Presentation to Merton primary teachers, 30 January 2014

1. Planning
Assessment
Resources
Miles Berry
!
University of Roehampton
!
30 January 2014

2. A high-quality computing education equips
pupils to use computational thinking and
creativity to understand and change the
world.
!
DfE 2013

3. Computational Thinking
• Alogrithms
• Decomposition
• Patterns
• Abstraction
• Logical Reasoning

4. Creativity
“Imagination is not the same as
creativity. Creativity takes the
process of imagination to another
level. My definition of creativity is
“the process of having original ideas
that have value.” Imagination can be
entirely internal. You could be
imaginative all day long without
anyone noticing. But you never say
that someone was creative if that
person never did anything. To be
creative you actually have to do
something.”

5. Constructionism
Learning as “building
knowledge structures” …
happens especially felicitously
in a context where the learner
is consciously engaged in
constructing a public entity
Papert 1991

6. CS, IT, DL
Foundations
Applications
Implications

7. There's more to computing that CS
There's more to CS than coding
There's more to coding than Scratch
There's more to Scratch than Scratch

11. ICT Mark
• Challenge at all levels
• Creative use of ICT that extends their capability
• Comprehensive and innovative
• Development of ICT capability and its use across
the curriculum
• Builds on prior attainment and experiences
• E-safety etc.

12. Decisions
• Discrete vs Embedded
• Waterfall vs Agile
• NC vs NC+
• PoS or Projects first?
• Themes
• Structure
• Format

18. “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”

19. Themes?

20. Themes - PoS
• CS
• IT
• DL
• Foundations
• Applications
• Implications

21. Themes
• Computational thinking
• Design
• Criticality
• Responsibility

22. Themes - SOComp
• Programming
• CS
• Networks and the Internet
• Communication and collaboration
• Creativity
• Productivity

24. Themes - CAS
• Algorithms
• Programming and development
• Data and data representation
• Hardware and processing
• Communication and networks
• Information technology

26. Themes - DrChips_
• Multimedia
• Programming
• Online
• E-Safety
• Data

27. An outline SoW
• Topic title
• Curriculum coverage
• Learning objectives
• Outline of activities
• Resources
• Cross curricular links
• Assessment opportunities

28. Phil Bagge - code-it

30. Wimpenny-Smith

31. Assessing Computing
(without levels)

32. Ofsted on Assessment
The use of assessment was judged to be no better
than satisfactory in 53 of the 86 primary schools
visited for which this was observed, and 42 of the
[74] secondary schools, suggesting that the
weaknesses identified previously persisted to a large
extent in many schools.

33. Ofsted on ICT Assessment
The headteacher of one school in which ICT was
judged to be inadequate commented that there was
no incentive to collect information on ICT levels or to
monitor outcomes. In other schools some teachers
had little understanding of what was required for a
pupil to reach a certain level. In several schools no
assessment of what pupils had achieved in ICT took
place at all. In many schools performance in ICT was
only assessed in specific ICT classes. This meant that
pupils’ considerable use of ICT in other subjects was
not monitored or built into planned development.

34. Ofsted on Outstanding
Assessment
• Teachers systematically and effectively check
pupils’ understanding throughout lessons,
anticipating where they may need to intervene
and doing so with notable impact on the quality
of learning.
• Consistently high quality marking and that
constructive feedback from teachers ensure
pupils make rapid gains.

35. More from Ofsted
• Thorough baselining of pupils’ current level was used, at entry to, or
prior to starting the school
• Pupils were made aware of their current level and what they needed to
do to improve
• Opportunities for peer and self-review were embedded in lessons
• There was regular standardisation and moderation between teachers
and particularly between schools
• A progress tracking system accessible to staff and pupils and
embracing ICT across all subjects was used
• Pupils were given detailed written feedback on their work
• Parents were kept regularly updated on
their child’s progress in ICT

36. Becta / Naace
ICT Mark Assessment
assessment and recording of ICT capability
• Thereliable and consistent. They are informed by
are
the use of ICT in other curriculum areas and by
moderation within the school. Statutory
requirements for reporting to parents are met.
own and
• Pupils regularly assess their on criteriaother have
pupils’ ICT capability based
they
identified and developed. This contributes to
their understanding of what constitutes good
quality and helps them to improve.

37. Formative assessment
• Self-assessment
• Peer-assessment
• Open questioning
• Discussion with peers
• Target setting
• KWL

38. Naace assessment panel
Open-ended questioning techniques or "technical
interviews" encourage pupils to explain and justify
their approaches to solving a problem. Technical
interviews/conferences may be between:
• a pupil and teacher
• a pupil and their peer(s)
expert from
• a pupil and an facilitated byoutside the class (as
mediated and
the teacher)

39. Naace assessment panel
Possible questioning/discussion approaches:
•
•
•
•
•
•
“Compare and contrast”
What have you done?
Why have you done it?
Why have you chosen this way?
What other way could you have done this?
How could you improve what you have done?

40. Assessing Without Levels

41. National Curriculum
Review
[Levels] may actually inhibit the overall performance of
our system and undermine learning… it actually has a
significant effect of exacerbating social
differentiation… pupils become more concerned for
‘what level they are’ than for the substance of what
they know, can do and understand.

42. Recommendations
The focus of ‘standard attained’ should be … specific
elements, rather than a generalised notion of a
level…
All assessment and other processes should bring
people back to the content of the curriculum …
instead of focusing on abstracted and arbitrary
expressions of the curriculum such as ‘levels’.

43. 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

44. Assessment
Schools will be able to introduce their own
approaches to formative assessment, to support
pupil attainment and progression. The assessment
framework should be built into the school
curriculum, so that schools can check what pupils
have learned and whether they are on track to meet
expectations at the end of the key stage, and so that
they can report regularly to parents.
June 2013

45. More advice…

48. Fresh Opportunities

49. Scrape

50. Badges

51. Open Badges

56. Resources

58. Computer Science is no more
about computers than astronomy
is about telescopes.

59. Handheld devices

61. Platform

62. Alternatives

63. Deployment
• Lab
• Trolley
• 1:1
• BYOD

65. Software - approaches
• Commercial - ‘Industry standard’
• Education
• Web-based
• Apps
• Open source

66. Shopping List KS1
• Programmable digital devices
• Robots & on screen
• Tools for working with digital content
• Text, images, sound, video, multimedia
• IT beyond school
• Smartphones, cameras, tablets

68. Shopping List KS2
• Programming (no need for text based)
• Control or simulation
• Computer networks including the internet
• command prompt?
• The web
• HTML editor? Web server?
• Communication and collaboration
• E-mail, video conferencing, wikis, Google Drive
• Search
• Google!

69. More to coding than
Scratch
• Scratch based
S4A, Kinect 2 Scratch, Enchanting, Snap!, Scratch Jr (tbc)
• Visual
Kodu, Blockly, App Inventor, Daisy the Dinosaur, Alice
• Textual
Logo, Small Basic, TouchDevelop, Python, Javascript,
• Other
Espresso Coding, 2Code, J2Code, Excel!
• Apps
Cato’s Hike, CargoBot, Daisy the Dinosaur, Hopscotch

70. Shopping List KS2 crd
• A variety of software
• A range of devices
• web servers, tablets, laptops
• Content
• text, images, audio, music, video, animation, 3D
• Data
• Spreadsheets, exploratory data analysis

71. bit.ly/it
tcomp

72. m.berry@roehampton.ac.uk
!
milesberry.net
!
@mberry