Summary highlights
Key points for schools to consider
Case studies
Glossary
Links
Summary highlights and key changes
This is a ‘new’ subject, although half the content is familiar and remains the same.
- Essential changes are in relation to emphasis, expectation and enhanced ambition.
- Emphasis is on the fundamentals of computer science as a subject in itself, for example teaching children programming and how networks allow for communication and collaboration.
- Programming, previously known as ‘control’- has been made more explicit.
- Children are expected to learn how to programme, have repeated opportunities to write computer programs and to solve problems when programming.
- A completely new element is the requirement to teach children how search engines find and rank results.
- E-safety remains an important element and has been further extended to include ensuring children communicate in a respectful way and have experience of communicating on-line.
- Digital literacy and handling data, remain an important part of the content that needs to be taught.
Key points for schools to consider
Timetabling
Some aspects of the content are likely to be successful when integrated with other subjects e.g. e-safety and PSHE. However, other aspects will need explicit teaching e.g. how to tackle a programming problem. There are far less sign-posted instances of other subjects’ use of technology. This document highlights the use of technology in other subjects.
Roles and responsibilities
Schools will need to consider whether the subject is taught by a specialist computing teacher or all staff. In addition the following roles will need to be clarified: the Computing Subject Leader that has a core responsibility for teaching and learning and curriculum development as distinct from roles associated with technical support; administrative systems; responsibility for e-safety; use of technology to support teaching and learning in other subjects.
Professional development
Some level of training will be essential particularly for staff teaching in key stage 2 because much content is new – for example that related to programming and social networking.
Progression
It is important to remember that the computing curriculum is a minimum expectation! Yearly progression is not provided in the computing curriculum document. Progression in programming should focus on solving problems of greater complexity. There is considerable scope to enhance the curriculum in a way that positively engages the children and schools are encouraged to explore these opportunities.
Resources
Hardware
The computing curriculum does not require any additional equipment above and beyond what schools would typically have in place, such as access to the internet, Beebots/roamers, cameras and access to laptops/desktops. Subject Leaders may wish to consider this document, which shows where the use of technology in other subjects is specified.
Software
Many ‘free’ applications and content are available online from LGfL to support both digital literacy and computing, for example, JiT. There is currently a large range of free software available for teaching the programming aspects of the curriculum. The main criteria for choosing between software is to ensure that it enables a range of problems to be set for pupils to solve. This is essential for providing assessment information and to support progression. Schools may wish to consider focussing on one text-based programming environment and one visual environment per key stage – this will make it easier to map progression across year groups.
Case Studies
- Programming in Key Stage 1 without a computer: Hampton Infant School
- Developing eSafety across the whole school – St James’s RC Primary School
- Using a Raspberry Pi in an after-school club: East Sheen Primary School
- Developing the use of LGfL resources: Chase Bridge Primary School
Glossary of Terms
- Algorithm: a set of unambiguous instructions, a recipe, a formula. Important in computer science because once you work out the set of steps required to solve the problem, writing them as a program is the easy part.
- Debug: to fix errors in a program. For example, if the beebot does not move in the correct direction after giving the instruction, the instruction must be corrected. Debugging is a process that happens naturally as children write, test and correct computer programs
- digital literacy: The general ability to use technology and computers. Previously known as ‘ICT capability’. Written as lower case to equate it to numeracy and literacy
Links
NAACE and CAS joint guidance on the computing curriculum (nice, friendly explanations of the terminology used in the computing curriculum)