I have been looking to begin my preparation for the new computing curriculum requirements and have come across a most interesting question.
Should the development of a Computing scheme be 'top down' or 'bottom up'?
I have been looking at the Computing for Schools Curriculum - https://drive.google.com/file/d/0B4s7hMWhfvHlTnZtZ0FmRVczeEk/edit?usp=sharing
For those that have not accessed it.
Whilst we know what we wish to reach at the end of KS4, it is surely a self defeating process to continually work backwards from here?
Over the past 4 years, I have found that I have been shuffling certain elements of programming down through the year groups. Year 4 are perfectly able to understand and use Scratch independently, with this comes an understanding of the processes required to provide a computer with instructions. This begins to sound much like the requirements for the end of KS2/KS3.
When I set out to plan my computing element for the new year (this is not to say that we do not already teach much of the concepts) I am going to look at what my youngest CAN do, what they NEED to do and what they COULD do. My annual review of computing is going to have to stem from this, taking work that we can from higher age groups and then creating new projects higher up the school. Otherwise I fear that a hole will be created where harder concepts are achieved by the top, without necessarily ensuring that the work at the lower level progresses to meet these levels.
With much to do, I want to continue to look for free software that the pupils can download at home to extend knowledge, but my head is continually turned by physical objects such as Lego mindstorms that could bring a whole new level to our programming.
Wednesday, 19 March 2014
Thursday, 6 March 2014
Lifting The Lid on ICT
Having spent 18 months or so building the ICT syllabus at my school, I understandably know all that is in it and why it is there.
It occurred to me that, whilst this is a clear necessity, it would also be useful for other staff to better understand what we do in ICT. There are terms and phrases that I use that leave fellow colleagues looking confused , or at worst, has them switch off entirely.
As such I have devised a curriculum leaflet for ICT. We create these as a matter of course within each year group to describe the content of the term's work. This is given to parents so that they can reinforce at home, keep up with the learning or try and add to it. With my ICT leaflet, I have tried to summarise the areas of ICT that my scheme of work falls into. This, I hope, allows staff, parents or even the pupils themselves to better understand 'what programming is' or 'what we mean by multimedia'.
My colour-coding system is also included to ensure that my self assessment booklet, teacher assessment grid and other literature match up to one another.
The leaflet is available via GoogleDocs at the following link https://drive.google.com/file/d/0B4s7hMWhfvHleEVxb2IxUFlxckU/edit?usp=sharing
It occurred to me that, whilst this is a clear necessity, it would also be useful for other staff to better understand what we do in ICT. There are terms and phrases that I use that leave fellow colleagues looking confused , or at worst, has them switch off entirely.
As such I have devised a curriculum leaflet for ICT. We create these as a matter of course within each year group to describe the content of the term's work. This is given to parents so that they can reinforce at home, keep up with the learning or try and add to it. With my ICT leaflet, I have tried to summarise the areas of ICT that my scheme of work falls into. This, I hope, allows staff, parents or even the pupils themselves to better understand 'what programming is' or 'what we mean by multimedia'.
My colour-coding system is also included to ensure that my self assessment booklet, teacher assessment grid and other literature match up to one another.
The leaflet is available via GoogleDocs at the following link https://drive.google.com/file/d/0B4s7hMWhfvHleEVxb2IxUFlxckU/edit?usp=sharing
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