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Subject Knowledge Covering the Transition from Primary to Secondary Computing Scotland Subject Knowledge covering the transition from Primary to Secondary SUPPORTED BY Foreword In 2017, Education Scotland revised the computing science It’s an exciting time for computing science! We are a subject content within the Broad General Education, with significant coming of age, with great relevance to every one of our pupils. input from Computing At School Scotland (CAS Scotland), We hope very much that you find this QuickStart resource of to reflect the developing worldwide understanding of the value in underpinning your delivery of great experiences for importance of the subject. your pupils. We recognise that there is a large increase in the computing science content to be covered in both primary and early secondary compared to the old Experiences and Outcomes Quintin Cutts (Es & Os) for computing science. In secondary schools, with Chair, Computing At School Scotland our current computing teacher numbers, many teachers from related subjects may be asked to deliver teaching at the lower levels. It is important, then, that materials are available for such teachers to enable them to prepare for these classes. Acknowledgements This QuickStart resource is the first to support early secondary teaching, and it particularly focusses on the Every effort has been made to trace copyright holders and obtain their necessary subject knowledge for teachers. It is not full of permission for the use of copyright materials. The author and publisher will gladly receive information enabling them to rectify any error or omission in teaching activities and pedagogical advice – we will shortly be subsequent editions. extending the primary teacher guide available at http://teachcs. scot, developed by CAS Scotland, to include these. That guide Although every effort has been made to ensure that website addresses explains well the particular structure of the new Es & Os, and are correct at time of going to press, Computing At School cannot be held so is essential reading too. responsible for the content of any website mentioned. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. This resource is an adjusted version of one originally developed by CAS for the English curriculum. Such sharing © Crown Copyright 2017. Published 2017 between the nations is valuable, and should be effective since the subject knowledge required for both the English and Author: Miles Berry. Adjusted for Scotland: Bill Sargent Scottish curricula is similar. We have largely removed direct To reference this work, please use the following citation: Berry, M. (2017) reference to the English curriculum, although connections QuickStart Computing –Subject Knowledge Enhancement for Scottish may still be apparent. Most importantly, the structuring of Secondary Teachers. Swindon: BCS. the two curricula is significantly different, and so the chapter structure in this resource does not readily follow the Scottish This content is free to use under the Open Government Licence v3.0. curriculum. For this reason, we have provided a mapping from A catalogue record for this title is available from the British Library. ISBN: 978-1-78017-441-9 the Es & Os, and the Benchmarks, to the relevant sections of the resource, which will help you to find the descriptions We would like to thank the following people for their invaluable advice as and explanations you need. This appears right after the main members of the Academic Standards Committee: Contents page. • Professor Jeff Magee FREng, Dean of the Faculty of Engineering, Imperial We are acutely aware of the huge effort it has taken in recent College years to teach the new computing science qualifications, • Professor Simon Peyton-Jones FRS, Principal Researcher, Microsoft and also how much it will take to teach to the new Es & Research Cambridge, and Chair of CAS Os. Be assured that the best international research evidence • Professor Paul Curzon, School of Electronic Engineering and Computer in computing science education has been incorporated Science, Queen Mary University of London into these Es & Os. As such, we are confident that the • Professor Michael Kölling, School of Computing, King’s College London combination of foundational work in the early years and • Dr Nick Cook, School of Computing Science, the University of primary, as well as the overall structure and extended time Newcastle in secondary, will enable all pupils to succeed in the subject, • Roger Davies, CAS Master Teacher, Queen Elizabeth School, Kirkby correcting the imbalance in background and gender to which Lonsdale our subject has long been prone. • Chidi Iweha, CAS Master Teacher, Ernest Bevin College, London A word about sponsorship. The QuickStart project was • Peter Marshman, CAS Master Teacher, Leighton Park School, Reading funded by Microsoft, with matched funding from the English • Dr Bill Mitchell, Director of Education, BCS, the Chartered Institute Department for Education, and further funding from Education for IT Scotland, and it is heartening to see such tangible support Computing At School is grateful to the following reviewers and contributors: for teachers, both from business and from government. I would like to thank them warmly and to emphasise that CAS Barefoot Computing, CAS Computational Thinking Working Group, the QuickStart resources were developed for teachers by Sunrise Setting Ltd, Burville Riley Partnership, Tomcat Design, Julia Briggs, a Computing At School working group, without the direct Lee Goss, Miles Ellison, Department for Education, Microsoft and all of the parties that have kindly made their work available to share within influence of the sponsors. this document. Introduction Digital technology has come to play a huge part in discipline with much in common with expressive the lives of individuals and our society: there seems arts, but also might include links with the personal hardly any sphere of work, leisure or study that has and social aspects of health and wellbeing, social not been transformed by computers, the internet studies and even religious and moral education. or smartphones. The changes we've seen in our lifetimes show no signs of slowing down. If we take The computing science and digital literacy seriously our responsibilities to prepare the next experiences and outcomes are unashamedly generation for the opportunities, responsibilities ambitious. For a school to deliver on the promise and experiences of their later lives, then that must of these experiences and outcomes and do the best involve empowering them not only to use the that it can for its pupils, there needs to be enough technologies that will be part of their future, but time to teach the programmes of study, plus good Acknowledgements also to understand these technologies, and perhaps resources, robust connectivity, effective pedagogy develop them further still. and crucially, knowledgeable, enthusiastic teachers. Computing is about more than using or With primary teachers, CAS (Computing At understanding technologies though. The principles School) developed CPD (continuing professional of computer science which lie at the foundation of development) programmes such as Barefoot digital technology have wide applications beyond Computing(1) and Primary QuickStart Computing(2) this. An understanding of these principles (things to help address the subject knowledge gap, and like logic, computability and the properties of alongside initiatives such as PLAN C, these have information) certainly helps to make sense of generally been regarded as effective. At secondary current technology and looks likely to be necessary level, subject knowledge professional development for a grasp of future technology, but it also offers has unsurprisingly often focussed on those new to unique insights into the nature of the world. teaching exam courses with relatively little in place to equip teachers to rise to the challenge of the In thinking about the purpose of education, surely Level 3 programme of study. part of this is that school should help young people develop an understanding of the world in which This new QuickStart guide has therefore been they find themselves, and equip them to make a developed with Level 3 teachers particularly in difference to that world. This vision is reflected in mind. I have taken as a starting point the structure the opening sentence of the 2014 English computing of the primary guide and have included much of curriculum: the content from that to provide a starting point for getting to grips with computing in lower A high-quality computing education secondary schools. But this guide goes much equips pupils to use computational further, covering, in more or less depth, the subject thinking and creativity to understand and knowledge needed to teach the whole of the Level change the world. 3 programme of study. Reflecting the advice of The Royal Society’s Shut I have broken the curriculum up into six, unequal down or restart? report (Furber, 2012), the Scottish but inter-related parts: computational thinking, curriculum includes two distinct but inter-related programming, computer systems, networks, aspects of the subject: computing science, and digital productive and creative IT, and the safe and literacy. These are perhaps best thought of as the responsible use of technology. In each chapter, foundations of the discipline, and its applications I discuss the ideas that the curriculum is built to getting useful things done, and the wider on, weaving in some thoughts on how these can personal, cultural, ethical and societal implications best be taught. I have added in a good scattering of the subject. Computing science provides a unique of footnotes pointing to original sources and way of looking at the world, like mathematics and further examples, and each section includes a few the natural sciences; digital literacy is a creative suggestions for relevant teaching activities and a list 1 http://barefootcas.org.uk/ 2 http://primary.quickstartcomputing.org/ 1 of further resources for those who want to learn more or draw on alternative perspectives.
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