Computing | myteachingjourney97

Computing Subject Knowledge

Key stage 1

Pupils should be taught to:

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposefully to create, organise, store, manipulate and retrieve digital content
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key stage 2

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Rational for change...

The Department for Education (DfE) believed that change was necessary in order to modernise the curriculum, encompassing new ways of teaching with fresh ways of learning, responding to the present needs of the business world. As a result the ambitious changes have made the curriculum relevant and applicable to the real world.

Firstly, Wheeler and Winter (2005) have suggested that negative attitudes conveyed by both Teachers and children have influenced the change of curriculum. The consensus being that the previous ICT curriculum was ‘dull’ and ‘stagnated’ (The Telegraph, 2012) implying that ICT as a subject, was none progressive and lacking in ambition. This was thought to affect the development of ICT skills nationally as teachers became reluctant to deliver ICT lessons due to a lack of subject interest from children (Wheeler and Winter, 2005).

Differently Beauchamp (2012) opposes the new curriculum. His research argues that teaching ICT within the classroom has ‘strong links’ (Beauchamp, 2012:3) and effects to the attainment of pupils. Since pupil progress is a factor schools measure frequently it is important to teach children ICT. This view is supported by the Independent review of the Primary Curriculum report as it considers ICT a priority subject, being ‘crucial for enabling children to access a broad and balanced curriculum’ (Rose, 2008). Therefore it begs the question, why fix something that does not need fixing, as the previous curriculum was evidently successful aiding the holistic development of children. Although, the research does imply that the new curriculum has the opportunity to increase pupil progress. However there is a level of uncertainty as the change has a risk element (The Royal Academy of Engineering, 2012).

However multiple authors support the new curriculum suggesting it is exciting and creative, hence more responsive to the interests and needs of the pupils. Thus suggesting the new curriculum will influence and change children's attitudes towards Computing (Berry, 2013 and Earl, 2015).

Berry (2013: 31) infers that England risks ‘losing its computing heritage’. Statistics show a ‘60% decline in students achieving A-Level computing’ (Wells, 2012:8) as the negative effects of ICT have discouraged students from taking the qualification further in their academic career. This has affected the working world, leading to a skills shortage in the Computing industry; therefore the focus on computer science is considered a proactive decision to combat this problem (The Royal Academy of Engineering, 2012).

During professional practice the school I attended did little to develop computational thinking mainly due to circumstance. Computing was often overlooked in comparison to the core subjects. I believe that this was partly due to the lack of training provided to staff members as one, they lacked the confidence to teach the subject and two, informal conversations with the teaching staff concluded that most did not understand the curriculum themselves. Although the school does have the resources to teach computing effectively.

Overall, I believe that Computing has been introduced into the curriculum to teach children specific skills which Government officials have projected to be lacking in the future (Telegraph, 2012). Therefore I believe that teachers must understand the benefits it has to a child for their future in order to be encouraged to teach Computing successfully in the future.

Bibliography-

WHEELER, S and WINTER, A., 2005. ICT Winning hearts and minds. In: S. WHEELERS, eds. ICT Winning hearts and minds. Exeter: Learning Matters Ltd.

THE TELEGRAPH, 2012. Michael Gove: ‘IT lessons are boring’. Available from: https://www.youtube.com/watch?v=F0gF9oCcOXI. [Accessed 6th January 2016].

EARL, J.,2015. Conclusion: The way forward. In: DRISCOLL, P., LAMBIRTH, A., RODEN J., eds. The primary curriculum, a creative approach. London: SAGE publications Ltd. pp. 284-295.

MILES BERRY, 2013. Computing in the National Curriculum, A guide for primary teachers. [ebook] Beford: Newnorth Print, Ltd. Avaliable from: www.computingatschool.org.uk/primary. [Accessed 9th January 2016].

ROSE, J, 2008. Independent Review of the Primary Curriculum: Final Report [online]. Available from: http://www.educationengland.org.uk/documents/pdfs/2009-IRPC-final-report.pdf [Accessed 6th April 2016].

The Royal Academy of Engineering, 2012. Shut down or restart? The way forward for computing in UK schools [online]. Available from: https://royalsociety.org/~/media/education/computing-in-schools/2012-01-12-computing-in-schools.pdf [Accessed 21st March 2016].

National Curriculum