GAMES Computing Guide ANIMATION for

DATA Senior NETWORKS ROBOTICS Leaders

ALGORITHMS

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Introduction ...... 2 About this guide ...... 2 Who is this for ...... 2 Key points ...... 2

Big Picture ...... 3-4 Computational thinking ...... 4

Section 1: School curriculum and policy ...... 5-8 Getting to grips with the new curriculum ...... 5-6 Computing and technology enhanced learning ...... 6 Areas of promise – UCL Academy & East London Science School ...... 7 Getting started with computational thinking ...... 8 Managing the transition from ICT to Computing ...... 8

Section 2: Putting it into practice in your school ...... 9-21 What makes up the English 2014 Curriculum? ...... 10 How has the curriculum changed? ...... 11 How do Computer Science, IT and Digital literacy fit together? ...... 11 Putting it into practice FAQs ...... 12 & 20 Creating an action plan and milestones ...... 14 OfSTED guidance ...... 15-17 “Creativity and DfE guidance ...... 18-19 Progression pathways ...... 21 computational thinking Section 3: Planning ...... 22-24 Planning for key stages 1-3 ...... 23-24 underpin the new Planning for key stage 4 ...... 24

Section 4: Assessment ...... 25-31 computing programmes Managing key stages 1-3 assessment ...... 25-26 Managing key stage 4 assessment ...... 26-27 of study” Further support ...... 28-29 Further reading ...... 29 Notes ...... 30 1 Acknowledgements ...... 31 Introduction

About this Guide Who is this for? • Auditing staff skills and establishing CPD needs is • This guide has been produced by This guide is for senior leaders and teachers with an important part of the process of introducing The Education Foundation and UKIE responsibility for implementing the new computing the new curriculum. There are many options for and funded by the Greater London curriculum in all schools staff to undertake CPD and support now comes Authority and the London Enterprise Key Points in various forms. The school should incorporate Panel. It provides advice to staff CPD into the school improvement plans. “...for senior leaders and headteachers and senior leaders on • Creativity and computational thinking underpin teachers with responsibility for introducing and embedding the new • Computing at Key Stage 4 is mandatory. However, the new computing programmes of study. It is implementing the new computing computing curriculum into schools. therefore, important that we develop broad and it is up to schools to decide how this is provided curriculum in all schools” balanced school curriculums that enable learners for. It is important to be aware that not following • The purpose of this guide is to to develop their skills in these areas. a GCSE Computing qualification may mean that provide an overview of some of the some aspects of the programmes of study cannot resources available, the challenges • Programming is a key part of the new computing be completely met. Alternative provision will need that senior leaders may face when curriculum, but not its sole component. The new to be planned for. introducing the new curriculum and curriculum enables learners to explore digital how they can be best overcome. creativity and focuses on the fundamental • It is important to be able to monitor and assess concepts of computing. It’s not all about coding! learner’s progression through the curriculum. • The new curriculum is an exciting The school will need to decide upon their own opportunity to engage and inspire • Technology enhanced learning (TEL) and Digital reporting and rewarding model, although several learners and to help prepare them literacy play a key role in schools to help learners existing models exists that could easily be for a future workplace environment and teachers develop their competences with adopted. where an understanding of current technology. The school needs to have technology is going to be essential. a clear understanding of when and how these • Establishing a baseline measure of learner’s This guide aims to support school unofficial strands of Computing, Information knowledge, skills and understanding will enable leaders in their efforts to make best technology and digital literacy are covered schemes of work to be planned to meet learners use of this opportunity. with learners. needs, as well as assist in the monitoring of learners progress. Several tools already exist that • Set long and medium term goals and use school could easily be used. improvement plans as a practical tool to help give direction and structure to the schools efforts to embed the new computing curriculum.

www.computingguide.org 2 THE BIG PICTURE

London’s digital economy is well-established and growing. The capital houses between 20 and 25% of the UK’s computer, telecommunications and digital content jobs with more than 25,000 firms classified in computer programming, 3 consultancy and related activities. THE BIG PICTURE

The Digital sector in London, In 2011 Ukie, the video games trade spanning the Creative Industries body, commissioned the landmark Computational Thinking and Digital Media, Fintech, Next Gen. report and set out Applying computational thinking as a life skill This senior leaders’ guide has been designed by Edtech, Business Services and how the UK can be transformed and understanding how technology works is teachers, school leaders and educationalists that many arenas beyond, create an into the world’s leading hub for increasingly important in a developing hi-tech have many years of experience working in the extensive demand for digital video games and visual effects if culture that is the foundation of a knowledge- digital learning space with a balance of experience skills. Tech Partnership (the Sector industry, educators and government based economy. We are preparing our learners for of Computer Science, Information Technology Skills Council for Business and work together fix the UK’s broken a radically different employment environment, and Digital Literacy. With input from members Information Technology) estimate talent pipeline. The findings in the where many new jobs are being created in new of Computing At School and Naace who are the that growth in the IT professional Next Gen report were supported digital industries. Under these circumstances, the acknowledged experts in this field, this guide workforce will generate a need by similar findings from reports best way we can prepare our students for the draws upon the expertise of the people that helped for 129,000 new entrants per year by Demos and the Royal Society future workplace is by helping them to become shape the new computing curriculum and supports across the country which, assuming respectively. They identified a need independent and resilient learners with the ability leaders to navigate their way through the wealth distributions of employment remain to shift the focus from exclusively to adapt and learn new skills as and when needed. of guidance and resources already published. It is constant, translates into at least using software to include making Bringing creativity and computational thinking into hoped that the guidance and material within this 25,000 jobs per year for London. it and understanding how it works. the heart of the new computing curriculum aims to resource helps senior leaders to effectively embed The Demos report identified a lack help develop this. the new computing curriculum within their schools. 2.6 million people were employed of understanding at all levels of the Computational thinking is a fundamental thinking in the UK’s Creative Economy in Jobs that rely on technology require people who education system with a clear need skill, like art and music it should be something that 2013; some 8.5% of all employment. understand the technologies so they have the for a new strategic direction. all children are exposed to. London’s Creative Economy employs knowledge to think deeply about ethical issues, 16.2% of this (735,000 people) There remain low levels of solve problems creatively, and make sound and employment in the creative awareness of creative, tech and decisions. Poor decisions made by people in senior media sector expected to grow associated careers opportunities in positions that do not have sufficient understanding strongly by 27% between 2013 and schools and even lower awareness of technology can be extremely expensive. When “The Tech Nation report 2022, translating to 45,000 new of how to access them. There is we talk about the importance of computing states that there are 1.46m people jobs. Tech City and the emerging also a strong demand for more co- we are using it in the widest sense, including cluster based around the HereEast ordination between various formal computational thinking, software development, employed in digital jobs – 250,000 of development in the Queen Elizabeth education, ed-tech and digital configuring systems, understanding social and those in London”

Olympic Park means London’s share learning initiatives, schools and ethical issues related to digital technologies, of jobs could be even higher. industry sponsors. working creatively in teams to build value in a wide range of businesses and making staff appointments with up to date knowledge. www.computingguide.org 4 Section 1: School Curriculum & Policy

Getting to Grips with the new Curriculum “...A high quality The new curriculum has introduced computer science computing education equips alongside ICT to form Computing. The opening learners to use computational statement of the new programmes of study is... thinking and creativity to 5 understand and change the world” Section 1: School Curriculum & Policy

Creativity and computational thinking Guidance from OfSTED clearly states teachers to teach it and plan strategies underpin the new curriculum. It is the need for a broad and balanced to scale up as knowledge improves. It these two elements that are at the curriculum that meets the needs of is better to do some simple things well heart of the curriculum and not its learners. than a lot of complicated things badly. coding or programming. This is a Fundamentally though, at school level, common misconception. Nevertheless, learning in the digital space is about Computing and programming is a key part of the having the knowledge and skills to solve curriculum and is a tool to unlock Technology Enabled practical problems that are meaningful deeper concepts of computational to the learners. Answering the big ‘why’ thinking. It is often said that Learning questions and basing schemes of work ‘Programming is to computer science, as around these can inspire and engage The use of technology is all pervading telescopes are to astronomy’. all learners and address the diversity in the worlds of education, employment The programmes of study are written issues that STEM subjects face. and our lives outside of schools. It concisely and therefore provide is becoming harder to engage in the This all may sound rather complicated flexibility and autonomy. There are modern world without a level of digital but it is no more so than the varied various detailed interpretations literacy and there is growing evidence content in other subjects. The main available supporting the Key Stages. that a lack of functional access to issue with computing is that there The most widely used and accepted technology at home can be challenging are far fewer specialist teachers interpretations have been published by to young people’s learning. available with the detailed knowledge Computing At School in their QuickStart in this space than in other subjects The concept of “technology Computing guide, and through schemes and technology tends to change more enhanced learning” is important as it of work published by Rising Stars rapidly meaning that regular refresh of acknowledges the role that a range (Switched On) at Primary and Hodder knowledge in staff is more important. of technologies can play across Education (Compute-IT) at Secondary. There is no easy shortcut to this curriculum subjects (from digital As long as the interpretation is plausible issue and strategies need to strive making to 3D printing to apps and in relation to the defined programme for improvement rather than worry new platforms) and the way that of study and of appropriate difficulty too much about it being a seemingly educators can harness the potential of and relevance to children i.e. meeting impossible task. The important thing these to enhance and extend learners their future educational and work at the outset is to be able to match knowledge and understanding. based needs, it is as valid as any other. the curriculum to the readiness of the

www.computingguide.org 6 London Computing Champions

that while the computing curriculum is hugely thorough and be asked to code and develop solutions to problems using for pupils to use. This opens up an immensely powerful set UCL Academy follows best national practice, the design of the units ensure industry standard software. of tools to schools that need not be frightening to teachers About the School that students are constantly making connections across all prepared to experiment. We have also started experimenting faculty areas to support our approach to interdisciplinary We work on 6 week cycles so that every half term the with basic 3D modelling using Maya and building simple The UCL Academy is England’s first Academy to be solely learning. At A level Computer studies has grown each year pupils have a different focus giving them a wide range of games in Unity 3D. As yet we have not built this into the sponsored by a University, University College London. It and the interest from our youngest students illustrates how approaches. Examples carried out with Year 7 pupils have scheme of work but we are on the way. opened in Swiss Cottage in September 2012 with a year important students and parents regard it moving forward. been coding HTML in Notepad to introduce syntax and the 7 and year 12 cohort. It is housed in a state of the art importance of the grammar of coding. Also learning how Android tablets – owning their device facility and was founded on the core principles of open As the Academy continues to grow on its journey, to produce simple video productions using Adobe After We have learnt an awful lot about pupils and tablets over space learning, collaborative teaching and learning, and an technology will not be allowed to be the “extra-bolt-on Effects and videos from their own tablets based around a the last two years. We started a buy your own device interdisciplinary 21st century curriculum. In 2016 it will be that we should probably be doing” but an absolutely core simple advert project. Year 8 have learnt JAVA and used APP programme so that every pupil has access to a tablet at reach capacity with a student population of 1150. With the element of the ethos and culture of the Academy built INVENTOR to produce simple apps that can be run on their home as well as at school. This is designed to encourage exciting and innovative vision of its Sponsor the Academy around independent and collaborative learning. Technology own Android tablets. them to experiment. We went for an Android device because prides itself on traditional values of excellence, respect and at the UCL Academy has as big a part to play in that as any it is open source and gives pupils a chance to really play with One my favourite projects with Year 8 this has been the use tolerance as well as ensuring that all staff are encourage to other element of a students’ educational experience. the hardware. This means our approach is to step away from of Lego Mind Storms to produce simple robotic vehicles that think creatively, reflect on current research and be open to Robin Street, Vice Principal, UCL Academy the locked down network and make our pupils responsible follow a program that can easily be coded to manoeuvre new ideas and concepts. for the use of the device. around an obstacle course. This hands on experience of code Technology and the 21st Century school. East London and hardware has made a real difference to the way the This has worked really well in lots of ways. The keener pupils The Academy has from the start wanted to make sure that pupils have approached the subject. We have recruited two have learnt to route the tablet and can then change the technology was fluidly and seamlessly integrated as a tool Science School sets for GCSE Computer Science and have real interest in basic performance of the Android operating system. This is a Electronics as a result. brilliant way to allow them the familiarity they need if they for learning and never to be a bolt-on or headline grabber. About the School While they have enough iPads and laptops that allow for are to be real developers. Also the pupils quickly discover The East London Science School is a free school founded Scratch is now a well-established way to introduce coding what is effectively one to one provision, their focus has ways to use the tablets we haven’t thought of. They beam in 2013 to provide an academic education for pupils of all logic and algorithms. Our Year 7 pupils very quickly learn to been to make sure that it is integrated and normalized into work between each other in class and share ideas in physical abilities and backgrounds. The school takes pupils from write their own game logic producing simple animations. every day practice. There are no “ICT rooms” and every as well as virtual way. across East London and has 211 pupils in Year 7 and 8 with Using the basis of a simple game like Pong allows us to effort has been made to ensure that Wi-Fi coverage is never another 120 arriving next year. The school is currently based quickly develop the basic elements needed to make a game That is not to say that there are not lessons to be learnt. even an issue to be discussed. Staff embrace technology but in The Clock Mill at Three Mills Island very close to Bromley- work. Once that is done the pupils have a chance to let Tablets are very portable and as a result they are vulnerable. in a way that suits what they judge to be the best approach by-Bow. their imaginations go. We have had some very good games The insurance policy on breakages is very necessary. We are for their lessons. It has taken the Academy two years to produced by pupils who keep working on their projects out now contemplating a bigger device that won’t fit in pockets identify the VLE that suits their pedagogy best and they Teaching Computer Science of lessons. This part is crucial for us. If we can make coding that might also have a keyboard attached – but still keeps have always been careful not to rush into quick decisions or Every pupil has a 2 hour session of Computer Science in normal and something that pupils can do outside of the the touch screen. Technology changes so fast it would be a easy-fix strategies. the afternoon once a week. This gives every pupil enough classroom they can learn far quicker and develop their mistake to tie your self to one solution for too long. All students study Engineering and Computing. The time to not only learn how to code but also to use their own ideas. David Perks Academy’s Connected Curriculum, developed from the IMYC, knowledge by developing simple projects. The idea is behind I am really pleased that software developers like Adobe and has incorporated Computing into the student experience. So this approach is that it becomes normal for every child to Principal, East London Science School Autodesk have made their amazingly powerful software free

7 www.computingguide.org Section 1: School Curriculum & Policy

When reviewing your existing provision, you Be clear about this with your subject leader. Getting started Managing the transition may wish to begin with these questions: If you expect other departments to increase with Computational from ICT to Computing their use of technology, you should look for • How is exploitation of the amended departmental plans from them too. If Thinking Managing the transition from the legacy ICT competences developed by the you expect the subject leader to lead change in curriculum to the new Computing Programmes subject specialists used to improve other subjects they need to have the authority Computational thinking provides a powerful of Study doesn’t need to be as challenging as to make it happen. framework for studying computing, with it seems. If handled in a carefully planned and learning in general? wide application beyond computing itself strategic way it can be a process which not only Consider the impact on professional – even into other curriculum subjects. It improves the schools provision but also inspires • Are other departments engaged in development and resourcing. It may be worth is the process of recognising aspects of teachers and learners along the way. When planning for the use of technology auditing your departments knowledge and computation in the world that surrounds understanding (there are various tools available making the transition there are a few things to in their subjects? us and applying tools and techniques from bear in mind. to do this (the BCS, Chartered Institute for IT, computing to understand and reason about • How are they supported and do Teacher Skills Audit is a good one). Remember, both natural, social and artificial systems Review and clarify the role of your subject learning takes time. Be patient and accept and processes leader. Is your subject leader both willing and they contribute back? weaknesses in knowledge. Promote positive able to make the transition to Computing? attitudes to improvement and plan strategies Is your subject leader responsible for both • Are lessons transformative in to make the learning manageable but standards in Computing, and the use of their pedagogical approach, for incrementally productive. Technology to support learning? Is there a need example promoting investigation, to redefine these roles (to create a separate Digital Leader position), bearing in mind the problem solving or self and peer extra time required to deliver Computing? assessment? Remember that although e-safety is part of the Computing Programme of Study, it is a school • Do you want to make room for wide issue and should be managed as such. more teaching of computing? Is it Ensure that your safeguarding co-ordinator and affordable? School Improvement Officer (SIO) work closely with your subject leader. • What are the opportunity costs in other learning?

www.computingguide.org 8 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

9 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

What makes up the English 2014 National Curriculum?

From September 2014, the National Curriculum has changed to include more ICT Computer Science alongside what we would traditionally know as ICT. ICT is split into two official strands: Information Technology and Digital Literacy, as suggested by the Royal Society report of 2012. Along with this content change, the subject has been renamed to Computing.

DIGITAL LITERACY

INFORMATION COMPUTER TECHNOLOGY SCIENCE 10 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

How has the Isn’t the curriculum How do computer science, information technology national all about and digital literacy fit together? curriculum programming and Miles Berry’s explanation of the relationship between Computer Science, Information Technology and Digital Literacy is good. Miles is a lecturer at Roehampton University, and a former Head Teacher. He describes changed? computer science? Computer Science as the foundations of Computing, Information Technology as the applications of Computing, and Digital Literacy as the implications of Computing. In the 2014 Programme of Study, the The new computing curriculum is not just opening paragraph states the purpose of about programming - but it is part of it. “The core of computing is computer science, in which pupils are taught the principles of information and the curriculum is to “equip pupils to use Programming bridges the gap between computation, how digital systems work and how to put this knowledge to use through programming. Build on computational thinking and creativity good thinking and computers. It is far this knowledge and understanding, pupils are equipped to use information technology to create programs, to understand and change the world more important that the breadth and systems and a range of content. Computing also ensure that pupils become digitally literate – able to use, and around them” This new emphasis on depth of the whole subject of Computing express themselves and develop their ideas through, information and communication technology – at a level thinking skills and creativity provides is interpreted correctly, ensuring that it suitable for the future workplace and as activate participants in a digital world.” a fantastic opportunity to enhance meets the needs of learners when they Between the ages of 5 to 14, learners should see the one subject of computing, not the separate unofficial current approaches and provide even progress to the next stage of education strands. Gradually, as they approach their Key Stage 4 qualifications, learners should become more aware of more exciting and rigorous curriculums or employment. the strands and the qualification paths available to them. for learners. Therefore it is key that learners are provided with a balanced curriculum, GCSE containing all three of the official COMPUTER INFORMATION strands of computing: Computer SCIENCE TECHNOLOGY Science, Information Technology and

Digital Literacy. This should be provided LEARNING through Key Stages 1-3 (aged 5-14), so TECHNOLOGY ENHANCED TECHNOLOGY that learners have the solid foundations required for a Computer Science, Information Technology or Digital DIGITAL LITERACY Media related qualification at Key Stage 11 4 and beyond. Section 2: Putting IT into practice in your school: Curriculum & OfSTED

particularly girls, can be achieved by listening to what creative computing curriculum and how it is going How do these changes Doesn’t computing just interests them. For example, focusing on real life or to support your learners’ needs. Essentially, create affect the classroom? appeal to boys? cross curricular challenges often works well with a your mission statement as a school, which you can diverse range of learners. then break down into a series of milestones and Computing’s origins lie in philosophy and asking the Girls need and really enjoy creative real life activities for implementing that curriculum over the question “Why?”. Guidance from the educational meaningful projects and by choosing these types of next few years. community suggests that a quality Computing projects we are not positively discriminating towards How do I get started education is no different. This can be achieved in girls and away from boys. They want to make things Computing classrooms by making relevant links to that are relevant to their lives, rather than simply with Computing? Writing a mission other subjects and wider, real life situations. The technology for technology’s sake (Nesta, 2015). It is important to have a vision for what your statement ‘how’ of Computing is where learners develop and curriculum will look like in the future (i.e. three years’ By trying to focus on stereotypical scenarios, for To start your transition with purpose, begin by writing apply a range of computational thinking skills to time) to support your learners’ future education and example, asking learners to create a spreadsheet for a mission statement for your school, emphasising understand or solve problems. This has obvious work-based needs. You can do this by identifying football league results, creating ‘beat em up’ video creativity and Computing. This statement can also be similarities with mathematical and scientific thinking milestones along your process of transition during game or even newsletters on fashion; we are actually used in your school’s Computing policy. We have an and is achieved through teachers employing a range that period, and then begin identifying activities alienating many learners, both boys and girls, from example available on the www.computingguide.org of computational thinking skills outlined in the CAS for achieving those milestones within the upcoming the subject. What’s worse is that through setting website that the authors have previously developed Computational Thinking Teachers’ Guidance. The academic year. Read Section 3 (Pages 19 – 27) from ‘what’ is expressed through the evidence of the problems with limited scope the aims of the National with their colleagues. It’s not finished. It’s not perfect, CAS Secondary QuickStart Computing. actual subject learning made by learners. These match Curriculum aren’t being embraced to enable learners but it should give a sense of what might be contained the learning outcome statements from the Computing to use computational thinking and creativity to within this vision. The example mission statement has Progression Pathways. Where appropriate, learners understand and change the world. How do you develop a evolved over a number of years; changing with the should be using these skills (the how), to produce an understanding of the subject and how the subject artefact (the what). The artefact could be a video, So how do you engage all vision for your school? was taught, but most importantly it changed based podcast, presentation or piece of programming. on the needs of the learners. It is suggested that the Begin by working with your colleagues in your school The content should be based on the ‘what’ of vision and mission statement is reviewed and updated learners in computing? to define what you mean or understand the word the particular subject’s knowledge, be it Literacy, annually and this should provide a good starting point ‘curriculum’ to be. Once you have done this think Geography, Science, Dance, Art, or even Computing! So marketing methodology says that people buy develop your own. ‘Why’ and not ‘What’. Yet traditional ICT curriculums about the word ‘creativity’ this can be a little bit have often mainly focused on ‘What’ are we going trickier, and do it again for the word ‘computing’ with to teach?, ‘How’ we are going to teach it, and then a consideration for your learners future educational finally considering ‘Why’ are we learning it - usually or work based needs. You can then combine these definitions into a single understanding of what is a to pass an assessment. Engaging all learners, but 12 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

To engage all learners, and avoid positive discrimination, schemes of work must always have relevant links to ‘real life’ and other subject curriculums. Using programming tools to bridge the gap between models (good computational thinking) and computers, and selecting the appropriate language to meet the challenge (and enable you to teach the concepts (i.e. repetition and selection) rather than just teaching a range of languages for the sake of it! Learners will not be taught discrete lessons in the foundations of, applications of, or implications of, information technology but instead will receive an integrated computing curriculum where learners cannot distinguish between the computer science, the information technology and the digital literacy elements of the lesson or scheme of work - instead the focus being on ‘why’!

13 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

• An evaluation of qualifications taken at your year and in which year groups. It is recommended Creating an action plan Can you provide examples institution and whether they meet the learners that doing this during the summer term to give future educational and work-based needs. colleagues time to inform planning and provision to achieve the mission of milestones (or steps) for the next academic year. This ensures that that • Online safety is part of the whole school assets, etc. are planned for the year and helping to statement that you would expect to safeguarding strategy. The ‘possible’ appointment prevent last minute requests. of a Digital Literacy coordinator to work across the It is important to consider if your school is go through to implement school similar to a literacy or numeracy coordinator. • The Computing curriculum is academically rigorous ‘introducing Computing’ or ‘embedding Computing’. This might mean overlapping responsibilities and needs sufficient curriculum time to cover it in To answer this question, begin by evaluating the your mission statement? between the Digital Literacy Coordinator and the appropriate breadth and depth. Consider whether existing school curricula, staffing needs and choice safeguarding coordinator. This could form part of additional (and sufficient) curriculum time needs of qualifications, etc. It is important to evaluate Some of the steps that you may expect to go any judgment made by inspectors about leadership to be made available for the teaching of Digital the school curricula against the learner’s future through are: and management during a school inspection, Literacy to support the development of Technology educational and work needs, but at a more practical because on page 40 (paragraph 142) of the Ofsted Enhanced Learning in the school. • An audit of your school’s existing curriculum level it can be evaluated against something like the Inspection Handbook it says: Computing Progression Pathways. against the National Curriculum programme • The focus of learning in the other subjects is not of study and Computing Progression “In judging the effectiveness of leadership and on the technology but the use of technology Continue this process by identifying a 12-month plan, Pathways framework. management, inspectors must also judge whether to enhance learning, attainment and, most as well as a rough outline for a 24 and 36-month the school’s arrangements for safeguarding pupils importantly, evidence the learning. This might • Staff training (CPD) being made part of school, plan. When putting this plan into action, success will are effective, and whether the governing body involve scheduling Computing lessons in non-IT subject and personal development plans depend on managing change and doing it gradually. ensures that these arrangements are effective. There rooms to make the computer suites available for (performance management) and gradually Too much change will be both difficult for colleagues is detailed guidance on evaluating safeguarding other subjects to access. implement the up skilling of colleagues over and learners. Have a plan and continually review that arrangements in ‘Inspecting safeguarding in early a period in line with developing your school’s plan as it is implemented. Do not be afraid to make years, education, skills settings’.” • The use of extra curriculum clubs to trial schemes changes along the way if circumstances change, the curriculum e.g. 3 years. of work to be launched the following year. This can Remember that the Digital Literacy coordinator need also be an opportunity for training staff! vision changes, or if blockers are identified. • Develop an understanding of what assessment not necessarily be a member of the Computing team. data is needed, and how and when formative and As well as keeping your learners safe and comply The list above is not exhaustive, but it should provide summative assessment will be recorded. fully with excellence in online safety practice; the a good starting point to develop a plan for effectively implementing change throughout the academic year • A skills audit of colleagues to identify their areas school could free up their Computing leads to focus for development - where are they going to go on Technology Enhanced Learning, which could have in your school. for up-skilling? There are a number of national benefits across the curriculum. initiatives coordinated by, many commercial and • Audit or survey the school’s other subject needs for non-commercial organisations. Technology Enhanced Learning to help identify the skills needed at different points during the school 14 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

Do you have any guidance on preparing for an OFSTED Begin by asking the following questions: inspection? • Do all staff have: • is relevant to learners, based on real life scenarios and cross curriculum • both excellent subject content knowledge In terms of guidance for Ofsted inspections, • OFSTED acknowledge that schools are in opportunities? and subject pedagogical knowledge to begin by asking the following questions and a transition period, so it is important that create (and adapt existing) new curricular? • is fully inclusive of all abilities regardless viewing the latest slides from David Brown, they see that you have a: of their individual educational needs, in National Lead for Computing at OFSTED is • high expectations of learners in computing? highly recommended. (http://www.slideshare. • vision for the subject of computing that particular providing opportunities to net/Ofstednews/inspection-computing-and-e- meets your learners future educational and • opportunities to access and provided with extend your most able learners safety-in-schools ) evolution of the work based needs? professional development in computing? e.g. through open end tasks etc? schools priorities. Are their professional development needs • plan for implementing your vision for • encourage learners to use and apply a recorded as part of their performance computing in your school with a series of range of software and hardware management cycle? milestones, with individuals (and teams) (including internet services)? assigned responsibility for them? • Is your school developing a curriculum that: • Has your school a functioning website? And • plan for embedding Technology Enhanced • is broad and balanced and meets your have you made your curriculum information Learning in other subjects, based on an learners needs? by subject and year available on your school awareness of the needs of all subjects website for parents and carers. • represents the subject as a whole rather including computing? than as its component parts (unofficial • Has sufficient curriculum time been • plan to ensure that all computing strands) i.e. computer science, information allocated to the subject of computing equipment used by teachers and learners is technology and digital literacy? enabling good teaching of a broad and relevant, adequate, and fit for purpose? balanced curriculum to take place? 15 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

• Has your school moved away from the • Do you have a strategy for making use of • Are you analyzing assessment data to • Are you using learner’s scrutiny of work previous national curriculum levels and previous levels based assessment data improve outcomes for the different groups effectively to improve the quality of teaching are using (or at least developing) an e.g. can you map the content from your of learners e.g. helping to close to gaps? and learning? appropriate assessment framework and previous assessment framework to your • Are you ensuring that the assessment data • Are you offering a range of extra-curricular approach to reporting? new assessment framework? is accurate through internal and external learning opportunities? • Does your approach to assessment in • Are you able to provide sustained standardization and moderation at the end Further guidance and information is available computing align to, and is consistent with, quantitative and qualitative data, from a of key stage and each year groups? from; Computing At School, School ICT your whole school approach to assessment range of sources e.g. learner surveys, tests, • Are you effectively reporting learners Infrastructure: http://www.computingatschool. i.e. your whole school assessment strategy teacher assessments – both formative attainment and progression to parents org.uk/data/uploads/CASInfrastructure.pdf and policy? and summative, for all learner groups and carers? and abilities?

16 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

What is meant by offering a ‘broad and How do I prepare What do maintained balanced’ curriculum to meet learner’s future learners for Key Stage schools have to teach educational and work based needs? 4 qualifications when in computing at key In the OFSTED Inspection handbook its says on page 42: they haven’t covered stage 4?

“Inspectors the basics at Key The programme of study says: Computing is a across see a range schools. of Schools curricula core subject from Key Stage 1 – 4 in the same their own curriculum may develop • is broad and balanced, complies with the Stage 1 – 3? way English, Maths, Science and PE. particular to respond and provides a wide range needs legislation and ensure of to that their learners of subjects, preparing learners for We need to be mindful that the exam board potential. they There is much debate and heresay in schools all achieve and Inspectors their the opportunities, responsibilities that good should specifications for GCSE will be changing to about what the Programme of Study requires teaching verify experiences of later life in modern Britain; balanced within in September 2016, but in the short term we curriculum, a broad inspectors should not expect to see a at Key Stage 4. For example, if learners don’t effective accompanied and spiritual, particular range of subjects but should still have a challenge to teach a condensed select a Computing qualification at Key Stage 4, cultural moral, by development, social be alert to any unexplained narrowness in prepare and Key Stage 3 curriculum to years 8 and 9. The are they still required to cover the statements in children is helping the breadth of curriculum being offered in modern and young to answer is to map your choice of exam board the programme of study? Yet, it is consistently Britain. people by the school” for life Inspectors qualification specification to the National accepted that all learners in Key Stage 4 should should leadership consider Curriculum at Key Stage 3 (or a framework which participate in a PE lesson each week, even if and management how well that the provides the much needed granular detail). If curriculum: ensure they aren’t studying it as a qualification. you perform this process you will notice that there is an awful lot of overlap between the National Curriculum at Key Stage 3 and your Key Stage 4 qualification. However, depending on the exam board that you choose, it could be between something like a third to a half of the The CAS Computing Progression Pathways is one highly popular interpretation of a ‘broad and specification will map between the key stages. balanced’ curriculum for the subject of Computing. However, it is important to remember that It’s a good idea to prioritise the teaching of the it is a non-statutory document and can be, and should be, adapted to meet the needs of your Key Stage 3 programme of study as it forms the learners future educational and employment needs. foundations of Key stage 4. Section 2: Putting IT into practice in your school: Curriculum & OfSTED

The DfE said: It is for schools, working with parents and learners, to determine whether there are sound educational reasons for not offering subjects in GCSE format, and for not entering learners for examinations for particular NC subjects.

Where a decision has been agreed that learners will not be entered for an examination in a particular subject, schools must ensure that they cover the statutory programme of study adequately. However, OFSTED currently have no plans to publish guidance on this at this time. 18 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

KEY STAGE 4 There is no prescription relating to the to study All pupils must have the opportunity period of time schools should allocate aspects of information technology and to allow computer science at sufficient depth to the teaching of the programmes study or to them to progress to higher levels of a professional career. of study. They should allocate

All pupils should be taught to: enough time to ensure they cover the and • develop their capability, creativity programmes of study in their entirety media knowledge in computer science, digital and in a way that meets schools’ and information technology general duty to teach a broad and • develop and apply their analytic,

problem-solving, design, and computational balanced school curriculum.” thinking skills affect • understand how changes in technology and then went on to add their safety, including new ways to protect to report online privacy and indentity, and how “The aim is to allow teachers more concerns arrange of freedom to design a curriculum that best meets the needs of their learners. Therefore, based on the above, it is suggested Ministers would expect schools to that schools adequately cover the programme of study by allocating sufficient curriculum time. expand on the programmes of study to But how much time should be allocated? Again, ensure a rounded education the DfE response to this is: 19 for all learners. Section 2: Putting IT into practice in your school: Curriculum & OfSTED

Thinking guidance for teachers and then view be effectively carried out by an This is made possible because computational During performance the CAS Secondary QuickStart Guide which has thinking is a framework not a recipe: information-processing agent” an updated version of the Ofsted Evidence S5 management what • It’s a thought process to ask good questions Observation Form with prompts for users to (Cuny, Snyder, Wing, 2010, cited in Wing 2011, p.20) am I to observe? focus on the Computational Thinking during the • Characterising and understanding a problem feedback process. At the heart of the National Curriculum for Wing indicates that these solutions can be • Guide computation design Computing is Computational Thinking. All For further guidance on what a Computational carried out by any processing agent, whether individuals who are part of the professional Thinking classroom looks like, read the free human, computer or a combination of both What does computational development process should be looking guide by Progression Pathways ‘Getting started (Wing 2006) to evaluate the learners development of with Computational Thinking’. thinking look like in the both Computational Thinking and subject Computational thinking content knowledge. classroom? What is computational sits at the heart of the The Ofsted Inspection handbook on page thinking? One suggested resource is the CAS 60 (paragraph 191) outlines that “children’s curriculum but why is computational thinking framework which is enjoyment of learning, including their Computational thinking allows learners to it important? outlined in the ‘CAS Computational Thinking participation and willingness to make choices understand the digital world in a deeper Teachers Guidance’ and decisions, and the extent to which children way: just as physics equips learners to better The CSTA explains that Computational Like any thinking skill, you need to provide are active and inquisitive learners who are understand the physical world and a modern thinking is important in the classrooms learners with opportunities to develop them. creative and think critically” will part of any foreign language equips learners to gain a richer because in learners it helps to build: This will require the class teacher to model them judgement. This can be evidenced during understanding of other cultures. for learners with a range of scaffolded activities lessons where Computational Thinking is • Confidence in dealing with complexity – gradually providing greater independence. made explicit. One definition, more suitable for classrooms is: • Persistence in working with difficult problems Using the CAS computational thinking guidance for teachers and teaching resources from To achieve this, begin by ensuring that all • Tolerance for ambiguity individuals have a consistent understanding “… the thought processes involved the CAS Barefoot Computing or the Digital of what Computational Thinking is and how in formulating problems and their • The ability to deal with open ended problems Schoolhouse – you can make this a reality in to identify it in learners’ activities. Begin by your classrooms. solutions so that the solutions are • The ability to communicate and work with reading the Computing At School Computational represented in a form that can others to achieve a common goal or solution 20 Section 2: Putting IT into practice in your school: Curriculum & OfSTED

Isn’t computational thinking only relevant to computer science?

No. Computational thinking is a thinking skill that underpins the entire computing curriculum including Computer Science, Information Technology and Digital Literacy. The CAS Computing Progression Pathways identifies the computational thinking opportunities across the entire computing curriculum!

PUPIL Algorithms Programming & development Data & Data Representation

PROGRESSION • Shows as awareness of tasks best completed by humans or • Understands the difference between, and appropriately uses if and • Performs more complex searches for information e.g. using Boglean computers. (EV) if, then and else statements. (AL) and relational operators. (AL) (GE) (EV) • Designs solutions by de-composing a problem and create a sub- • Uses a variable and relational operators within a loop to govern • Analyses and evaluates data and information, and recognises solution for each of these partys. (DE) (AL) )AB). termination. (AL) (GE) that poor quality data leads to unreliable results, and inaccurate conclusions. (AB) (EV) • Recognising that different solutions exist for the same problem. • Designs, writes and debugs modular programs using procedures. (AL) (AB) (AL) (DE) (AB) (GE) • Knows that a procedure can be used to hide the detail with sub- solution. (AL) (DE) (AB) (GE)

Hardware & Processing Communication & Networks Information Technology

• Understands why and when computers are used. (EV) • Understanding how to effectively use search engines, and knows • Makes judgements about digital content when evaluating and how search results are selected, including that search engines use repurposing it for a given audience. (EV) (GE) • Understands the main functions of the operating system. (DE) (AB) ‘web crawler programs’. (AB) (GE) (EV) • Recognises the audience when designing and creating digital • Knows the difference between physical, wireless and mobile • Selects, combines and uses internet services. (EV) content. (EV) networks. (AB) • Demonstrates responsible use of technologies and online services, • Understands the potential of information technology for and knows a range of ways to report concerns. collaboration when computers are networked. (GE) • Uses criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions. (EV)

21 Section 3: PLANNING

Isn’t computational thinking only relevant to computer science?

No. Computational thinking is a thinking skill that underpins the entire computing curriculum including Computer Science, Information Technology and Digital Literacy. The CAS Computing Progression Pathways identifies the computational thinking opportunities across the entire computing curriculum!

22 Section 3: PLANNING

The statutory instrument for schools that has the most detail is the Computing Programme of Study. This is a concise but flexibly written document, so it gives a clear steer to the content. The first thing to do is to relate this content to the schemes of learning and lesson plans the school already provides.

own development might be perceived to be of experience and pupil progression. Use your docs.python.org/2/tutorial/) respectively. http:// Planning for Key Stage 1 paramount. improvement plan as a practical tool rather than www.block2text.net/ provides some an administrative exercise. to Key Stage 3 However, before you begin this it is important to guidance on managing the transition from block There are many resources to support this in the first of all identify where your learners are and Audit your current scheme of work in order to programming languages such as Scratch to text- CAS resources repository but quite a lot of what how much they know already. This will help you make change manageable. Remember that the based languages. pinpoint the gaps in their knowledge and enable digital literacy strand maps very well to good the school already does is likely to still be usable. If we add the new content in the computing to you plan a scheme of work that is specifically quality ICT provision. Don’t throw your good There are free lesson plans licensed for sharing programmes of study to the old ICT specification tailored to meet the needs of your learners. stuff away. If you are not given extra time for that can be modified to suit any individual there is clearly an issue in terms of time Identifying the starting point of your learners by the learners to, for example, solve problems needs and many are also associated with a available. It is arguable that a significant amount giving them a baseline test not only defines their and represent them on a computer by writing range of baseline tests (see Further Guidance of the ICT content is still relevant but now starting point but also provides a great measure programs, carefully consider the balance of for references). This wealth of resources should often implemented routinely in other subjects. for monitoring and assessing their progression time spent on programming, digital literacy, mean that no-one is in the position of having to To maximise impact, contributions from other (more on this in the Assessment Section). There information technology and e-safety. This start without any resources at all. subjects are essential and these will further are a wide range of good baseline measures balance is up to you and the future educational enhance the digital literacy of learners as well One strategy in Key Stage 3 might be to teach already available and many of them are free, and work needs of your learners. You do as the quality of learning for that subject. the same initial curriculum content to Year 7, a list of these can be found in the further not have to spend most or even half of your TEL is using technology to support learning. 8 and 9 because it will be new to all three age guidance section. curriculum time on programming and remember It is therefore important that these skills are groups. This would then lead to developing and that e-safety is a school wide responsibility. adapting the curriculum content year on year The fundamental driver for writing an effective developed in the context of other subjects. to accommodate pupil progression as well as improvement plan should be to raise the You must introduce a good quality text based Learners then get time to solve problems improved teacher knowledge and understanding. standards in computing. Plan for progression and language in Key Stage 3. Python is free and for example by programming macros in a This then reduces the amount of preparation continuity throughout the school years. Keep it popular, Javascript is free and enables learners spreadsheet in mathematics or developing 3D time and it provides more practice for less simple and focused on the things likely to have to make web pages interactive and so this could models of buildings in design and technology. confident teachers at a time when their the biggest impact for the least effort. Discuss be useful in any subject presentations on the Senior leaders face a significant challenge in your plans with your colleagues and be prepared web. There are free tutorials from sources such reducing the barriers between subjects and to adjust it regularly in the light as W3schools (http://www.w3schools.com/js/) making this happen effectively. 23 and the python software foundation (https:// Section 3: PLANNING

There has been a longstanding tradition of informal learning related to computational thinking through, for example, open source communities. This has grown significantly in recent years both online and face-to-face. Apps for Good, Code Club, and Coder Dojo are examples of organisations offering exciting and inspirational digital learning, they:

• link students with mentors from the Schoolhouse (funded by the Mayor’s London However, the GCSE IT and elements in Tech Science post 16 and indeed this principle is technology employment sector Schools Excellence Fund) is an innovative Awards and indeed some other GCSEs are reflected in many university computer science programme offers year round opportunities likely to enable learners to build on the KS3 departments that have a main focus on • give children opportunities to experiment with national and local support. Computing curriculum and provide appropriate mathematics A level as an entry requirement to and create new applications, often with help routes to further study and/or employment computer science degrees. from professionals from leading firms and tech in the digital sector. A word of caution here; start-ups Planning for At the end of KS4 there are many qualifications it is always a good idea to check the board that have digital technologies inherent in • many schools have set up relationships with Key Stage 4 specification carefully against the Key Stage 4 their delivery, from music technology, through tech firms through work with these initiatives programmes of study. For example, if learners smart product design to buildings information For those learners that want a formal take an IT qualification but it doesn’t completely modelling systems. All of these can lead to • students and teachers gain confidence and a qualification, they should be able to take one cover the computing aspects of the curriculum careers in the digital sector and most allow wider understanding of career opportunities and in practice that means GCSE Computer then the complete programmes of study are some. Remember though, it is important to cater Science or Information Technology (confirmed not being covered. What the school would do In addition, the Digital Schoolhouse is an for the great majority as well as those with as continuing beyond September 2017). Since in this situation is an important question for innovative program that uses industry expertise specialist interests. Computer Science is an Ebacc subject, IT is not consideration. and tools to develop creative classroom an Ebacc subject and Tech Awards (Point scoring resources. It’s a unique model of support that GCSE equivalents) are only available in non- A good GCSE mathematics grade is likely to be provides teacher CPD alongside pupil learning Ebacc subjects, policy appears to be construed a reasonable indicator of a learners’ capacity whilst effectively bridging the gap between towards favouring an entry in Computer Science. to take academic level 3 courses in Computer schools and industry. In addition the Digital

www.computingguide.org 24 Section 4: Assessment

Why assess learners at all? Well one of the main reasons behind carrying out assessments is to identify the amount of progress that learners have made within a given period of time. However, we can only make those judgements when we know the learners starting position to begin with. 25 Section 4: Assessment

Therefore, it is important to begin the academic period with a baseline test. There are several tools that already exist, including ones produced by NAACE/TLM, Hodder and Progression Pathways.

school environment. The NAACE/TLM, Mozilla Programmes of Study. This causes an immediate computing characteristics in it. Many of these Managing assessment Digital Badges and Progression Pathways tools problem because not all learners take the same qualifications will have scope for demonstrating for Key Stages 1 to 3 all provide opportunities for reporting and subjects. Refer to the ‘Planning’ section for that learners continue to develop their rewarding learners. You may wish to adopt one further guidance on Key Stage 4 provision. capability, creativity and knowledge in digital Refer to the Further Guidance section for a list of these measures or customise and design media and information technology. The main of options; but remember it is important to your own. Whatever you choose to do, the Managing Key Stage 4 area that might not be covered is computational choose a model that meets the needs of your important thing to remember is that it must thinking and computer science. The former learners and your school best. When deciding on work effectively to meet the needs of your Assessment though might well be covered in the approach your model, you may want to take the following learners. During school inspections OfSTED have to problem solving in digital contexts associated into account: recognised that schools will still be working The national curriculum requires some study in with IT user applications, smart technologies towards the full implementation of their Key Stage 4 and it is therefore logical to assume in design and technology or in science where • Focus on continuous learning and assessment preferred approach. They will expect to see the that some assessment is needed to provide data some see scientific method as being very close on how successful the provision has been in • Accept that your assessment tools may need school’s journey towards this. to methods associated with computational achieving the mandated curriculum. For those to accommodate learners providing evidence thinking. Computer Science is a bigger issue Assessment in KS3 will be used to inform learners taking GCSE Computer Science or GCSE using a range of methods since no qualifications other than GCSEs cover appropriate routes through KS4. KS4 has its IT we can assume this is done. There is the this in detail and score performance points. • Use the data provided from the assessments own set of issues because there is choice issue that the assessment is all end of course to inform future planning and progress of whereas KS1 to KS3 is mandatory for learners. orientated but on any GCSE course we would We are back to interpretation here. If GCSE computing and computational thinking. The KS4 programme of study is a lot less expect specialist teachers to monitor progress Computer Science is not mandatory, it must be comprehensively specified and while there as learners pass through the course. assumed that it is possible to meet statutory We all know that learners respond positively appears to have been some confusion over its requirements with less study than a full GCSE. to rewards. However, in life after levels what’s requirements it is worth nothing that it does not By far the bigger issue is assessment of those Some digital technology GCSE alternatives the best way to report assessment results? say that all learners have to do GCSE Computer not doing a formal qualification in computing i.e. have optional elements that can include some There is no hard and fast rule for this. It is Science. However, the implication is that if they those not opting for the GCSE Computer Science Computer Science without falling foul of the up to you to use your expertise to research don’t, there should be some elements in the option in the Ebacc “bucket” or for GCSE IT. For rule that GCSE is the only route to a points the existing tools available and speak to you rest of their learning that supports, reinforces those doing a digitally related qualification we scoring qualification in Computer Science. colleagues about what will work best for your or builds on what they have learnt in the KS3 need to identify the key national curriculum 26 Section 4: Assessment

Assessing Key Stage 4 Coverage

If learners opt to take GCSE Computer Science, the Key Stage 4 issue is resolved; although headteachers will need to be sure that the teaching resources are sufficient or learners will under- achieve. For those that do not take GCSE Computer Science there are a lot of possibilities and all need different strategies that have different costs both in financial terms and probably more importantly how well teacher time is utilised. We present below some options:

Option Advantages Disadvantages

Provide a qualification in a These qualifications can provide for a wide range of interests from IT User skills through to Smart Some effort will need to be made to map curriculum experience to the program of study to digitally related subject area Product Design, CAD/CAM and modelling buildings in the construction industry. Tech Awards are show that there really is practical coverage taking place. such as GCSE IT. likely to provide more flexibility with course work than GCSEs and can be less expensive (although most are more expensive). They can also be directly referenced to industry base qualifications such as Microsoft Office Specialist that will enhance employability.

Use the core subjects, English, It would certainly be possible to map computational thinking into mathematics and science since The teachers of English, math and science could see it as an irrelevant imposition to have to maths and science, since all these subjects have always used these concepts, just not specifically in a digital context. In English modify what they are teaching to cover a different subject area even if it is a relatively small learners will take them. discussion of copyright, licensing, digital ethics and relating these to publishing would also be amount. There would be some work involved in modifying the teaching programme. Some relatively straightforward. might say that diverting resource from the “core business” might result in lower exam outputs and therefore lower scores in performance points. Given the weighting of English and maths, anything that reduces scores will have a disproportionate effect on league table position.

Devise and teach a non-exam You can tailor the course to the school’s own interpretation with a specific focus on areas of It is notoriously difficult to motivate KS4 learners on non-exam courses. It would still course in computing. particular interest with fewer constraints. require curriculum time to come from the “squeezed” options squeezing them even more. Staffing could be very difficult to arrange with very little expertise available and of course no performance points unless the course could be devised to augment other points scoring learning.

Do nothing. Takes no immediate additional resources, reduces risk from changing the status quo. Some schools have a statutory obligation to provide the National Curriculum. If Computing really is a valuable subject the school is failing in its duty to provide the best education and will put its learners at a disadvantage. It would be difficult for a school to get an OFSTED good rating if it became apparent that it was not covering the national curriculum and didn’t have a very good reason for not doing so.

The really difficult issue arises with any learners that are not taking any related qualification, how will their curriculum coverage and progress be assessed and recorded under those circumstances? 27 Further support

28 These key resources and reading materials are not exhaustive but should give you a more in depth view of the computing curriculum Further support and how to make the best of this opportunity in your school. More materials are available at www.computingguide.org

Statutory documents Computing At School Primary Guidance, CAS Barefoot Computing, Learning Computer Computational thinking an overview: Department for Education, National Technology Enhanced Learning(Pages 20): Science and computational thinking: Computing At School, Computational thinking Curriculum for Computing: http://www.computingatschool.org.uk/data/ http://barefootcas.org.uk/barefoot-primary- Primary and Secondary teacher guidance: https://www.gov.uk/government/publications/ uploads/CASPrimaryComputing.pdf computing-resources/concepts/ http://community.computingatschool.org.uk/ national-curriculum-in-england-computing- (Primary) (Primary) resources/2324 programmes-of-study (Primary and Secondary) Managing the transition from ICT Rising Stars and Stuck Ltd, Teaching primary (Primary and Secondary) to Computing computing with Miles Berry: QuickStart Primary Computing, Introduction to Overview guidance QuickStart Secondary Computing, Road Map http://www.risingstars-uk.com/free-stuff/ computational thinking: Computing At School Primary Guidance, for managing change: introducing-algorithms-miles-berry-sample- http://primary.quickstartcomputing.org/ Understanding the Primary National Curriculum http://www.quickstartcomputing.org/ video resources/pdf/comp_thinking.pdf (Page 4- 7): secondary/section3.html and http://www. (Primary) (Primary and Secondary) http://www.computingatschool.org.uk/data/ quickstartcomputing.org/secondary/section7. Computing At School Secondary Guidance, Papert, S. and Harel, I., ‘Situating uploads/CASPrimaryComputing.pdf html Subject knowledge (Pages 6-17): Constructionism’ (Ablex Publishing Corporation, (Primary) (Primary and Secondary) http://www.computingatschool.org.uk/data/ 1991) Computing At School Secondary Guidance, Staff subject knowledge uploads/cas_secondary.pdf http://www.papert.org/articles/ Understanding the National Curriculum Computing At School Primary Guidance, (Secondary) SituatingConstructionism.html (Page 4- 7): Subject knowledge (Pages 5-13): (Primary and Secondary) Hodder Education and Stuck Ltd, Teaching http://www.computingatschool.org.uk/data/ http://www.computingatschool.org.uk/data/ secondary computing with Peter Kemp: QuickStart Primary Computing, Introduction uploads/cas_secondary.pdf uploads/CASPrimaryComputing.pdf http://www.hoddereducation.co.uk/ to logical reasoning (Secondary) (Primary) Product/9781471839566.aspx http://primary.quickstartcomputing.org/ Technology Enhance Learning QuickStart Primary Computing, Understanding (Secondary) resources/mp4/logical_reasoning.mp4 Computing At School & Naace: ICT and the content in the Primary Programme of Study: (Primary and Secondary) Susan Robson, GCSE Computing: Computer Science in UK schools (Technology http://primary.quickstartcomputing.org http://www.amazon.co.uk/Gcse-Computing- Bebras International Contest on Informatics and Enhanced Learning on Page 4): (Primary) Colour-Textbook-Ed-x/dp/1471700186 Computer Fluency and Computational Thinking http://www.computingatschool.org.uk/ CAS Barefoot, Key terms poster for (Secondary) Challenge: data/uploads/ICT%20and%20CS%20joint%20 Primary teachers: www.bebras.org/ and www.beaver-comp.org. statement.pdf http://barefootcas.org.uk/computer-science- uk/ (Primary and Secondary) key-terms-posters/ (Secondary) (Primary) 29 NOTES Acknowledgements ROBOTICS

The authors Shahneila Saeed, Digital SchoolHouse and Ian Fordham, The Education Foundation would like to thank the Mayor of London and Greater London Authority for their support with the DATA production of this guide. We would also like ANIMATION to recognise the significant contribution of Mark Dorling, Progression Pathways and Mark Chambers, NAACE to the guide and the “putting into practice and FAQs” sections of this guide and on the website are reproduced from the guidance published PROBLEM by Progression Pathways in line with the SOLVING ALGORITHMS applied creative common license. GAMES

NETWORKS

www.ednfoundation.org www.edtechuk.com www.ukie.org.uk www.digitalschoolhouse.org.uk @The Education Foundation & UKIE 2015 @EdnFoundation @EdtechUKHQ @uk_ie @DigSchoolhouse