p 2-4 Preparing for the BBC micro:bit and launching new hubs. The ten new CAS Regional Centres are already making a big impact. p 5-9 Debunking the myth of In the influential Royal Society report, ‘Shut Down or Restart?’, published in the digital native and an 2012, biologist Sir Paul Nurse wrote; “Computing is of enormous importance to in depth look at what the economy, and the role of Computer Science as a discipline itself and as an computing looks like in ‘underpinning’ subject across science and engineering is growing rapidly.” He the EYFS. continued, “It is becoming increasingly clear that studying Computer Science provides a ‘way of thinking’ in the same way that mathematics does... there are p 10-15 strong educational arguments for looking at how we introduce the subject.” A special feature 2016 heralds the implementation of key changes to school performance indices. exploring ways in which More than any other reforms, they are exercising the minds of headteachers. Computing can make Like it or not, league tables are here for the foreseeable future. Schools would maths real and improve do well to reflect on past lessons. Teaching to the test does not equip students performance. well for the next stage of their education, or life. Short term attempts to ‘game the system’ to boost league table standing devalue the purpose of education. p 16-20 Four years on CPD opportunities, from the report, utilities for creating Computer Sci- classroom resources, ence is now an girls’ computing clubs EBacc subject, and much more. contributing to either an EBacc or Open ‘pillar’ in the new progress measures. But in forward thinking p 21-23 schools, its value as an enabling discipline is also In his regular series widely recognised. Forged in the crucible of maths, it Greg Michaelson looks can help make concrete the thinking skills required for at the state we are in, success. This issue explores the close links between plus an introduction to the two subjects, and the role Computing can play in Karnaugh Maps. developing fertile soil for sustained educational growth. The “Computing At School” group (CAS) is a membership association in partnership with BCS, The Chartered Institute for IT and supported by Microsoft, Google and others. It aims to support and promote the teaching of computing in UK schools. ISSN: 2050 -1277 (online) 2050 -1269 (print) #caschat is a weekly Twitter chat, hosted every Tuesday at 8pm, dedicated to the teaching of Computing and Computer Sci- ence. It came about as a result of the buzz on Twitter surrounding the CAS Annual Although they only launched in the summer, Conference back in July. For those new to the new CAS Regional Centres are already the concept, a Twitter chat is a live event making a big difference. CAS National Co- where Twitter users meet at a pre- ordinator Simon Humphreys reports. determined time to discuss a particular Many teachers’ first point of contact with CAS is the online Community— topic, using a designated hashtag; in this a highly visible beacon where colleagues can share resources and swap case #caschat. Aside from being a fun way ideas and opinions. But rather like the proverbial iceberg, the majority of to connect and engage with likeminded the work that CAS members do goes on under the surface. The professionals, Twitter chats are great for ‘Network of Excellence in Computer Science’, or NoE as we tend to reflection and a perfect medium for sharing know it, is the DfE funded initiative launched some two and half years resources and best practice. ago to help facilitate the introduction of Computing.in schools. For those new to twitter chats, here are The NoE builds on the grass roots ethos which is central to CAS – in- some handy tips to get you started: spiring, leading, training, and supporting an active community of prac- Use the Hashtag: The hashtag (#) tice. It recognises the importance of local, face-to-face, peer-to-peer symbol is used to mark keywords or topics support, strengthening professional relationships and building the confi- in a tweet. It was created by Twitter users dence of the people involved. It helps bring together many of the com- as a way to categorise messages. All twit- munity-building strands of CAS to maximise their impact and quality. It ter chats use a designated hashtag. Make aims to inspire, motivate and support teachers by building a high-quality, sure you use it at the end of your tweets; low-cost, sustainable CPD infrastructure that nurtures long-term collabo- this will help others locate your responses. ration between teachers, schools, and universities. It is rapidly establish- Use the hashtag too to search for ques- ing a national reputation as a model for subject development through tions you may have missed, for example, building local communities of practice. search #caschat Q1, Q2 etc. Join in the conversation: There’s Last summer an independent evaluation of the NoE was carried out by nothing wrong with lurking but to truly feel the Centre for Education and Inclusion Research at Sheffield Hallam the benefits of a chat, it’s best to partici- University. They reported that ‘CAS is making a significant difference to pate. The most effective form of engage- the implementation of the new computing curriculum.’ A variety of organ- ment is responding to questions however, isations are working together to provide a coordinated national approach if you’re feeling a little nervous, the easiest that supports local need. These include ten new CAS Regional Centres, way to get involved is to retweet things you the CAS Master Teachers, local Hubs, University Partners and Lead find helpful. Retweeting help build relation- Schools. Even in the context of increasing time poverty, we maintain that ships with the original poster as well as professional development is a very human process. So the support pro- providing value to your own followers. vided by the NoE is predicated on it being local, face to face and peer Label your responses: Most chat ses- led. Up and down the country myriad events take place, bringing people sions use the Q1, A1, Q2, A2, (question / together and forging that sense of common purpose. In terms of impact, answer) format. When replying to a ques- teachers who have received CPD from the NoE report their confidence tion, always label your answers with the in teaching computing has increased on average by 88%. question number. Take your time: Some chat sessions, Managing, overseeing and communicating such activity to all mem- particularly popular fast paced sessions, bers is something of a challenge! The ten new university-based CAS can appear daunting at first. The trick is to Regional Centres (CRCs) are fast becoming pivotal. Their role is go at your own pace. Equally, it’s OK to dip very much about nurturing and supporting local communities of prac- in and out of chat sessions – don’t feel tice. Already they are extending the support available to Master guilty if you have to leave a chat session Teachers and other CAS champions. The NoE has doubled the level early or join a chat late. of activity during the autumn term compared to the same period last year. As CRCs become established we hope we can build a sustain- If you are interested in hosting #caschat able structure that allows our Community to continue to grow. If you we are always looking for volunteers. haven’t heard from your CRC, it is likely that you haven’t specified a Check out the official #caschat thread on location or place of work on your CAS profile. Please make sure your the CAS Community and register your details are up to date so you can be kept informed of all the initia- interest. Simon Johnson tives in your locality. SWITCHEDON: www.computingatschool.org.uk 2 Local CAS Hubs are the bedrock on which our thriving community of practice is built. Remi Gauvain (Chase Terrace Technology Col- lege, Burntwood) reflects on what you can contribute. Theresa Russell (Morecambe High) urges you to build a local network. Teachers, we are full of contradic- reflect on the purpose, to be able to tions. We expect our students to par- explain the underlying concepts. Pre- ticipate in lessons and know it will help senting to my peers is a chance to If there isn’t a CAS Hub close to their learning. But when the tables are deepen my understanding of the sub- you ….but you really could do with turned, when we are asked to partici- ject and the pedagogy I’m trying to some help and support, why not pate, do we behave like our most en- develop in my classroom. set one up? This is what we did gaged students? The contrast be- and it’s a lot easier than you think! tween our expectations and behaviour Presentation day has become a bit of was tangible during my first Derby a routine now. A bit less mingling with There is support available from University CAS meeting. The audi- the other members, as I need to set- CAS with ideas for your first meet- ence was mostly primary school up my session. Someone else walks ing; someone may even offer to teachers, and they all had great sto- into the room, they too look a bit come and help with an opening ries of student participation and cross stressed. They'll be presenting after speech. You will be given a CAS curricular activities. The presenter had me. “If you stay and watch my presen- email address and login to Event- a Makey Makey cardboard guitar! We tation, I’ll stay and watch yours”.