Keynote presentation at MGL's spring conference, Manchester, 8 Feb 2013 Recording at http://www.youtube.com/watch?v=c7HRdv_gwrA

1. The ICT Computing
Curriculum beyond 2014
Miles Berry
University of Roehampton

4. qbmaze

5. qbmaze

7. Their Space
Information gatherers
Everyday communicators
Creative producers
Digital pioneers
Green and Hannon, 2007

8. TfL
Users Makers
Consumers Creators
Communicators Collaborators
Digitally literate Digitally critical
Safe Responsible
Skills Understanding

9. The craftsman
“It is by fixing things that we often
get to understand how they work.”
Sennett, 2009

11. In EYFS
Technology: children recognise that a range of
technology is used in places such as homes and
schools. They select and use technology for
particular purposes.
Being imaginative: children use what they have
learnt about media and materials in original ways,
thinking about uses and purposes. They represent
their own ideas, thoughts and feelings through
design and technology, art, music, dance, role-play
and stories.

12. Finding things out
Developing ideas and
making things happen
Exchanging and sharing
information
Reviewing, modifying and
evaluating work as it
progresses

15. Mindstorms
In many schools today, the phrase "computer-aided
instruction" means making the computer teach the child. One
might say the computer is being used to program the child.
In my vision, the child programs the computer and, in doing
so, both acquires a sense of mastery over a piece of the most
modern and powerful technology and establishes an intimate
contact with some of the deepest ideas from science, from
mathematics, and from the art of intellectual model building.
Papert, 1980

16. Next Gen
Recommendation 1
Bring computer science into
the National Curriculum as an
essential discipline.

17. Schmidt in Edinburgh

18. NC Expert Panel
Despite their importance in balanced
educational provision, we are not entirely
persuaded of claims that design and
technology, information and
communication technology and citizenship
have sufficient disciplinary coherence to
be stated as discrete and separate
National Curriculum ‘subjects’. We
recommend that information and
communication technology is reclassified
as part of the Basic Curriculum and
requirements should be established so
that it permeates all National Curriculum
subjects.

19. Gove at BETT

20. Shut down or Restart?
Recommendation 6
The Department for Education should
remedy the current situation, where
good schools are dis-incentivised from
teaching Computer Science, by reforming
and rebranding the current ICT
curriculum in England. Schemes of work
should be established for ages 5 – 14
across the range of Computing aspects,
e.g. digital literacy..., Information
Technology, and Computer Science.

21. Helpful?

22. Gove’s response
The Government has made clear that it
considers ICT to be an important subject
that should be taught to all pupils. As a
clear statement of the importance that it
attaches to ICT education, the
Government has decided that ICT will
continue to be a National Curriculum
subject, with new statutory Programmes
of Study at all four key stages, from
September 2014.

23. BCS and RAEng
In late August 2012 the DfE invited BCS and the Royal Academy of
Engineering to coordinate the drafting of a new Programme of Study
for ICT. In discussion with DfE, BCS and the Royal Academy of
Engineering decided to follow the following process
• Form a small working party to write a first draft.
• Publish this first draft in late October, and seek broad comment and
feedback.
• Revise the draft during November and December in the light of that
feedback.
• The DfE will publish the revised draft, along with the Programmes of
Study for other subjects, for full public consultation in the Spring of
2013.

24. Gove, yesterday
“We have also replaced the old information and
communications technology curriculum with a
new computing curriculum, with help from
Google, Facebook and some of Britain’s most
brilliant computer scientists.”

25. Aims
• can understand and apply the fundamental principles of computer
science, including logic, algorithms, data representation, and
communication
• can analyse problems in computational terms, and have repeated
practical experience of writing computer programs in order to solve
such problems
• can evaluate and apply information technology, including new or
unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of
information and communication technology.

26. KS1
understand what algorithms are, how they are implemented as
programs on digital devices, and that programs execute by
following a sequence of instructions
write and test simple programs
use logical reasoning to predict the behaviour of simple programs
organise, store, manipulate and retrieve data in a range of digital
formats
communicate safely and respectfully online, keeping personal
information private, and recognise common uses of information
technology beyond school.

27. KS2
design and write programs that accomplish specific goals,
including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output; generate
appropriate inputs and predicted outputs to test programs
use logical reasoning to explain how a simple algorithm works
and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they
can provide multiple services, such as the world-wide web; and
the opportunities they offer for communication and collaboration

28. KS2
describe how internet search engines find and store data; use
search engines effectively; be discerning in evaluating digital
content; respect individuals and intellectual property; use
technology responsibly, securely and safely
select, use and combine a variety of software (including internet
services) on a range of digital devices to accomplish given goals,
including collecting, analysing, evaluating and presenting data
and information.

29. KS3
design, use and evaluate computational abstractions that model the state and behaviour of real-
world problems and physical systems
understand at least two key algorithms for each of sorting and searching; use logical reasoning to
evaluate the performance trade-offs of using alternative algorithms to solve the same problem
use two or more programming languages, one of which is textual, each used to solve a variety of
computational problems; use data structures such as tables or arrays; use procedures to write
modular programs; for each procedure, be able to explain how it works and how to test it
understand simple Boolean logic (such as AND, OR and NOT) and its use in determining which parts
of a program are executed; use Boolean logic and wild- cards in search or database queries;
appreciate how search engine results are selected and ranked
understand the hardware and software components that make up networked computer systems,
how they interact, and how they affect cost and performance; explain how networks such as the
internet work; understand how computers can monitor and control physical systems
explain how instructions are stored and executed within a computer system
explain how data of various types can be represented and manipulated in the form of binary digits
including numbers, text, sounds and pictures, and be able to carry out some such manipulations by
hand

30. KS3 continued
undertake creative projects that involve selecting, using, and
combining multiple applications, preferably across a range of
devices, to achieve challenging goals, including collecting and
analysing data and meeting the needs of known users
create, reuse, revise and repurpose digital information and content
with attention to design, intellectual property and audience.

31. KS4
develop their capability, creativity and knowledge in
computer science, digital media and information technology
develop and apply their analytic, problem-solving, design, and
computational thinking skills.

32. And now...
• Public consultation on DfE draft PoS
• Ready for September 2013
• Statutory from September 2014 *
• Minimum not maximum
• Effectively optional
* but not for academies, free schools and independent schools

33. Assessment
“In order to ensure that every child is expected to
master this content, I have ... decided that the current
system of levels and level descriptors should be removed
and not replaced”
June 2012
“By the end of each key stage, pupils are expected to
know, apply and understand the matters, skills and
processes specified in the relevant programme of study. “
Feb 2013

34. EBacc
Gove:
“If new Computer Science GCSEs are developed
that meet high standards of intellectual depth and
practical value, we will certainly consider including
Computer Science as an option in the English
Baccalaureate.”
Cerf:
“Every student should be offered the chance to
gain a rigorous Computer Science qualification
before they leave school. The UK Government
could make this happen by including Computer
Science as an option in the English Baccalaureate
school performance measure.”

35. EBacc
Gove on 30th January:
Computer science will be added to the list of
separate science options (so there are now four
separate sciences instead of the traditional three)
in the EBacc.
Pupils who sit any three of the four separate
sciences and get at least a C in two of them will
get the EBacc.

36. Badges

37. Challenges ahead
• Post NC?
• Teacher training
• CPD
• Schemes of work
• Assessment
• Resources
• Pedagogy

40. “At the heart of the
educational process lies the
child”
“One of the main educational
tasks of the primary school is
to build on and strengthen
children's intrinsic interest in
learning and lead them to
learn for themselves”

42. • Play
• Performance
• Simulation
• Appropriation
• Distributed cognition
• Collective intelligence
• Judgement
• Transmedia Navigation
• Networking
• Negotiation

43. m.berry@roehampton.ac.uk
milesberry.net
@mberry