Computing SIG

Convenor:
John Woollard

Members:
Kate Watson, Lynne Dagg, Jay Parsons, Alan Rodgers, Helen Smith,
Chris Jones, Richard Vickery, Neil Stanley, Alethe Bailey.

Report of the ITTE Computing SIG 9th July 2009 at
Digital Communities for Learning Conference, University of Exeter
 
In the past conferences the “Technical SIG” has discussed two contrasting issues. The technical aspects of provision for initial teacher training including computers, VLEs, technical services and future developments. This meeting acknowledged the positive impact of the TDA initiatives to establish  clear guidance to institutions for the provision of technology to support ICT teacher trainees and trainees in general.

The other discussions were the computing elements of the curriculum. This year the SIG has changed name to Computing SIG and the discussion focussed upon the computing in the ICT curriculum.
The following notes reflect some of the conclusions made by the majority of group members.

The Rose Review and the primary curriculum for ICT.
It is not prescriptive and contains direct reference to programming/computing concepts.
More key stage 3 activities will take place in key stage 2 thus giving opportunities for curriculum development/extension in key stage 3; (Several commented upon the negative impact of pushing key stage 4 examination work even further down into key stage 3.)
There is a need for a “body of knowledge” statement that identifies the concepts of computing which contains a rationale for when concepts can be introduced and how the nature/context of the concept changes through the stages of the body of knowledge, there is a need to imaginatively identify the youngest age by which the concept can be introduced.

Key Stage 3 discussions
These discussions focussed upon the flexibility of the key stage 3 curriculum and the potential to accommodate computing and programming activities. Three observations: what can be done in the key stage 3 curriculum to encourage pupils/prepare pupils for GCSE Computing? We need to identify key concepts, for example, efficiency and ensure trainees understand and can then teach to those concepts. TeacherNet has resources of value in this area (URL please).

GCSE for Computing
There were positive comments regarding the introduction but at this time there is not a clarity of the relationship between the GCSE and the GCE AS provision, what the implication for teaching A2 will be and which schools are likely to adopt GCSE Computing. The implications for initial teacher education in IT/ICT field are not seen to be problematic. Two reflections: the other developments in the curriculum will have far greater implications, for example, the Diploma in IT, 14-9 agenda in general, developments in creative media; we identify the concepts of the subject, enable our trainees to identify the concepts and then we give the trainee teachers transferrable teaching skills. [Getting trainees to consider how to teach a range of difficult concepts in computing (or any subject) gives them understanding of the pedagogic process to help them teach any difficult concept.] http://www.ocr.org.uk/qualifications/gcsefor2010/computing_pilot/index.html
Computing at School http://computingatschool.org.uk

The group agreed that it would be good for these minutes to be distributed to colleagues in CAS. The motivations of CAS to stimulate the presence of computing within the curriculum are greatly welcomed. The group acknowledges the responsibility we have to ensure our trainee teachers enter the profession well-able to support these developments in the curriculum. It was also observed that it is in our interest as ICT teacher trainers that more people enter computing and computing related degree courses so that we can more easily and more effectively recruit students into the teaching profession.