``It's not the Coding Curriculum!'': Embedding ...Tom Crick).pdf · \It’s not the Coding Curriculum!’’: Embedding Computational Thinking into ... Tolerance for ambiguity; ...

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“It’s not the Coding Curriculum!’’: EmbeddingComputational Thinking into England’s New

Computing Curriculum

Professor Tom Crick

http://www.computingatschool.org.uk

14 July 2017

@ProfTomCrick (@CompAtSch) #CTE2017 14 July 2017 1 / 59



Introduction

Terminological Diversions



Introduction

Quotes on the Internet...

“Computer science is no more about computers thanastronomy is about telescopes.”

Edsger W. DijkstraHal Abelson



Education in the UK

Short Primer on Education in the UK

Four education systems!

Five stages of education:

Early Years (Foundation);Primary (KS1: 5-8, KS2: 8-11);Secondary (KS3: 11-14, KS4: 14-16);Further Education (KS5: 16-18),Higher Education (18+)

Compulsory education from 5-16 (18 in England)

General qualifications at 16 (GCSEs) and 18 (A-Levels)

National tests at ages 7 and 11 (plus literacy and numeracy)

Stagnation in recent PISA rankings

Increasing divergence of education policy across the UK


CAS

(join now for free: http://community.computingatschool.org.uk)


http://community.computingatschool.org.uk




CAS

http://community.computingatschool.org.uk/resources/3127


http://community.computingatschool.org.uk/resources/3127

CAS

The CAS Community


Digital Citizens, Digital Skills

Catalysts for Policy Change

“I was flabbergasted to learn that today computer scienceisn’t even taught as standard in UK schools. Your ITcurriculum focuses on teaching how to use software, butgives no insight into how it’s made.”

Eric Schmidt, Executive Chairman, Google (August 2011)





Program or Be Programmed

“For the majority, the world of software is a built worldthat, like a city, helps us to organise and consume. But ithas been built by others. For the minority, software ismerely a curtain that can be pulled aside to reveal a wildworld of confusion, trial and error, but also of virtuallyunlimited creative and commercial potential. It is time forBritish schoolchildren to be granted access to this world.”

The Times (November 2012)
















Curriculum Reform in England

Changing Names, Changing Aims




Curriculum Reform in England

Purpose

“A high-quality computing education equips pupils to usecomputational thinking and creativity to understand andchange the world.”

Computing Programmes of Study (2013)


Computational Thinking in the UK

Computational Thinking

“Computational thinking is the thought processes involvedin formulating problems and their solutions so that thesolutions are represented in a form that can be effectivelycarried out by an information-processing agent.”

Jeannette M. Wing (2008)



Our Interdisciplinary World

“[Computational techniques] have moved on fromassisting scientists in doing science, to transforming bothhow science is done and what science is done.”

“Science as an open enterprise”, Royal Society (2012)





Articulating the Benefits of Computational Thinking

Confidence in dealing with complexity;

Persistence in working with difficult problems;

Tolerance for ambiguity;

The ability to deal with open-ended problems;

The ability to communicate and work with others to achieve acommon goal or solution.



Impact: Teaching Programming

Programming develops thinking...

...but teach problem-solving!

Depth vs. breadth

Signpost real-world context and applications

Nurture curiosity

It’s easier to read code than write code

It’s easier to edit code than to start with a blank screen

Pair programming is a powerful tool

Debugging is a key skill (failure is good!)

Importance of high-quality teaching, learning and assessment

Programming is for everyone!






Depth vs. breadth


Nurture curiosity












Depth vs. breadth


Nurture curiosity












Depth vs. breadth


Nurture curiosity












Depth vs. breadth


Nurture curiosity









CSUnplugged: CS Without a Computer

http://csunplugged.org


http://csunplugged.org


CAS Barefoot: CS/CT Knowledge

https://barefootcas.org.uk


https://barefootcas.org.uk




QuickStart Computing: Transitions

http://bit.ly/qsks3


http://bit.ly/qsks3


CAS Tenderfoot: CPD

https://www.computingatschool.org.uk/custom_pages/56-tenderfoot


https://www.computingatschool.org.uk/custom_pages/56-tenderfoot


Project Quantum: Effective Assessment

https://diagnosticquestions.com/Quantum


https://diagnosticquestions.com/Quantum


Bebras: International Challenge on Informatics and CT

http://www.bebras.org


http://www.bebras.org


Royal Society: Excellence in CS Education

https://royalsociety.org/topics-policy/projects/computing-education



Wales and the Digital Competence Framework



The Educational Challenge

What does being“digitally competent” mean for a

4/8/12/16 year old?



The Four Purposes of the Welsh Curriculum

The purpose of the new curriculum is to support our children and youngpeople to be:

Ambitious, capable learners, ready to learn throughout their lives;

Enterprising, creative contributors, ready to play a full part in life andwork;

Ethical, informed citizens of Wales and the world;

Healthy, confident individuals, ready to lead fulfilling lives as valuedmembers of society.



Context of the DCF

Identifying the core digital skills that all learners need to have, nowand in the future;

Clear adaptable framework for learning and progression, supportingflexibility and creativity;

Driven by pedagogy, based on enduring principles, rather thanspecific/transient tools and technologies;

Promoting why digital competencies matters: educationally,societally, economically.

Clear alignment to the four purposes of the new Curriculum forWales



Digital Competence Framework

1 CitizenshipIdentify, Image & ReputationHealth & WellbeingDigital Rights, Licensing & OwnershipOnline Behaviour & Cyberbulling

2 Interacting & CollaboratingCommunicationCollaborationStoring & Sharing

3 ProducingPlanning, Sourcing & SearchingCreatingEvaluating & Improving

4 Data & Computational ThinkingProblem Solving & ModellingData & Information Literacy


Looking Ahead

Where Are We Now...

Third year of new Computing curriculum in England

High profile (and successful) lobbying and engagement...

...on multiple levels: schools, teachers, government, parents, public...

Core funding from government and key supporters

A community of practice: CAS Network of Teaching Excellence

Moving from policy (strategic) to implementation (operational)

Learning from/sharing best practice internationally

It’s not just about technology...

It’s not just about coding...

Computing and CT is for everyone!


Looking Ahead

Where Are We Now...












Looking Ahead

Where Are We Now...












Looking Ahead

Where Are We Now...












Looking Ahead

Challenges Ahead

Our work is not finished!

CPD and upskilling the teachers

Building confidence and capability

Recruiting (and retaining) qualified new teachers

Effective pedagogies for teaching computing/programming/CT etc

Capturing and sharing best practice

Understanding assessment and progression

Depth, breadth and creativity

Wide application of computational thinking

Computing/CT across the curriculum

Changing perceptions of the discipline: school, parents, public, etc

The CAS motto: “There is no ‘them’, only us!


Looking Ahead

Challenges Ahead














Looking Ahead

Challenges Ahead














Looking Ahead

Challenges Ahead














Looking Ahead

Challenges Ahead














Looking Ahead

Challenges Ahead














Looking Ahead

Challenges Ahead














Links

Useful Links

Join CAS! http://community.computingatschool.org.uk

CAS Network of Excellence:https://www.computingatschool.org.uk/noe

Computing Programme of Study in England (2013):https://www.gov.uk/government/publications/

national-curriculum-in-england-computing-programmes-of-study

Digital Competence Framework in Wales (2016):http://learning.gov.wales/resources/browse-all/

digital-competence-framework/?lang=en

Hello World magazine (by Raspberry Pi, CAS, BCS and BT):https://helloworld.raspberrypi.org

Royal Society Computing Education project (2016-present):



http://community.computingatschool.org.uk

https://www.computingatschool.org.uk/noe

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

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

http://learning.gov.wales/resources/browse-all/digital-competence-framework/?lang=en

http://learning.gov.wales/resources/browse-all/digital-competence-framework/?lang=en

https://helloworld.raspberrypi.org


Links

Policy Reports

Nesta Next Gen. report (2011):http://www.nesta.org.uk/publications/assets/features/next_gen

Royal Society report on Computing in Schools (2012):http://royalsociety.org/education/policy/computing-in-schools/report/

UK Digital Skills Taskforce (2014):http://www.ukdigitalskills.com

House of Lords Digital Skills Select Committee report (2015):https://www.parliament.uk/business/committees/committees-a-z/lords-select/

digital-skills-committee/news/report-published

House of Commons S&T Select Committee report (2016):https://www.publications.parliament.uk/pa/cm201617/cmselect/cmsctech/270/

27002.htm

House of Lords Communications Select Committee report (2017):

https://www.publications.parliament.uk/pa/ld201617/ldselect/ldcomuni/130/

13002.htm


http://www.nesta.org.uk/publications/assets/features/next_gen

http://royalsociety.org/education/policy/computing-in-schools/report/

http://www.ukdigitalskills.com

https://www.parliament.uk/business/committees/committees-a-z/lords-select/digital-skills-committee/news/report-published

https://www.parliament.uk/business/committees/committees-a-z/lords-select/digital-skills-committee/news/report-published

https://www.publications.parliament.uk/pa/cm201617/cmselect/cmsctech/270/27002.htm

https://www.publications.parliament.uk/pa/cm201617/cmselect/cmsctech/270/27002.htm

https://www.publications.parliament.uk/pa/ld201617/ldselect/ldcomuni/130/13002.htm

https://www.publications.parliament.uk/pa/ld201617/ldselect/ldcomuni/130/13002.htm

Thank You

@ProfTomCrick



@ProfTomCrick


``It's not the Coding Curriculum!'': Embedding ...Tom Crick).pdf · \It’s not the Coding Curriculum!’’: Embedding Computational Thinking into ... Tolerance for ambiguity; ...

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