact of that, keep my bullet points and still have freedom over how much the students can access online resources. Edexcel have made the NEA task description too vague and locked the rules down very tightly.

Exam wise I think I prefer Edexcel. Negative numbers aren’t so tricky and that was the only difference in theory I could find on a quick scan. The exam papers look relatively friendly and the pseudocode wasn’t as off-putting as AQA.

For me, it’s down to Edexcel vs OCR. With OCR I get more support and feel more comfortable with what is expected. With Edexcel I think there is the potential for a more prosperous pair of exams, though I do worry about the NEA.

 

Further thoughts

This new spec is going to be hard. Noticeably harder than the current spec. 2d arrays, subroutines (functions, procedures and libraries), specific network protocols to learn and more focus on writing accurate algorithms. I’m glad the NEA has dropped a lot, and this means we’ll have more time for exploration and learning instead of assessing and assessing, but next year is going to be a real challenge.

Just say Yes!

I wonder how many times I’ve had a good idea (or a bad one) and managed to talk myself out of it. It’ll just make more work, I’ll look stupid when it falls through, I won’t pull it off, someone else would do it better than me.

I remember, some years ago, being invited down to the Emirates to do a 15 minute talk on collaborative technology. I think it was because I started a shared slideshow on Google Docs to collect and share ideas for non-techie teachers but I’m really not sure.

I’d never stood up in front of other teachers before, I was on sage or role model, I’d never even been to a conference. I read the email, read it again, thought for about 30 seconds and replied yes and hit send. I did it quick because I knew that if I thought about it I’d say no.

I didn’t know what I would say, what I would recommend or how it might be perceived. And I’d have to wangle the day out of work. But if I said yes quickly then what the hell, I’d just have to make it work. And I did.

15 tools in 15 minutes turned into a 10 minute rush through as they were running late by the time it was my turn, but it went down very well. It led to my first Teachmeet (where I further compressed it to a 7 minute version – mostly by skipping all the pauses to breathe I put into the original), a further series of sessions (including a visit to BAFTA) and ultimately, gave me the confidence to run all kinds of CPD sessions that have kept me sane.

At the same time, I’ve had lots of ideas for after school activities. I’ve bought sewable, wearable Lilypad kit, PicAXE robots, Arduino kits, Raspberry Pis and more. But my Y11s need coursework catchup time. It means more work when I am flooded with marking. It doesn’t provide ‘measurable impact’ for my appraisal. I’m tired!

However. In the same way that my CPD sessions, my CAS work and my other ‘extra’ stuff keeps me sane, running this kind of stuff is a big part of why I became a teacher in the first place. Not to get people through exams, or controlled assessment. Not to make sure my PP, SEND, Level 4, Most Able and other cohorts make the requisite demonstrations of progress according to their KS2 data. Not to convince students who ‘don’t like IT’ that they should engage for 60 minutes a week because I want them to. Those things are important, but the thing that really gets the blood flowing is working with enthusiastic people who want to know more about something.

I did that in passing before I was a teacher, and it was what made me look into a PGCE. It’s why I like running CPD for teachers. And it’s why, when I saw a tweet showing a wind speed graph at the Forth Bridge during a storm I decided I was buying a weather station, talking to the science department and doing something with students.

It’s early days, and I’m not sure I have a clear end goal – but then the end goal isn’t really the point. I’ll find some interested students, we’ll do some stuff, get lost along the way and we’ll all learn something. I don’t really know what I’m doing – so it may all go horribly wrong. It will undoubtedly cause more work for me. And I’m sure there are others (@tecoed) who could do it better. But if I don’t say yes quickly then it won’t happen. And that would be a great shame.

This is not a CPD session

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Jam Packed Roadshow, Darlington, January 2015 – Mark Clarkson

This Saturday I will be spending 6 hours at school.

Why? Because I’m launching the first Teesside Raspberry Jam – a hopefully regular meetup for people interested in Raspberry Pis.

teessidejam.eventbrite.co.uk

I say first, because I’m not counting Alan O’Donohoe’s excellent JamPacked roadshow that came to nearby Darlington last year. That was a fantastic event, and one I attended as a parent and a tech nerd rather than as a teacher. But it sowed a seed in my mind, and this year I’m determined to do more of the stuff I enjoy.

So, this Saturday I am inviting ANYONE who has an interest in Raspberry Pis to come to my school any time between 10am and 2pm. Turn up late, leave early, bring a friend, whatever works. It’s for children, adults, parents, teachers, nerd, geeks, newbies, the uninitiated, the hackers, the builders – anyone.

I will have some Pis, some robot arms, power and networking. That really is it – no program to stick to, to objectives to be assessed.

As a result of my typical network reach I’m expecting it will be largely populated my teachers from the area and pupils from my school. It would be GREAT to have a wider reach, but maybe that will come later if we can establish this as a regular (monthly?) event…

Please do come if you can, and please do spread the word.

Thoughts on the Hour of Code 2015

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via Facebook, original source unknown

So it’s that time of year again – and next week sees the CS Education Week and the Hour of Code. You’ve seen Mark Zuckerberg and Bill Gates encouraging kids to essentially play with Logo using Angry Birds & Plants vs Zombies, this year it’s the Disney Star Wars team and a virtual BB8 robot.

The KS3 students in my school will all be abandoning their usual lessons to have an hour of interactive coding*. It’s a fun, engaging way to give students a taste of what programming is about in addition to the programming and problem solving we already have in the curriculum and I think it’s as important to give every student the opportunity to get excited about computers and computing as it is to give every student the opportunity to try drawing, music, art, drama, design technology, etc… So I’m all for it.

It comes with a caveat, though. There is a danger that teachers will see a successful lesson in which the students come in, get told what to do by the computer, achieve it and leave happy. And this is a dangerous precedent.

The Hour of Code is extremely gamified, so the students will intentionally be rewarded, and the aim of the project is to give students a taste of success. There is a very clear route from start to end, so it’s virtually impossible to get lost along the way. And as a tool to engage young people (or not so young people, for that matter) this is a key element. Make it too hard, too slow, too dull and you lose people.

The danger comes because it is easy to see this successful lesson and try to repeat it. Sit the kids in front of Code Combat, Code Academy, Code Avengers, etc. Lots of gamification, instant rewards, easy route from start to finish and also a quick win in terms of planning. But this doesn’t help develop the resilience or the detailed technical understanding. The fixed start, end and check points mean that there is no freedom for students to learn at their own pace or to explore the elements they are particularly interested in or need to spend extra time on. Very often the step by step solutions don’t help students with larger scale skills of abstraction and deconstruction. It’s a good start but not a good end.

Dropping students in front of one of these systems and leaving them to it is a particularly easy trap for those with less confidence in programming to fall into, or those under pressure and without the time, support or understanding from above to help them gain the skills and confidence needed. The tools can be useful if used wisely and scarcely, but they are still not a replacement for the detailed and timely input that a highly trained and skilled educator can apply.

I had a kind of breakthrough, but this post is already getting long so I might save that for next week.

For now, I think the Hour of Code is a magnificent movement and I’m really looking forward to seeing the enthusiasm and energy across the whole school, as has happened in previous years. But remember that it’s a tool and it has a specific audience and a specific purpose.

 

*I can, do and will rant at length about the difference between ‘coding’ and ‘programming’ – and this is definitely the former.

Controlled Assessment Strategies

The Passage of Time

Originally uploaded by ToniVC

How many teachers are spending at least some of their time planning schemes of work, resources and other bits and bobs for the next academic year?

How many of those teachers will sit in 1 hour chunks (or some other arbitrary time period), during which time they start, get stuff done, save and then (whether finished or not) put everything away and start a new task for another hour.

My Y10 computing students have just finished a 20 hour controlled assessment task. 2 or 3 times a week they’ve come into my classroom, logged in, grabbed their controlled assessment booklets and ploughed on with a task. 55 minutes later they get told to stop, save, put it away until the next time – worst case scenario due to their timetable, in 6 days time.

Don’t get me wrong. There are interventions, tips, hints, guidance and all sorts of other things going on – I’m not just leaving them to fend for themselves. What seems ludicrous, though, is that sometimes the students are just building up a head of steam, getting into the zone, getting themselves into the task, when they get the call to save, log off an pack up until next time. That process of getting yourself into the right frame of mind, and into the right headspace to be able to visualise the problems and challenges you’re dealing with, must sap the students’ productivity.

When I have a big job to do, I’ll sit down and do it. It might take me 90 minutes instead of an hour. It might take me 4 or 5 hours. It might take me a few days or even weeks, but it’s very unlikely that I’ll be using pre-defined, 1 hour chunks to get it done. It’s unnatural to do so.

I’m seriously considering booking my students off timetable in order to complete their controlled assessment in larger chunks. Initially I thought about 5 days, Monday to Friday. That would give me time to do some bits that don’t count towards the time and would give the students time to really get themselves into the task.

The downsides? There’s little time to reflect on the problem. A task that is completed over 3 or 4 weeks has time to permeate, and gives the students time to research and reflect. It may be that, with such a number of subjects (plus all that, not inconsiderable stuff going on outside the classroom), most students aren’t really doing this anyway (my homework tracking book would back that up), I’m not sure.

There’s the logistics of covering my timetable for a whole week, as well as the effect on other subjects of losing their students for a week. If every department did that then it might (MIGHT) be chaos. Or, it might work out really well. Certainly the Geography department take students out for 3 days of fieldwork around this time each year. Why not computing students as well?

Another issue is that time to help students identify issues and to spend some time away from controlled assessment working on them. The OCR programming tasks, for example, come in 3 parts – each progressively more difficult. I’ll usually stop and do a week or two of revision on a particular concept before starting each task, to make the students are fully prepared. So maybe I do 1 day for task 1, 1.5 days for task 2 and 2 days for taks 3, spread out over 3 weeks?

The issue raised here also raises the question of whether the model is flawed for the rest of the year. Carousels, where students learn about Subject A for a half term, Subject B for a half term and then Subject C for a half term, with longer lessons (perhaps a half-day at a time) might be more natural and would allow for longer project-based activities to be explored more effectively. But that might be a post for another day.

Has anyone tried the more intensive approach for longer controlled assessment tasks? Any feedback from those who’ve been there would be much appreciated.