Computing Curriculum from September 2014

 

Summary Highlights
Key points for schools to consider
Case studies
Glossary

Summary highlights
Computing has been presented in much commentary on the draft National Curriculum proposals as a ‘new’ subject: in some ways it is different, but much is familiar and remains the same. It is more a question of emphasis, expectation and an enhanced ambition for the subject – a very welcome updating from the previous orders for ICT that were starting to look tired a decade previous.

The emphasis is on the fundamentals of computer science as a subject in itself, for example giving children an understanding of programming, networks and how internet search engines work, and in particular the aspect that would have previously been named ‘control’, rather than the use of ICT as simply a tool to support other subjects.

The existing programme of study has been in many ways been incorporated into the new computing subject content and the programming aspect has been made explicit: children will be expected to learn how to programme rather than simply use existing software. The expectation is that children will have repeated opportunities to write computer programmes to solve problems.

A completely new element will be the requirement to give children an understanding of intellectual property rights. It will be no surprise that safeguarding and e-safety remains an important element and has been further extended to include ensuring children communicate in a respectful way and have experience of communicating on-line.


Key points for schools to consider
Given the nature of the proposals for Computing there are a number of key points that schools may wish to review and consider when implementing the new curriculum:

  • Timetabling:
    • Separately timetabled or effectively integrated into the curriculum (E-safety in PSHE)
    • How will ICT support other subjects?
  • Use of staff
    • Specialist Computer teacher(s) or All staff teaching Computers
    • CPD implications if all staff to teach Computers – Professional development will be essential
    • Identification of roles and responsibilities
      • Computer Subject Leader / Curriculum Manager
      • Technical Support
      • Admin systems
      • Responsibility for e-safety
  • Progression
    • Important to remembered that the programme of study for Computing is a minimum expectation!
    • Not currently explicit in the programmes of study – needs good attention
    • What would progression in programming look like?
    • Considerable scope to enhance the curriculum in a way that really engages some children and schools might want to explore these opportunities.
  • Resources
    • Hardware
      • Proposed Computing Curriculum does not require any additional equipment above and beyond what schools would typically have in place.
      • Proposed National Curriculum makes little explicit reference to ICT to support teaching and learning in other subjects apart from D&T.
      • Schools may consider the use of other mobile devices to enhance learning in other areas of the curriculum.
    • Software
      • Many ‘free’ applications and content are available online, for example, LGfL.
      • Consideration may be necessary for software that will provide for the programming aspect although much is available for free.
      • Most likely costs for schools will be in relation to installation and possible in-service training.


Case Studies

  1. KS1
  2. Raspberry Pi
  3. ESafety
  4. Use of LGfL resources


Glossary of Terms from the computing curriculum
Algorithm: a set of unambiguous instructions, a recipe, a formula. Important in computer science because once you work out the set of steps required to solve the problem, writing them as a program is the easy part.
Debug: to fix errors in a program. For example, if the beebot does not move in the correct direction after giving the instruction, the instruction must be corrected. Debugging is a process that happens naturally as children write, test and correct computer programs