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Shut Down Or Restart? the Way Forward for Computing in UK Schools

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Shut Down Or Restart? the Way Forward for Computing in UK Schools The Royal Society For further information Shut down or restart? The way forward for computing in UK schools The Royal Society is a Fellowship of more than 1400 outstanding The Royal Society individuals from all areas of science, mathematics, engineering Education and medicine, who form a global scientific network of the highest 6 – 9 Carlton House Terrace London SW1Y 5AG calibre. The Fellowship is supported by over 130 permanent staff with responsibility for the day-to-day management of the Society T +44 (0)20 7451 2500 and its activities. F +44 (0)20 7451 2692 E [email protected] W royalsociety.org The Royal Society has had a hand in some of the most innovative and life changing discoveries in scientific history. It supports the UK’s brightest and best scientists, engineers and technologists; influences science policy both in the UK and internationally; facilitates research collaboration with the best researchers outside the UK; promotes science and mathematics education and engages the public in lectures and debates on scientific issues. Through these activities, the Society ensures that its contribution to shaping the future of science in the UK and beyond has a deep and enduring impact. The Royal Society Royal The Shut down or restart? January 2012 The way forward for computing in UK schools January 2012 Issued: January 2012 DES2448 Founded in 1660, the Royal Society is the independent scientific academy of the UK, dedicated to promoting excellence in science Registered Charity No 207043 Master reference drawn 03.09.04 Steve Furber CBE FRS FREng is the Sponsors ICL Professor of Computer Engineering The Royal Society is grateful for in the School of Computer Science at the financial support from: University of Manchester. He received his B.A. degree in Mathematics in 1974 and Royal Academy of Engineering his Ph.D. in Aerodynamics in 1980 from the Altan Praxis University of Cambridge, England. From 1980 to 1990 he worked in the hardware British Computer Society development group within the R&D Council of Professors and department at Acorn Computer Ltd, and Heads of Computing was a principal designer both of the BBC Microcomputer, which introduced computing into most UK schools, and of the ARM EPSRC 32-bit RISC microprocessor, which today powers much of the Google UK world’s mobile consumer electronics including mobile phones and tablet computers. IBM UK Trust Imperial College London Photo supplied by: Millennium Technology Prize. Microsoft Research Cambridge Open University Queen’s University of Belfast Sheffield Hallam University University College London University of Bedfordshire University of Birmingham University of Cambridge University of Dundee University of Edinburgh University of Glasgow University of Greenwich University of Leicester University of Loughborough University of Manchester University of Oxford Shut down or restart? The way forward for computing in UK schools University of Surrey Issued: January 2012 DES2448 University of York This report is also available online at royal.society.org/education/policy The text of this work is licensed under Creative Commons Attribution-NonCommercial-ShareAlike CC BY-NC-SA. The license is available at: creativecommons.org/licenses/by-nc-sa/3.0/ Images are not covered by this license and requests to use them should be submitted to: The Royal Society Education Section 6 – 9 Carlton House Terrace London SW1Y 5AG T +44 (0)20 7451 2500 E [email protected] Cover image: The illustration shows the physical layout of the 1cm2 SpiNNaker chip, developed at the University of Manchester. The chip incorporates 18 ARM processor cores in an architecture based on, and designed to simulate, the very high levels of connectivity of cells in the brain. President’s Foreword Sir Paul Nurse FRS This report analyses the current The Government has recognised the need for more state of Computing education high quality Computer Science teaching, and has in schools and sets out a way committed to exploring the best ways to achieve forward for improving on the this. Our report therefore provides a particularly present situation. With support timely source of evidence that will be needed to from the Royal Academy inform important policy decisions relating to the of Engineering and others National Curriculum in England and to support the Royal Society has used a drive towards improving Computing education its ‘convening’ role to bring throughout the UK. together a wide range of distinguished Computer Scientists and stakeholders to explore problems I am grateful to Professor Steve Furber for leading and propose solutions. this study and to the project Advisory Group for their hard work on this report. I hope that the Royal Computing is of enormous importance to the Society’s work will provide a solid foundation which economy, and the role of Computer Science as the community can build on, to ensure that the next a discipline itself and as an ‘underpinning’ subject generation of young people in this country can be across science and engineering is growing rapidly. creators of technology – not just consumers of it. This alone is motivation enough, but as this report Just as describing and analysing the problems in shows, the arguments for reforming Computing this report has been a joint activity, it is clear now education are not purely utilitarian. It is becoming that ensuring that the solutions are taken forward increasingly clear that studying Computer Science is a shared responsibility. provides a ‘way of thinking’ in the same way that mathematics does, and that there are therefore strong educational arguments for taking a careful look at how and when we introduce young people to the subject. Paul Nurse President of the Royal Society Shut down or restart? The way forward for computing in UK schools 3 Chair’s Introduction Professor Steve Furber FRS This report is published 30 years to the month after the ‘ICT’ in schools should be ‘shut down’ or ‘restarted’ launch of the BBC Microcomputer. The BBC Micro, and – particularly in the light of the 2011-12 review of the its competitors, introduced a generation to Computing, National Curriculum in England. It is unlikely to come and I still regularly meet individuals who tell me that the as a surprise to readers of this report that we come BBC Micro was their introduction to programming and down firmly on the side of a restart. had a significant influence on their subsequent career. This report aims to analyse the status quo and to The BBC Micro was the result of an imaginative (and find ways that it can be improved upon. A primary not uncontroversial!) initiative by the BBC, reinforced route to improvement will be to displace some of by an ambitious UK government Computer Literacy the routine ICT activity with more creative, rigorous project that put computers in every UK school. It has and challenging Computer Science. We have met been credited with establishing the UK’s strengths in ‘sparkling’ teachers who are clearly already capable of the computer games industry, and clearly led to the delivering Computer Science lessons in schools, but establishment of ARM Ltd, the world’s leading supplier many others will find these proposals daunting. Head of microprocessors for mobile consumer electronics. teachers should start by recognizing the importance of Computer Science to the future lives and careers Computer technology advances rapidly, and the 1990s of the pupils in their care, and take this into account saw the BBC Micro give way to the PC, a machine when appointing teachers by looking for those with designed for business and office use, not for education. relevant training and/or experience. But we recognise At the turn of the century, the government responded that in most cases Computer Science will be taught to business needs by establishing Computing as a by existing staff, and they will need help. component of the National Curriculum, under the heading of ‘ICT’ – Information and Communications We aspire to an outcome where every primary school Technology – a mixture of many related components. pupil has the opportunity to explore the creative side of The ICT National Curriculum has accommodated a Computing through activities such as writing computer wide range of teaching and content, and in the course programs (using a pupil-friendly programming of this study we have found examples of imaginative environment such as Scratch). At secondary school and inspiring teaching under the ICT heading. Sadly, every pupil should have the opportunity to work with however, these positive examples are in a minority, and microcontrollers and simple robotics, build web-based we have found far too many examples of demotivating systems, and similar activities. We recognise that not and routine ICT activity, and a widespread perspective all pupils will wish to seize these opportunities, but among pupils that “ICT is boring”. Fears now abound in they should be able to do so if they do wish to. the Computing community that we have somehow lost our way in recent years. We appear to have succeeded In addition to curriculum opportunities to explore in making many people comfortable with using the the creative side of Computing, we would like to see technology that we find around us, but this seems to this taken further in extra-curricular activities such have been at the expense of failing to provide a deeper as computer clubs. These clubs would encourage understanding of the rigorous academic subject of motivated pupils to explore the creative side of Computer Science and exposure to the opportunities Computing further, and universities and industry should for interest, excitement and creativity that even a get involved. Perhaps there is even a new role here modest mastery of the subject offers. for the BBC in encouraging and supporting creative Computing education in school and wider populations? A dwindling enthusiasm for Computing is now widely reported.
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