Computing in English Education #ind15

Computing in English Education

Oliver Quinlan nesta.org.uk oliverquinlan.com @oliverquinlan CC BY NC

celesterc

England

(C) Google Maps

(C) Google Maps

Pupils: 8.2 millionState: 93% Private: 7%

‘Free School Meals’: 18%‘Minority Ethnic’: 24-29%

‘English 2nd language’: 13-19%

http://bit.ly/schoolscensus

“The achievement gap between pupils of different socio-economic backgrounds is larger in the UK than in most developed countries

in the world”Wigdortz (2012) (Source: PISA data)

Pre-School Under 4

Nursery EYFS 4-5

Primary Schools 5-6

KS 1 6-7 SATs

KS 2 7-11 SATs

Secondary Schools

KS 3 11-14

KS 4 14-16 GCSEs

(6th Form) KS 5 16-18 A Levels

University / College

F.E. / H.E. 18+ Various

History

bit.ly/nestabbcmicro

CC BY SA Gisela Giardino

theguardian (2011), Eric Schmidt’s McTaggart Lecture- Full text. Available at: http://www.guardian.co.uk/media/interactive/2011/aug/26/eric-schmidt-

mactaggart-lecture-full-text (Accessed 25th September 2012)

“You invented computers in both concept and practice [...] Yet today, none of the world's

leading exponents in these fields are from the UK.”

Nesta ‘NextGen’ ReportNESTA

“Shut down or restart?”The Royal Society

“We’re not going to tell you

what to do.”

CC BY NC ND ConservativesDfE (2012) Michael Gove speech at the BETT show 2012. Available at: http://

www.education.gov.uk/inthenews/speeches/a00201868/michael-gove-speech-at-the-bett-show-2012 (Accessed 26th September 2012)

ComputingS E P T E M B E R 2 0 1 4 :

The Curriculum

C O M P U T E R S C I E N C E ( U N D E R S T A N D I N G T H E P R I N C I P L E S O F

C O M P U T I N G & P R O G R A M M I N G )

I C T ( H O W T O U S E D I G I T A L T E C H N O L O G Y &

H O W I T W O R K S )

D I G I TA L L I T E R A C Y ( B E I N G A C A PA B L E & S A F E D I G I T A L

C I T I Z E N )

The national curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

• are responsible, competent, confident and creative users of information and communication technology

5-8•Understand algorithms •Create & debug programs •Use technology purposefully, safely and respectfully

9-11•Design programs with goals, including decomposition •Work with variables & various forms of input & output •Understand computer networks •Identify ways to report concerns about content

11-14•Design, use and evaluate computational abstractions •Use 2 or more programming languages (1 text based) •Understand how data of various types can be represented and manipulated digitally

•Protecting their online identity and privacy

The English National Curriculum for Computing

https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study

bit.ly/computingengland

Successes

iDHSB.co.uk

R A S P B E R R Y P I

computingatschool.org.uk

http://code-it.co.uk/

Challenges

Why it matters

bit.ly/digitalmakers

Digital Making

“In the LOGO work we have invented versions of such machines in which powerful ideas from physics or

mathematics or linguistics are embedded in a way that permits the player to learn them in a natural fashion,

analogous to how a child learns to speak.” Seymour Papert, Mindstorms

Certain ideas can be used as tools to think with over a lifetime.

One learns to enjoy and to respect the power of powerful ideas. One learns that the most powerful idea of all is the

idea of powerful ideas. Seymour Papert, Mindstorms

slideshare.com/oliverquinlan

Oliver Quinlan nesta.org.uk oliverquinlan.com @oliverquinlan