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How to build an outstanding computer science curriculum

How to build an outstanding computer science curriculum. Mark Dorling Matthew Walker. Calling all teachers…. What does curriculum mean to you? What does creativity mean to you? What is your vision of a creative curriculum?. Outcomes. Develop a department vision, overcoming challenges

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How to build an outstanding computer science curriculum

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  1. How to build an outstanding computer science curriculum Mark Dorling Matthew Walker

  2. Calling all teachers… What does curriculum mean to you? What does creativity mean to you? What is your vision of a creative curriculum? CAS Conference 2013

  3. Outcomes • Develop a department vision, overcoming challenges • Demonstrate progression through the key stages and effectively scaffold learning • Creative computing lessons from example schemes of work CAS Conference 2013

  4. Challenges • Curriculum that is inclusive – no child left behind • Curriculum that is creative but thorough • Confidence in aligning and interpreting the Computing curriculum • Understanding the technicalities of the curriculum • Showing progression • How to integrate CS, IT and DL into a single scheme of work • Developing a vision for your curriculum CAS Conference 2013

  5. Correctly interpreting the curriculum National ICT Curriculum Statuary document Digital literacy Subject Association Teacher guides Non- statuary document Computer Science CS IT Information Technology A School’s curriculum planning Digital literacy CAS Conference 2013

  6. Interpreting the KS1 curriculum CAS Conference 2013

  7. Computing is non-linear ‘Dorling Curriculum Map of Computing’ available September 2013 CAS Conference 2013

  8. Options for September 2013 • To do nothing… that is an option! • To integrate one or two lesson of Computer Science into existing Digital Literacy (DL) and Information Technology (IT) schemes of work. • To plan a half term or term CS SoW for year 7 and then roll out a SoW to each year group year on year. • To plan a half term or term CS SoW for each year group. • To (initially) plan a term or two term curriculum that integrates DL with CS year 7 only. • Complete restructuring of all schemes of work CAS Conference 2013

  9. Mark’s model for September 2012 • Scratch Ed • Kodu EPL • AppShed Academy • Code Academy • Industry collaborations • Resources • SSAT Hack resources • CS Unplugged • CAS Online • CS4FN • Greenfoot/Alice KS3 Extra curricular clubs KS2 DSH Curriculum Term 1 Basic functional IT Skills Term 2 & 3 Advanced functional IT embedded into a creative curriculum underpinned by computing Why are we focusing on KS2 CS in September? Enrichment After GCSE Curriculum Y8/9 GCSE IT Curriculum KS 2/3/4 National Curriculum DfE KS4 Y10/11 AS Level ICT KS4 Y10/11 GCSE Computing CAS Conference 2013

  10. Matthew’s model for September 2012 Enquiry-based KS3 curriculum (all a combination of DL, IT and CS) Leads to KS4 Option in GCSE Computer Science All students have one lesson a week IT in year 10. Department ‘vision’ School curriculum policy Student consultation CAS Conference 2013

  11. Strategies • Have strategies for managing the transition • Engage other staff, network managers, SLT, students, parents • Know considerations when making decisions like choosing programming languages • Have ideas for raising the profile of computing in your school • Know where to get help with clubs • Know where to get affordable and quality CPD CAS Conference 2013

  12. Subject Knowledge Challenges • Computer Science is more than just programming • What is computational thinking? • How do I develop in my staff and students a rich understanding of how the principals and concepts all link together? • How do I teach programming and coding? • How do I assess programming code? CAS Conference 2013

  13. Bridging IT and CS IT & DL (Driving the car) tools Computer Science (Engineering the car) Social need Problems Realizing & applying Solutions Concepts Computational Thinking (Adapting the car for a given circuit) CAS Conference 2013

  14. Algorithms & Programming • We want to make models of the world to: • understand it • ask ‘what if’ questions and predict the way it will change • How do we make models? • solving problems • by characterising a problem • mapping the abstractions of a conceptual model • choosing appropriate technology • How do we turn models into programs? • write programs by programming • programming bridges models and computers • Are they separate or inextricably linked? Model Predictions Program CAS Conference 2013

  15. Every year and at every level CAS Conference 2013

  16. Implications of the double hump (achievement bimodality) • Many students (and staff) think the subject is too hard • Progression is seriously hindered • Lesson planning and seeing through schemes of work become a major headache • Measurable underachievement at KS3, GCSE and A-Level • Success is enjoyable CAS Conference 2013

  17. One voice from university • “Why is it that some software engineers and computer scientists are able to produce clear, elegant designs and programs, while others cannot? Is it possible to improve these skills through education and training?” • Kramer, 2007 CAS Conference 2013

  18. What are we asking students to do? • Abstract the problem from its description • Generate subproblems • Transform subproblems into subsolutions • Recompose • Evaluate and iterate • This represents the most abstract level of Piagetian abstraction – formal operational reasoning CAS Conference 2013

  19. Neo-Piagetian levels of abstraction CAS Conference 2013

  20. Neo-Piagetian levels of abstraction application to programming skills CAS Conference 2013

  21. Sensorimotor stage and magic • “Without the ability to reliably produce consistent results via tracing, novices at the sensorimotor stage see code as somewhat magical. That is, they do not experience an executing program as a deterministic machine.” • Ahadi et al, 2012 CAS Conference 2013

  22. Abstraction informing learning • “…students who tend to reason preoperationally about code will gain little from being forced to write large quantities of code. Such students can only write code by quasi-random mutation. For students who are predominantly reasoning at the preoperational level… we need to develop new types of learning experiences that develop their abstract reasoning without requiring them to write a lot of code.” • Lister, 2011 • Computational Thinking Teach in a way that encourages students to develop their ability to reason under abstractions CAS Conference 2013

  23. Reducing abstraction • “…students, when facing the need to cope meaningfully with concepts that are too abstract for them, tend to reduce the level of abstraction in order to make these abstract concepts meaningful and mentally accessible… by dealing with specific examples instead of with a whole set defined in general terms.” • Hazzan, 2008 Students reframe abstractions in concrete form CAS Conference 2013

  24. Develop the ability to make design decisions • Making • WITHOUT • designing • Designing • WITHOUT • making Directed learning Lots of choice Little choice Diagram Source: David Bartlex, Roehampton University Autonomous learning • The balance is dependent on a number of factors: • The SKUAE of the pupils • The SKUAE of your staff • Designing • AND • making SKUA = Skills, Knowledge, Understanding, Attitudes and experience CAS Conference 2013

  25. Make it less abstract! • Why use real life problems AND use a graphical programming tool? • Easier to create meaningful questions for assessment • Easier for students to create drawings that represent the execution of a program • Simpler for students to investigate models • Simpler for students to adapt, reason and create models • Data is not hidden so inspection is simpler • Avoid simulations in Scratch – this can make it more abstract rather than less! CAS Conference 2013

  26. Assessing Programming Code • Does it appear to work? • Does it really work? • rigour of testing, range of data/input • Originality of code • has a student artfully/skilfully reworked known examples or created something less impressive but original (levels of abstraction)? • Features versus bugs • Looking at the code • layout, comments, structure, logical errors, genuine understanding • Meeting the specification CAS Conference 2013

  27. Looking at programming code by John by max I sat down on the tube.It was noisy and dirty.I wanted to get home.Tea was at 5.30. Mum would be waitingAlways asking questions.The tube was my time.For making up destinations. I like the tube cus it is cool.I don't like poems. Turnham Green and Acton TownWhere Air Raid huddles laid them down.Neasden, Willesden, Dollis Hill,Tottenham Hale and Hearty, still.Thank you London Underground. And all your staff, who get me round.I still find it astounding how deep you are.When you are off, we’re off on rantsWe cram the busAnd as we crawl like ants upon the surface… then we knowThe rich resource that’s down below. CAS Conference 2013

  28. Which programming language & environment • Scaffold the learning of computational thinking • Allow for inspection of variables and data structures • Consider skills and experience of staff • Languages currently in vogue: • Python • TNGLogo • Small Basic • PHP • Scratch/BYOB/Panther • VB • Greenfoot (Java) CAS Conference 2013

  29. Balanced curriculum summary • Programming isn’t hard when you know how to solve a problem! • Some languages’ syntax and tools are more impenetrable than others • Obsession of “which language” often gets in the way of problem solving • Focus on designing without making… but this isn’t to say that you shouldn’t use programming model solutions along side problem solving • Ensure, whatever language you choose, you have a plan for progression (that is more than a tick sheet of language features) • You can never create problems that are scalable enough for children to solve CAS Conference 2013

  30. Vision vs reality • Does our reality of a creative curriculum look different to yourvision for a Creative Curriculum? • Honest reflection: To what extent do you think the following affects how we (as teachers) design our curriculums? • My preferred learning styles… • My areas of expertise, e.g. subject specialism… • My life experiences… • If you were to teach someone else curriculum would it still be creative? CAS Conference 2013

  31. Sample lessons taken from our schemes of work CAS Conference 2013

  32. Dinosaurs day out… CAS Conference 2013

  33. Police, Camera and Action! BREAKING NEWS: Car chase on streets of French town CAS Conference 2013

  34. The binary behind algorithms Efficiency of algorithms: Opt 1: 01,11,11,01,11 = 10 Bits Opt 2: 10,01,11,11 = 8 Bits (10) (00) (10) (00) (10) (11) CAS Conference 2013

  35. Can I teach a machine to think? CAS Conference 2013

  36. A class of code breakers CAS Conference 2013

  37. Drawing Fractals CAS Conference 2013

  38. Beautiful numbers How do these grab you? 3.14166.238673? 1.61803399? Can you spot the pattern? 0, 1, 1, 2, 3, 5, 8, 13, 21 “Wow… Improves proportion In art and teaches recursion!” CAS Conference 2013

  39. Why is Facebook successful? CAS Conference 2013

  40. Get with the algo-rhythm CAS Conference 2013

  41. How can I make pigs fly? CAS Conference 2013

  42. Scratch to mobile CAS Conference 2013

  43. Questions CAS Conference 2013

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