How good is the KS3 programme of study for Computing?

1. The difference between using a computer and programming a computer [Restart: the resurgence of computer science in schools]

   Annotations:

   • http://kar.kent.ac.uk/42486/1/toce-uk.pdf
2. Transferable skills i.e 'computational thinking' [Restart: the resurgence of computer science in schools]

   Annotations:

   • http://kar.kent.ac.uk/42486/1/toce-uk.pdf
3. Foundations of computing, grounding in logic - skills to be used in the workplace, principles of CS which will be valuable to them even after the technology they use becomes redundant [Restart: the resurgence of computer science in schools]

   Annotations:

   • http://kar.kent.ac.uk/42486/1/toce-uk.pdf
4. Living in a generation that has access to technology and the possibility of being 'connected' quickly and instantly brings about the concept of "digital citizenship" and the capacity to participate in society online [Mossberger, 2007]

   Annotations:

   • Handbook of Internet Politics (pg 173) http://books.google.co.uk/books?hl=en&lr=&id=4w19AgAAQBAJ&oi=fnd&pg=PA173&dq=digital+citizenship+education&ots=zSzSLis1yA&sig=0fG9x-aKS4gNw9DEnU9FyH_X214#v=onepage&q=digital%20citizenship%20education&f=false
5. Regular access to information technology and the effective use of technology = Digital citizen [Mosserberger, 2007]

   Annotations:

   • Handbook of Internet Politics (pg 173) http://books.google.co.uk/books?hl=en&lr=&id=4w19AgAAQBAJ&oi=fnd&pg=PA173&dq=digital+citizenship+education&ots=zSzSLis1yA&sig=0fG9x-aKS4gNw9DEnU9FyH_X214#v=onepage&q=digital%20citizenship%20education&f=false
6. The internet has the ability to engage some individuals who otherwise would not be involved ... reading online news has a greater effect on young people, controlling the use of traditional media and other factors [Handbook of internet politics]
7. Questions to be asked: *How do we reap the benefits of mobile apps and their creation without the risks, * Can we develop the use of 'ethical hacking, 'hacking to learn'? * How does understanding the history and evolution of the computer increase the understanding of our digital world? [Redefining ICT, Pg 16]

   Annotations:

   • Redefining ict allison http://books.google.co.uk/books?hl=en&lr=&id=Vn49BAAAQBAJ&oi=fnd&pg=PA11&dq=redefining+ICT+allison&ots=vtA5YLBYSI&sig=vvo1hVQOoH1ItZsSWfWdPYvygWY#v=onepage&q=redefining%20ICT%20allison&f=false
8. The NC must teach digital literacy "the savviness that allows young people to participate meaningfully and safely as a digital technology becomes even more pervasive in society" (DL across the curriculum C.Hague, S.Payton)

   Annotations:

   • Digital literacy accross the curriculum http://archive.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
9. Being confident with technology does not neccasarily equate to competence..staying safe online requires the ability to make appropriate and informed decisions [Introducing Computing, Lawrence Williams]

   Annotations:

   • http://books.google.co.uk/books?hl=en&lr=&id=Vn49BAAAQBAJ&oi=fnd&pg=PA11&dq=pos+of+computing+GCSE+ks3+&ots=vtA5UPz0VO&sig=vCn3tDr5x1ozxLo75Ji2TFmrEig#v=onepage&q=pos%20of%20computing%20GCSE%20ks3&f=true INTRODUCING COMPUTIN A GUIDE FOR TEACHERS LAWRENCE WILLIAMS
10. Creativity, logic, problem solving, confident users of technology, aware of responsibilities of the digital world

1. In attempt to make the subject seem more 'challenging' and simulating the NC has largely reverted back to what it was like in the 1980/90's under the name of computer studies and a major focus is on programming
2. However, the digital literacy element has been downplayed - environment is now much different compared to the 1980/90s, the "needs to the 21'st century" not considered/not balanced. Implications of being 'connected' 24/7 [program or be programmed, Rushkoff]

   Annotations:

   • Program or be programmed - rushkoff http://books.google.co.uk/books?hl=en&lr=&id=SB474JCHewcC&oi=fnd&pg=PA7&dq=program+or+be+programmed+&ots=Dyn8fJwgF1&sig=hfNPeNovphtYZTT23gR2Arf68PA#v=onepage&q=program%20or%20be%20programmed&f=false
3. NC is composed of 3 strands: 1) digital literacy (22%) 2) Information technology (22%) 3) CS (66%)
4. NC aims to teach pupils transferable skills, logical reasoning, problem solving, debugging strategies, algorithmic thinking [Restart: the resurgence of computer science in schools]

   Annotations:

   • http://kar.kent.ac.uk/42486/1/toce-uk.pdf
5. The core of the computing curriculum is CS, pupils are equipped to use IT to create programs, systems and a range of content.. also ensures pupils become digitally literate - able to use and express themselves and develop ideas through ICT on a level suitable for future workplaces and as active participants in a digital world [Computing in the NC]

   Annotations:

   • (pg 6)Computing in the NC http://www.computingatschool.org.uk/data/uploads/cas_secondary.pdf
6. old PoS = development of pupils' skills as digital learners but with the new NC these skills to be developed largely outside the PoS framework [Developing a curriculum for a digital society, Mee]

   Annotations:

   • Developing Developing a curriculum for a digital society, Mee
7. At first glance the KS3 subject content appears to be weighted towards the CS strand. In fact, there is a considerable overlap between the 3 strands [Computing in the NC]

   Annotations:

   • (pg 7)Computing in the NChttp://www.computingatschool.org.uk/data/uploads/cas_secondary.pdf
8. Emphasis on 'computational thinking' - process of recognising aspects of computation in the world that surrounds us, and applying tools and techniques from computing to understand and reason about both natural and artificial systems and processes. [Computing in the NC]
9. Computational thinking, programming, information technology, algorithms, digital literacy, logical reasoning, skills for workplace

1. Former ICT NC emphasis on use of standard software, also on evaluation of software which created informed consumers of technology. New NC seeks to build on this and develop a creative view of using technology [Restart: the resurgence of computer science in schools]

   Annotations:

   • http://kar.kent.ac.uk/42486/1/toce-uk.pdf
2. Issues with new NC - DL, responsibility to give all children suffieicient skills, in DL to enter a workplace as a competent user of technology.. this has not been detailed in any level in the governments proposed changes [Restart: the resurgence of computer science in schools]
3. Gaps in the new NC, 'schools have engaged with e-safety..curriculum did relatively little to support pupils developments in applying critical though and reflection to 'research activities' [Developing a curriculum for a digital society, Mee]
4. Surplus of info available through internet - does the new NC teach pupils how to critically analyse this information? quantity of information vs quality of information [Developing a curriculum for a digital society, Mee]
5. In the 21st century, Computing is not limited to a mere desktop - it is increasingly a part of our everyday lives "digital citizenship". Living in an environment where views can be formed and exchanged through social media [Developing a curriculum for a digital society, Mee]
6. More focus on pupils being taught to view digital media with a critical eye and be taught the implications of being a 'digital citizen'
7. 'e-citizenship' - rights, responsibilities, education, commerce, 'very few schools have figured out the connection between how young people are learning in a digital age in both formal and informal settings [Born Digital, Palfrey]

   Annotations:

   • http://pages.uoregon.edu/koopman/courses_readings/phil123-net/identity/palfrey-gasser_born-digital.pdf BORN DIGITAL
8. NC somewhat assumes that knowing the 'how' behind the workings of technology will somehow mean pupils understand the roles, responsibilities and risks associated i.e piracy, safety, piracy, downloads [Program or be programmed, Rushkoff]
9. digital citizenship, e-safety, needs of the 21st century, digitally engaged, social networks, programming, privacy, research activities, information surplus, risks, roles, responsibilities, balance, focus

Annotations:

• http://www.lkl.ac.uk/cms/files/jce/articles/time_to_re-loadwhattheresearchsaysbriefing27april2012.pdf

1. What kind of ‘computational thinking’ should we teach and want pupils to to learn?
2. How do we make clear decisions about which tools to use when there are so many tools to choose from?
3. Which language should we teach and why are these the languages of choice?
4. Are we clear about what was 'wrong' with ICT in the first place or have we further marganilzed issues which previously existed? Developing a curriculum for a digital society, Mee]
5. The possible content of a school computing curriculum is huge and identifying the key components is not straightforward: How do we address the initial and continuing training demands?
6. … there is a thousand and one experts in their field all turning up and saying every child should learn this well my challenge to that is get a ruler and a pencil, piece of A4 paper, draw 5 rows and 5 columns and you will end up with 25 boxes. Anything that is essential for what every child needs to know - try and fit it in those 25 boxes. That’s the essence of the problem. And nobody ever thinks about the grid.” [Computational Thinking and Computer Science in Schools, Mee]
7. If schools are to prepare young people to thrive in a digital world, the curriculum as a whole must be more than technicalities of CS, as important as they are [Developing a curriculum for a digital society, Mee]
8. Languages, content, previous issues, training, time restraint, digital world, unbalanced, computational thinking, preparing for workplace.