A Practical Guide to Teaching Computing and ICT in the Secondary School

A Practical Guide to Teaching Computing and ICT in the Secondary School A Practical Guide to Teaching Computing and ICT in the Secondary School offers straightforward guidance and inspiration to support all trainee and newly qualified teachers, as well as their tutors and mentors. It will also be a source of support and ideas for qualified teachers who wish to develop their teaching of Computing as a subject, in light of recent changes to the National Curriculum. Grounded in the best research and practice available, it focuses on the key pedagogical issues which arise during teacher training and offers stimulating activities based on tried and tested strategies. Comprehensively updated and restructured to reflect recent changes in the curriculum, Initial Teacher Training Standards and classroom technologies, it covers key aspects of Computing and ICT teaching, including: • Planning pupil learning and progression • Managing the learning environment • Using assessment to improve pupil learning and your own teaching • Developing pupils’ understanding of key concepts and ideas in Computing, including Computational Thinking and Programming • Pupils’ common misconceptions and how to avoid them • Helping pupils appreciate good and bad effects of computing. A Practical Guide to Teaching Computing and ICT in the Secondary School, written by experts in the field, provides detailed examples of theory in practice, enabling you to analyse and reflect on your own teaching in order to ensure pupil learning is maximised. Andrew Connell is Head of Initial Teacher Education and Senior Lecturer at the University of Chester, UK. Anthony Edwards is Associate Professor of Education and formerly Head of the School of Educational Studies at Liverpool Hope University, UK.

Routledge Teaching Guides Series Editors: Susan Capel and Marilyn Leask Other titles in the series: A Practical Guide to Teaching Music in the Secondary School Edited by Julie Evans and Chris Philpott A Practical Guide to Teaching Science in the Secondary School Douglas P. Newton A Practical Guide to Teaching Design and Technology in the Secondary School Edited by Gwyneth Owen-Jackson A Practical Guide to Teaching History in the Secondary School Edited by Martin Hunt A Practical Guide to Teaching Modern Foreign Languages in the Secondary School Edited by Norbert Pachler and Ana Redondo A Practical Guide to Teaching Citizenship in the Secondary School Edited by Liam Gearon A Practical Guide to Teaching ICT in the Secondary School Edited by Steve Kennewell, Andrew Connell, Anthony Edwards, Michael Hammond and Cathy Wickens A Practical Guide to Teaching English in the Secondary School Edited by Andrew Green A Practical Guide to Teaching Mathematics in the Secondary School Edited by Clare Lee, Sue Jonston-Wilder and Robert Ward-Penny A Practical Guide to Teaching Physical Education in the Secondary School, 2nd Edition Edited by Susan Capel and Peter Breckon These Practical Guides have been designed as companions to Learning to Teach X Subject in the Secondary School. For information on the Routledge Teaching Guides series please visit our website at www.routledge.com/education.

A Practical Guide to Teaching Computing and ICT in the Secondary School Second Edition Andrew Connell and Anthony Edwards with Alison Hramiak, Gavin Rhoades and Neil Stanley

Second edition published 2015 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Andrew Connell and Anthony Edwards for text, editing and selection; Alison Hramiak, Gavin Rhoades and Neil Stanley for their individual contributions. The right of Andrew Connell, Anthony Edwards, Alison Hramiak, Gavin Rhoades and Neil Stanley to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First edition published by Routledge 2007 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data A practical guide to teaching computing and ICT in the secondary school / Andrew Connell and Anthony Edwards, with Alison Hramiak, Gavin Rhodes and Neil Stanley. -- 2nd edition. pages cm Revised edition of: A practical guide to teaching ICT in the secondary school / edited by Steve Kennewell ... [et al.]. 2007. Collection of separate contributions by the authors. 1. Information technology--Study and teaching (Secondary) 2. Information technology--Study and teaching (Secondary)--Great Britain. 3. Computer science- -Study and teaching (Secondary) 4. High school teaching--Vocational guidance. I. Connell, Andrew, 1976- II. Edwards, A. D. (Anthony Davies) III. Hramiak, Alison. IV. Title. T58.5.P72 2015 004.071'2--dc23 2014017170 ISBN: 978-1-138-81308-3 (hbk) ISBN: 978-0-415-81946-6 (pbk) ISBN: 978-1-315-75105-4 (ebk) Typeset in Palatino and Frutiger by Saxon Graphics Ltd, Derby

Contents Acknowledgements vii Notes on contributors ix Series editors’ introduction xi Introduction to the book 1 Part 1. Your Development as a Teacher of Computing 3 Introduction to Part 1 5 1 Developing your capability to teach Computing 7 Gavin Rhoades 18 22 Appendix 1.1 48 Appendix 1.2 49 Appendix 1.3 58 2 Planning Computing learning and teaching Andrew Connell and Anthony Edwards 59 Appendix 2.1 3 Managing the Computing classroom environment to 70 improve learning Andrew Connell and Anthony Edwards 91 4 Assessment and Computing 93 Neil Stanley and Alison Hramiak 95 Part 2. Key Content in Computing Teaching 106 Introduction to Part 2 107 5 Computational Thinking Andrew Connell and Anthony Edwards v Appendix 5.1 Appendix 5.2

CONTENTS 108 6 Simulation 119 Andrew Connell and Anthony Edwards 129 7 ICT and common misconceptions Andrew Connell and Anthony Edwards 138 138 8 Computing and Society 150 Andrew Connell and Anthony Edwards 151 Appendices A Planning templates B Examples of simple peer- and self-assessment tools Index vi

Acknowledgements Andrew Connell and Anthony Edwards would like to thank all the colleagues, teachers, and trainee teachers whose work contributed to the case studies included throughout the book. vii

This page intentionally left blank

Contributors Andrew Connell is Head of Initial Teacher Education and a Senior Lecturer in Computing Teacher Education at the University of Chester. He has been Director of PGCE; Director of Subject Knowledge Enhancement (SKE) provision; Course Leader for PGCE (conventional and School Direct) Computing; Course Leader for SKE courses in Computing and Module Leader for the Undergraduate Module Digital Technologies: Rethinking Learning and Teaching at Keele University, Staffordshire. Prior to that he was Associate Director of PGCE Secondary and Course Leader for PGCE ICT at Liverpool Hope University. Before that he was a teacher in the Wirral and Staffordshire and Head of ICT and Business in Stoke-on- Trent. His research interests include Pedagogy and Computing, Creativity and Technologies, Initial Teacher Education and Mentoring. He has co-edited books, been published nationally and internationally and reviews regularly for a number of publishers. He contributed to Learning to Teach ICT in the Secondary School and A Practical Guide for Learning to Teach ICT in the Secondary School for Routledge. He is currently a member of the national independent Computing Expert Group, a steering committee member of the Royal Society UK Forum on Computing Education and Chair of the Association for IT in Education (ITTE). Dr Anthony David Edwards is currently Associate Professor of Education at Liverpool Hope University. He has held a variety of posts in higher education, including Head of School of Educational Studies, Director of Continuing Professional Development and Head of IT. He has also worked in schools in the UK and other countries. His recent publications include books such as New Technology and Education for Bloomsbury, and a series of papers in peer-reviewed journals on the link between technology and education. He has contributed to Learning to Teach ICT in the Secondary School and A Practical Guide for Learning to Teach ICT in the Secondary School for Routledge. He is currently researching and writing on the link between technology and creativity. Dr Alison Hramiak is a Senior Lecturer and TeachFirst tutor at Sheffield Hallam University. She is the regional Computer Science Lead for the Yorkshire and Humberside Region, and a Professional Tutor across the region also. Her research is focused on using new technologies in learning and teaching, assessment and feedback, and also on cultural adaptations in beginning teachers. She is a committee member of ITTE and produces and edits their national Newsletter, as well as ix

CONTRIBUTORS organising the national conference. She has co-authored several books focusing on learning and teaching and reviews for a variety of international journals and conferences, and the HEA. Alison’s work is published nationally and internationally, in peer-reviewed educational journals, and she also writes regularly for the Guardian and The Times Higher Educational Supplement (THES). She is a Fellow of the HEA. Gavin Rhoades is a Senior Lecturer in the Institute of Education at the University of Wolverhampton, where he teaches on a range of undergraduate and postgraduate courses. Until recently, he was Pathway Leader for the secondary Computing PGCE course. Prior to this, he was Head of ICT, and later, an Assistant Head at secondary schools in Staffordshire and Cumbria. His research interests include computing pedagogy and online dialogic learning. Neil Stanley has recently finished working at Liverpool John Moores University, having been there for over 35 years: initially with the Microelectronics Education Programme and in-service work, but more recently, working with undergraduate and postgraduate teacher education students. As a graduate computer scientist he worked in this discipline, in ICT and mathematics, as well as general education. He still maintains links with this work through the British Computer Society (BCS), Twitter and his honorary membership of the Association for IT Education (ITTE). x

Series Editors’ Introduction This practical work book is part of a series of textbooks for student teachers called the Routledge Teaching Guides. It complements and extends the popular generic book entitled Learning to Teach in the Secondary School: A Companion to School Experience, as well as the subject-specific book Learning to Teach Computing and ICT in the Secondary School. We anticipate that you will want to use this book in conjunction with these other books. Teaching is rapidly becoming a more research- and evidence-informed profession. Research and professional evidence about good practice underpins the Learning to Teach in the Secondary School series and these practical workbooks. Both the generic and subject-specific books in the Learning to Teach in the Secondary School series provide theoretical, research and professional evidence-based advice and guidance, to support you as you focus on developing aspects of your teaching or your pupils’ learning as you progress through your initial teacher education course and beyond. Although the generic and subject-specific books include some case studies and tasks to help you consider the issues, the practical application of material is not their major focus. That is the role of this book. This book aims to reinforce your understanding of aspects of your teaching, support you in aspects of your development as a teacher and your teaching, and enable you to analyse your success as a teacher in maximising pupils’ learning by focusing on practical applications. The practical activities in this book can be used in a number of ways. Some activities are designed to be undertaken by you individually, others as a joint task in pairs and yet others as group work working with, for example, other student teachers or a school or university based tutor. Your tutor may use the activities with a group of student teachers. In England, you have a range of colleagues to support you in your classroom. They also provide an additional resource on which you can draw. In any case, you will, of course, need to draw on additional resources to support your development. Other resources are available on a range of websites, including that for Learning to Teach in the Secondary School: A Companion to School Experience, 6th edition (www.routledge.com/ cw/Capel), which lists key websites for Scotland, Wales, Northern Ireland and England. We do hope that this practical work book is useful in supporting your development as a teacher. We welcome feedback which can be incorporated into future editions. Susan Capel Marilyn Leask Series Editors xi

This page intentionally left blank

Introduction This book is designed to provide practical guidance and ideas to support trainee teachers of Computing, along with their tutors and mentors. It will also be of value to qualified teachers who wish to develop their teaching of Computing as a subject, particularly given the recent changes to the National Curriculum. It links to Learning to Teach in the Secondary School: A Companion to School Experience (edited by Susan Capel, Marilyn Leask and Tony Turner) and the forthcoming subject-specific companion book, Learning to Teach Computing in the Secondary School. It supplements these texts by providing a range of activities based on tried and tested strategies, designed to support trainee teachers’ development in aspects of their teaching. This book provides a range of references and resources associated with each chapter, including photocopiable materials. The authors are at the leading edge of research into the learning and teaching of Computing. The case studies and resources have been developed from their own experiences, across a range of successful teacher training courses. They are also members of the Association for IT in Teacher Education (ITTE), the leading association in Computing in initial teacher training. The book focuses on the key pedagogical issues which arise during teacher training, such as: • planning pupil learning and progression • managing the learning environment • using assessment to improve pupil learning and your own teaching • developing pupils’ understanding of key concepts and ideas in Computing • anticipating where pupils get confused and seeking to avoid this • helping pupils appreciate the good and bad effects of computing. Practical activities are at the heart of the approach taken in the book, promoting critical and strategic thinking, as well as guidance on ‘how to’ do things. The tasks will stimulate you to seek evidence to support developments in practice, from your own experiences or from reading, and will guide your reflection on the evidence. The book adopts the view that knowledge, understanding and skills in teaching Computing will be acquired over a period of time, and that correct answers are not always available. The resources can be used individually and/or in groups. This book is in two parts. 1

INTRODUCTION Part One: Your Development as a Teacher of Computing aims to provide you, the busy Computing teacher, with practical advice and guidance on the key areas of: developing your capacity in order to teach; planning lessons in Computing; managing the classroom environment; and the assessment of Computing. It will be valuable during training, but is in sufficient depth to be equally useful in the initial years of teaching. Part Two: Key Content in Computing Teaching examines key content areas you need to deliver, and a range of issues associated with them. It gives recommended techniques, strategies and ideas on ‘Computational thinking’, ‘Simulation’, ‘Common Misconceptions’ and ‘Computing and Society’. It is designed to help you motivate learners who are increasingly experienced users of Computing. Throughout the book there will be opportunities to raise ideas around ethics, impact and safety issues and activities to help you reflect on the learning and teaching of Computing. The book does not need to be followed in the order presented, nor does it necessarily have to be read from start to finish, though we hope that you will do so. Our intention is that you will engage with the material as and when required. There are many cross-references provided within the text to help you link the ideas found in different parts. There are also references to supplementary resources and texts. Visit the eResources page for the book (http://www.routledge.com/books/ details/9780415819466/) to find live links to Web resources referred to in the text, plus editable versions of planning templates. 2

Part 1 Your Development as a Teacher of Computing

This page intentionally left blank

Introduction to Part 1 Your Development as a Teacher of Computing This section aims to provide you with practical advice and guidance on the key areas of developing your expertise as a Computing specialist, planning Computing lessons, managing the learning environment, and the assessment of Computing. Chapter 1 focuses on helping you to develop your capacity to teach Computing. Specifically, it deals with the challenges you will face, understanding what you already know and what new expertise is required, the relationship between knowledge and the ability to apply it in a learning and teaching context, plus success strategies. Chapter 2 explores planning. It discusses why you need to plan, identifies the challenges and different approaches to planning, and provides specific help in understanding how to plan a Computing lesson. In particular, it focuses on common mistakes made, the key questions to ask, and coursework and project- specific planning in Computing. Chapter 3 considers many factors which have an impact on the quality of learning and teaching, including welfare, the physical environment, classroom layout, computer systems’ layout, working patterns and organisation, resources and other adults in the classroom. The combined effect of all of these factors has a significant impact on the quality of the learning and teaching experience. Chapter 4 discusses what we mean by ‘assessment’, the different types of assessment techniques, the need for structured assessment based on learning objectives, and outcomes that can be assessed. It provides guidance in developing practical strategies to help you collect evidence and judge pupil progress, including the important role of moderation. Assessment has a particularly important influence on learning, as well as providing information that you can use to improve your teaching. 5

This page intentionally left blank

Chapter 1 Developing your capability to teach Computing GAVIN RHOADES INTRODUCTION In this chapter we will examine: • The challenges of developing your capability • Strategies for developing your Computing subject knowledge • Why you need to update your Computing knowledge and skills • The difference between Computing subject knowledge, skills and under- standing and knowledge for teaching (pedagogy) • How to cope with the changing nature of Computing as a subject. By the end of this chapter you should be able to: • Assess your current Computing subject and pedagogical knowledge, skills and understanding and identify areas for development • Identify a range of approaches to support the development of your knowledge, skills and understanding • Appreciate the need to continue developing your knowledge, skills and understanding throughout your career. THE CHALLENGES OF DEVELOPING YOUR CAPABILITY As you begin training for your new career in teaching it is important to realise that you now have a new specialism, in addition to your existing subject knowledge expertise. Your specialism now is ‘teaching’, or more specifically, ‘pedagogy’. There have been many books devoted to discussing the meaning of the word ‘pedagogy’. Here it is intended to mean any conscious activity by one person to develop learning in another (Watkins & Mortimore, 1999). The main focus of your initial teacher training will have a particular emphasis on learning in children and young adults related to Computing. As a prerequisite for entry into your form of teacher training you will already have a degree of subject expertise, and you will almost certainly have been through an assessment exercise as part of the admissions process. Whilst you will be provided with advice about the areas you need to address and develop, it is highly 7

GAVIN RHOADES likely that there will be very limited time on your course available for specifically developing subject knowledge and computing capability. Colleagues in schools will also expect you to have a certain level of subject knowledge and will have little time at their disposal to develop your expertise. Therefore, the onus for ensuring you develop appropriate and sufficient subject knowledge will be your responsibility. Your ability to respond to this challenge and develop the relevant Computing subject knowledge effectively depends on a number of factors, including: • conflicting priorities, such as existing family responsibilities • lack of familiarity with what is expected, both in terms of the level or depth of knowledge, and the range of topics and skills you will need • your existing skills set may be specific to particular areas of the Computing curriculum • access to the range of software or hardware used in schools. STRATEGIES FOR DEVELOPING YOUR COMPUTING SUBJECT KNOWLEDGE How effectively you deal with these issues will depend on when you start to address them. If you are fortunate enough to have some time before your training, then you have a number of options open to you, including: • arranging for a visit/shadowing experience in a local school. You will be able to learn a great deal about what they teach and the hardware/software they use • accessing documents on curriculum content from the various agencies that oversee them, including Examination Boards • using the Internet to identify reliable sources, such as professional teaching or subject organisations • talking to practising teachers • undertaking a subject knowledge audit. The opportunity to develop your knowledge, skills and understanding through working with others who are undertaking the same training should not be overlooked. People enter teaching training from a variety of backgrounds, bringing to the profession a wide range of experience, training and qualifications: some trainees come straight from university, full of new ideas and enthused by the latest research into their subjects; some will have undertaken graduate or postgraduate Computer Science degrees, or even subjects as diverse as Business Information Technology or Multimedia; others bring a wealth of career experience, often having substantial knowledge and understanding of the commercial or industrial sectors; some will be largely self-taught. This diversity of expertise is a tremendous asset that can be shared readily through your network of peers. It can also support you in other ways. When you are on your placements you will have the chance to observe teachers delivering some of the topics that you will need to teach. They will be able to warn you about misconceptions the pupils may have, and about quirks or issues to watch out for with specific software or school equipment, and can guide you towards useful resources. There is another and perhaps more surprising useful source of support that you should not overlook: learning from your pupils. Some have areas of interest related to Computing in which they have developed a good range of knowledge or skills 8

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING beyond what they have already been taught in school. If you are unfamiliar with a particular piece of software don’t be afraid to use such pupils in your lessons, encouraging them to share what they know with both you and the rest of the class. This can be a great learning opportunity, providing it is approached suitably. You will need to structure the learning activities to ensure appropriate issues are covered. It is helpful if you can talk to the pupil prior to the lesson about this sort of activity. The issue of finding the time to do this developmental work can be a difficult one depending on your circumstances. The importance of good time management cannot be overestimated. There are many tutorials and learning resources available on the Internet, some of which are excellent. Joining an online support community for teachers can help point you in the right direction. Accessing particular pieces of software that are used in school can also be a challenge as they can be expensive. There is a flourishing open-source community devoted to developing software for education and a wide range of other purposes; for example, Open Source Schools offer valuable advice on making the most of what is available for free. Depending on their software-licensing arrangements, schools may be able to install certain software on your mobile device for the duration of your placement with them. Likewise, your training provider may have certain software available for you to use in schools during your training, again subject to licensing. If this is not possible, and you decide you need to buy some software, then make sure you search for discounted promotions aimed at students, as the savings can be considerable. EPICT (2010), the European Pedagogical ICT Licence, is a framework and qualification designed to provide in-service training to a recognised quality standard for teachers using ICT in education. Their condensed syllabus can be downloaded from their website (http://www.epict.org/files/EPICTsyllabus.pdf). Although this tool is not aimed primarily at Computing subject specialists, it covers a range of pedagogically related ICT/Computing topics that, as a teacher in training, you might find interesting to consider in terms of your subject knowledge development. It recognises that teaching and learning in ICT/Computing requires a range of competences, and uses a number of tools and techniques. It is potentially useful because by taking a pedagogical approach to the subject it will help you to consider issues related to the pupils and their learning that you may not yet have encountered. In the summer of 2014 the Accredited Skills For Industry (ASFI) examination board launched the first Ofqual accredited ‘Computing for Teachers’ qualification aimed at existing ICT teachers and new student teachers. This qualification is designed to support colleagues in learning to teach Computing effectively. It has a strong focus on developing Computing pedagogical content knowledge alongside Computing subject knowledge. Details of the qualification can be found on their website (http://www.asfi.org.uk). The Computing at School (CAS) organisation offers a national ‘master teacher’ training programme to cascade best practice as part of its Network of Teaching Excellence in Computer Science. This community of practice supports colleagues in developing their ability to teach Computer Science, with input from universities, lead schools and the British Computer Society. It’s free to join CAS and they also run a series of local, regional and national conferences. More details can be found at the Computing at Schools website (http://www.computingatschool.org.uk/). Virtual Learning Environments (VLEs) are widely used in schools. Many web- hosting companies now offer ‘one-click installations’ of software, such as Moodle, which removes a number of technical barriers to getting your own VLE installation up and running, so you can practise using it for developing teaching resources. 9

GAVIN RHOADES AUDITING YOUR SUBJECT KNOWLEDGE, SKILLS AND UNDERSTANDING The breadth of knowledge expected of Computing teachers is substantial, and as a new Computing teacher it is unlikely that you will have the required level of knowledge, skills and understanding in all of these areas. Before starting a teacher training course it is probable that you may not know which areas you need to cover. The first step in developing your subject knowledge, skills and understanding is to identify the ‘gaps’. A common approach to this task is the completion of a subject audit. This is a document that lists all of the expected skills, knowledge and understanding required to be a Computing teacher. Two different exemplar audits can be seen in Appendix 1.1 and Appendix 1.2. Your training provider will almost certainly have their own audit, which they will expect you to complete before or soon after joining the course. There are a variety of audits in common usage and typically, they cover the range of knowledge, skills and understanding required to teach the National Curriculum Programme of Study, and common public qualification courses. They may also cover essential IT skills, such as effective file management, application- related skills and searching strategies. An alternative to a formal audit approach is to look at the specifications for those courses you know you are going to be teaching. You can find course specifications on the websites of the examination bodies that author them (see Resources at end of chapter: Examination Bodies). A specification (formerly known as a ‘syllabus’) lists the knowledge and skills required in order to complete the course, and this can be a useful starting point for developing those areas of knowledge with which you are less familiar. Course content and requirements will vary according to whether it is an academically inspired course, or a more vocationally based course. Each presents their own different challenges and opportunities, and depending on your experience and preferred ways of working or learning, you may find you develop a preference for one or the other. Task 1.1 Specification • Download a specification (from AQA, OCR, Edexcel, or WJEC) for a GCSE or A-Level ICT or Computing course that you may be teaching. Look through the subject knowledge content and assessment activities, and rate your competence and understanding in each area on a scale of 1 to 5 (5 being the most competent). • Produce a learning resource such as a revision summary or a quiz that addresses a topic of subject knowledge to which you have given a low rating. Ask a member of your peer network (or a colleague in school) with greater knowledge of this area to comment on its accuracy and completeness. Revise if necessary. Of course it must be remembered that an audit can only identify the areas you need to develop; it does not help you address them. It will also only be effective if you conduct the exercise conscientiously and honestly. Any overestimation or even underestimation of your knowledge will be counterproductive, so be thorough. Auditing is not a one-time event. It is an ongoing developmental process, and throughout your course you should revisit your subject knowledge 10

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING audit regularly, and update it with details of what you have been teaching, and what you have learned since the last time it was reviewed. As you progress you may find your growing expertise and confidence in some topics supporting your understanding and skills in other related topics (for example, improved programming may enhance your ability to develop a more sophisticated approach control technology). Task 1.2 Open source software Download a piece of open source software that you may be expected to teach in school with which you are currently unfamiliar. Some free programming related software examples you might want to try include: • Scratch from http://scratch.mit.edu/ • Gamemaker from http://www.yoyogames.com/gamemaker/ (Note: only the ‘Lite’ version is free) • ALICE from http://www.alice.org/ • MSWLogo from http://mswlogo.en.softonic.com/ • Kodu from http://fuse.microsoft.com/page/kodu • Consider how you feel as you use the software for the first time. What are the essential things you need to know, and what can be ignored until later? As you increase in proficiency, think about how you might explain to pupils how to use the software. Is it similar to other software they already know how to use? You might find it useful to link this activity with the next one. RECOGNISING YOUR CURRENT COMPUTING KNOWLEDGE, SKILLS AND UNDERSTANDING, AND IDENTIFYING AREAS FOR DEVELOPMENT As a subject, Computing covers a broad range of knowledge and skills. Content can range from artistic topics such as multimedia and video editing through to logical and mathematical topics such as computer architecture and programming. In between these extremes the impact of Computing on society, its use in organisations, the requirements of copyright and data protection legislation and workplace practices sit alongside topics such as judging the reliability and validity of data, and understanding how networks function. The notion of continually developing your expertise will be familiar if you have recently completed courses of study in Computing/ICT, or through employment are required to keep up with new ideas, but learning to teach involves more than merely filling gaps in your subject knowledge, skills and understanding. There is a fundamental difference now in how you should approach your study of new topics, or revision of familiar ones. You are learning primarily for the purposes of teaching Computing. You may find that your existing subject knowledge, skills and understanding, and your preconceptions of how to teach them, are at odds with the reality of the contemporary classroom. Much of what you bring is based on your own prior experiences, which may have shaped you viewpoint. Do not panic. All teachers in training go through similar experiences, but find they are eventually able to reconcile the differences … or they decide teaching is not for them. 11

GAVIN RHOADES When you go into your new placement school as a trainee it is only natural to be very aware that you are there to observe, reflect and learn from experienced practitioners. However, try not to feel that your role is only to absorb knowledge and not to offer anything in return. Many schools become involved in teacher training precisely because trainees bring in new ideas and fresh approaches that can make existing staff reflect on their own practice. Of course, it is crucial to listen and follow advice, but if there are opportunities for you to make useful contributions in areas where you have expertise then you should consider doing so in an appropriate and professional manner. WHY YOU NEED TO UPDATE YOUR COMPUTING KNOWLEDGE AND SKILLS It is often said that ‘Computing/ICT is always changing’, and this assertion rarely meets with any disagreement. There can be no doubt that technology does evolve rapidly, with a constant stream of new computers, devices and software versions sometimes making their predecessors obsolete within months. As a ‘new’ Computing teacher who is enthusiastic and wants to share their love of Computing with their pupils, you will be ideally placed to introduce ‘new’ technologies and ideas, but only if you keep up with developments yourself. No matter how enthusiastic you are, this takes time and effort. Much of what you learn during this process may not be applicable to the current curriculum you are teaching, but if you are genuinely interested and enthusiastic about your subject, you will enjoy learning it anyway, and you can store the knowledge away until it becomes useful. For example, you may be able to contribute to an extra-curricular club related to a specific topic, such as a programming or video-editing course, and share your expertise. You may also be fortunate enough to have pupils come to you to share personal Computing projects that are unrelated to the course but reveal their love for the subject, and this is an area where your wider understanding and knowledge of current developments can be very beneficial, and make a real difference to the lives of your pupils. From time to time, Central Government can implement major changes to the educational landscape that can have far-reaching implications for your practice in schools. You need to accept that, throughout your career, both technological or curriculum change is inevitable and ongoing, and as a professional, as well as an enthusiast, you have to keep informed. The willingness to learn new skills, readily accept advice and admit ignorance is an increasingly important characteristic of effective Computing teachers. COPING WITH THE CHANGING NATURE OF COMPUTING AS A SUBJECT When you are in school and teaching this can sometimes be quite low on your list of priorities because you are very busy and have little or no ‘spare’ time. However, some activities don’t take much time or can be done as ‘free’ moments arise, such as reading educational, professional, or specialist computing literature, or browsing technology blogs and other relevant websites. If you can find some time, you may find it useful to attend annual events such as the British Education and Training Technology (BETT) exhibition (usually held in London during January) or the Education Show (March, in Birmingham) where you will be able to talk to developers and see the latest education and technology products. Examination bodies regularly run training sessions for their qualifications and these events can provide crucial insights into what examiners are looking for in students’ responses, as well as ideas about where students went wrong in the previous examination series. 12

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING Joining the mailing lists of subject associations, such as NAACE and Computing and Schools (CAS), industry-focused publications such as Computing Weekly, or professional bodies such as the Chartered Institute for IT (formerly the British Computer Society) are great ways of easily finding out about the latest developments. These and other bodies hold regular training events and seminars, which offer the chance to network with colleagues and share ideas. During your placement it can be very useful to have an online forum that you can share with your peers on the course, and increasingly, trainees are using social media to keep in touch whilst in schools. A powerful way to remain up-to-date is to become an ‘early adopter’ of new technologies and software. The Raspberry Pi is typical of the type of innovation that you should be familiar with. This device is an inexpensive credit-card-sized microcomputer, designed to make the user more familiar with computer programming. It was launched in February 2012, and generated massive public interest. The initial production run sold out in seconds. Community resources are being developed to make the device as useful as possible, and early adopters can play an important role in providing feedback. They can also learn about problems — there are always problems with anything new — and how to solve them, and can cascade this knowledge to colleagues and pupils, increasing engagement as they do so. Persistence and resilience are crucial characteristics for both early adopters and teachers. Teachers TV produced a treasure trove of quality resources (see Resources). Another very thought-provoking site is the Technology, Entertainment and Design (TED) website (see Resources). TED is a non-profit organisation that hosts a series of annual conferences containing fascinating lectures or ‘Talks’ from cutting-edge practitioners across a range of fields, many of which will be of direct relevance to Computing teachers. Task 1.3 New developments Consider how programming might be taught to pupils aged 11 to 14. What key concepts will pupils need to understand? What key processes will they need to be able to do? What kind of contexts will help them learn these concepts effectively and engage their attention? You might want to look at the Computing at School Group’s Curriculum for Computing, which can be downloaded from http://www.computingatschool. org.uk/index.php?id=cacfs COMPUTING SUBJECT KNOWLEDGE, SKILLS AND UNDERSTANDING AND KNOWLEDGE FOR TEACHING (PEDAGOGY) Subject knowledge, skills and understanding that are sufficient for an individual’s personal or even professional use of Computing technologies are not enough on their own for teaching Computing. It has been suggested (Shulman, 1986) that there are three domains of subject knowledge that teachers need, in order to teach effectively: • Content Knowledge. This is the depth and breadth of subject knowledge the teacher has, and how it is organised into a coherent understanding of the discipline as a whole, such that the teacher can not only explain ‘what something is’, but more importantly ‘why it is’ that way. 13

GAVIN RHOADES • Pedagogical Content Knowledge. This is knowledge of the subject matter for the purpose of teaching. It includes an understanding of how to structure and present the subject content in a way that is easily comprehensible to others: ‘… the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations and demonstrations’ (Shulman, 1986, p. 9). A crucial element is a comprehension of what makes particular topics easy or difficult for learners, and approaches to resolve pupils’ misconceptions. Misconceptions may be procedural (such as incorrectly using the Sum function in a spreadsheet where it is not needed), or conceptual (such as believing that a computer slows down when multitasking a number of programs, instead of understanding that the computer operates at a more or less constant speed, and it is only the apparent speed as discernible by the user that is slower, as the computer is having to do more work in the available time). Misconceptions may arise from previous experiences that pupils bring with them into the classroom, or from inattention or language issues. The Computing teacher needs to anticipate and deal with these potential misconceptions. • Curricular Knowledge. This understanding covers different elements. The first is an awareness of the curriculum being taught, and its location with regard to pupils’ previous learning in school, and subsequent options for further study. Similarly, a Computing teacher should strive to have at least a basic awareness of topics or issues being covered in other similar subjects, such as Mathematics, in relation to spreadsheets, or Design & Technology, in relation to computer control. Knowledge of qualification specifications, examination procedures and examination body rules and procedures is crucial for guiding pupils effectively. Some specifications may have preferred definitions for commonly misunderstood concepts or terms. For example, for a number of years, one examination organisation defined a computer virus as ‘a program that replicates and spreads from system to system’. Despite the questionable nature of this definition, others were deemed to be unacceptable. The Computing teacher’s role is to manage these complexities successfully. Task 1.4 Scenario Read this scenario: Eric was an ICT technician in a primary school before he started his teacher training. In this role, he was required to maintain the school network and solve technical issues, but not asked to teach pupils. He had broad and deep subject knowledge, and a passion for learning that he was keen to share. Eric was used to communicating with others who understood technical terms, but found great difficulty in modifying his language to an appropriate level when explaining concepts to pupils. He tended to explain an unfamiliar idea or abstract notion by relating it to one of a similar nature. This left his pupils confused. He resisted requests for him to simplify his language because he did not want to ‘dumb down’ the subject content. He felt it was important to communicate in this way to pupils. Question. In the light of the above section, what types of ‘knowledge’ does Eric lack, and what would you suggest he does about it? See Appendix 1.3 for the advice offered to Eric by his mentor. 14

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING In addition, you should seek to understand the basic network configuration and components found in a typical school, and find out how school technicians and network managers support teachers and pupils in using the network effectively in learning and teaching. Make sure that you have a strategy for mastering the hardware and software commonly used in teaching, such as interactive whiteboards and associated software. You will need a detailed knowledge of the various packages that will be used and taught in the classroom, covering the concepts underlying them, the context in which they are used, the processes they are designed to carry out and the techniques used to achieve these processes. You will need to develop knowledge of how such skills and concepts are exemplified in the classroom to pupils of various ages, ability and interests. You will need to think carefully about those techniques which you carry out without conscious thought (routines), and consider the need to demonstrate and explain them to pupils. The best way to represent ideas will vary according to the pupils’ abilities and ages. You may need to demonstrate methods which are different from those which you would use personally, in order to aid pupils’ comprehension, as we do not all learn in the same manner. You will need to gain a good understanding of aspects of Computer Science (CS), Information Technology (IT), Information and Communication Technology (ICT) as well as other related courses. You need to understand how to interpret the school’s programme of study at Key Stage 3 and any relevant examination specifications. To help to familiarise yourself with the latter, it is a good idea to try examination papers or controlled conditions’ assignments for which you have access to the marking scheme. When you review your answers or solution in relation to the marking scheme, consider what the examiners were focusing on. Compare this with your expectations of the answer and the key points; you may find your answers have greater depth. Confusion over examination questions sometimes comes from having a greater knowledge than expected of the candidates, and attempting to deal with too many issues in answering the question. You should also read the annual examiners’ reports that Examination Boards produce. These can be lengthy documents, but they offer crucial insights into exactly what the examiners were looking for, and how they wanted the candidates to answer questions or coursework. You can download them from the Board websites. At a later stage, you may want to consider applying for an assistant examiner or moderator role with the examination body whose courses you offer. These part- time roles can be another very useful source of insight into what your candidates are expected to produce. Guiding pupils in managing projects/coursework is a significant part of the Computing teacher’s role, and one you may not have anticipated or considered. You need to understand the structure of the projects/coursework which pupils carry out at all levels of the curriculum, particularly the design process. Often, coursework has two aspects associated with it: a) practical skills; and b) the systems analysis development and documentation of a holistic solution to a problem where the practical skills aspect is secondary. Examination bodies and publishers such as Payne-Gallway produce guides and exemplar materials for particular schemes, which could provide insight into the scope of the evidence that is needed. Consider the following two key questions: 1 What is the examiner expecting? 2 How can I enhance pupil comprehension and enable them to produce the required materials efficiently? 15

GAVIN RHOADES Working through exemplars will enable you to get an idea about the first question, but the second can be far more difficult. It is a good idea to attempt a coursework project for yourself before you try to introduce it to the pupils, using the software which will be available in school in order to get a feel for the requirements, possible ambiguities with the task and probable pupils’ misconceptions. This will also help you to subdivide a large amount of work into manageable tasks that the pupils will be able to complete. It is possible with some courses that evidence produced for one unit can also contribute to the evidence required for another unit, if this has been thought out and planned for by the teacher prior to the start of the coursework. The next step is to work out a schedule for completion of the various stages of the coursework. When you do this, you need to anticipate problems that may prevent pupils from completing their work and remember that many pupils have difficulty meeting deadlines. You also need to consider the timings of other events in the school calendar, such as school trips, mock exams, modular exams and the coursework deadlines for other subjects. Remember to build in sufficient time for marking and chasing up missing coursework. Task 1.5 Spreadsheet modelling Consider a topic such as spreadsheet modelling or the creation of a relational database. Pupils, and some teachers, often see these as ‘hard’ to understand or explain. Why is that? What is it about these topics that teachers and pupils find difficult to explain or difficult to understand? Is there anything that could be done to make them easier to teach? Ask a member of your peer network (or a colleague in school) for their comments. Which of the three domains that Shulman (1986) described are relevant here? REFERENCES EPICT, (2010) The EPICT Syllabus, condensed version, EPICT. Available at: http:// www.epict.org/files/EPICTsyllabus.pdf Accessed 03/04/2014. Shulman, L. (1986) Those who understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. Watkins, C. and Mortimore, P. (1999) Chapter 1, in Mortimore, P., (ed.), Understanding Pedagogy and its Impact on Learning. London: Sage, p. 3. USEFUL WEBSITES AND RESOURCES Association for Learning Technology http://www.alt.ac.uk/ Examination bodies: • www.aqa.org.uk • www.ocr.org.uk • www.edexcel.com • www.wjec.co.uk ASFI http://www.asfi.org.uk 16

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING Computing at Schools http://www.computingatschool.org.uk/ Computing National Curriculum 2014 https://www.gov.uk/government/public ations/national-curriculum-in-england-computing-programmes-of-study NAACE, http://www.naace.co.uk Open Source Schools http://opensourceschools.org.uk/ Payne-Gallway http://www.pearsonschoolsandfecolleges.co.uk/AboutUs/OurBrands/ PayneGallway/PayneGallway.aspx Software: • Scratch from http://scratch.mit.edu/ • ALICE from http://www.alice.org/ • MSWLogo from http://mswlogo.en.softonic.com/ • Kodu from http://fuse.microsoft.com/page/kodu Teachers TV http://www.schoolsworld.tv/ and http://www.tes.co.uk/teacherstv TED www.ted.com 17

Appendix 1.1 Subject Knowledge Audit for Initial Teacher Training (ITT) for Computing for the 11–16 Age Range NOTES ON USING THIS AUDIT This audit contains subject knowledge concepts and processes drawn from a range of examination specifications and non-statutory guidance. This audit should be completed prior to the start of your training, and again at key developmental points during your training. Complete this audit by grading yourself using codes A–D, where: A = I understand and can teach/have taught; B = I understand and could teach; C = I understand but could not yet teach confidently; D = I do not understand. You can use this audit with your mentor or tutor to help develop targets and individual training plans. You should aim to classify all concepts and processes as A or B by the end of your initial teacher training. HARDWARE • INPUT  PROCESS  OUTPUT • Purpose and operation of the CPU and other components • CPU features affecting computer performance • System memory/virtual memory/cache memory/flash memory • RAM and ROM: purpose and differences • Impact of memory capacity and type on computer performance • Need for secondary storage • Common types of secondary storage (magnetic, optical, solid-state) • Input and output devices • Appropriate input and output devices for computer-controlled solutions • Specialist input and output devices for users with specific needs SOFTWARE • Different types of software (systems, applications, utilities) • Functions of operating systems • Bespoke and generic software solutions • Open source and propriety software • Common utilities (antivirus, firewalls, defragmentation, file compression) • Human–computer interfaces 18

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING REPRESENTING AND MANIPULATING DATA • Use of binary to represent data • Coding of instructions as bit patterns • Distinguishing between instructions and data • Systems to represent characters in binary, such as ASCII and Unicode • Use of binary to perform calculations • Use of Boolean operators (AND, OR and NOT) • Simple logic diagrams and truth tables • Bits, nybbles, bytes, kilobytes, megabytes, gigabytes, terabytes and petabytes • Conversion of numbers among denary, binary and hexadecimal • Binary and hexadecimal representation of pixels and colours in images • Sampling frequency and digital storage of sound • Balance between image and sound quality and file size • Compression techniques: lossy and lossless PROJECT DEVELOPMENT • Systems’ analysis and problem definition • Systems’ design and implementation • Systems’ testing and end-user testing • User documentation and user support • Evaluating systems NATURE AND ROLE OF INFORMATION • Knowledge, information and data • Capabilities and limitations of ICT • Control and protection of information: security and privacy issues • Social impacts of ICT • Use of ICT systems within organisations: policy and practice • Computer malpractice and crime • The legal framework, including health and safety and copyright DATABASES • Database concepts: definition, features and terminology • Creating, maintaining and interrogating a database • Nature of Database Management Systems (DBMS) • Relationship between entities and tables • Database components: tables, forms, queries, reports, modules • Logical operators in building queries • Key fields to create relationships and avoid data duplication • Data validation techniques COMMUNICATIONS AND NETWORKS • Advantages of networked computers over stand-alone computers • Peer-to-peer and client–server networks • Local area and wide area networks • Common hardware components of networks • Bus, ring, star and mesh topologies • IP addressing and MAC addresses 19

GAVIN RHOADES • Packets and common network protocols • Physical and logical security measures (access control, access levels, passwords and biometric approaches) • Network policies: acceptable use, disaster recovery • Backup procedures THE INTERNET • Nature and development of the Internet • Hardware and services for connecting to the Internet • Difference between the Internet and the World Wide Web • Nature of hypertext • Importance of standards for HTML and other web technologies • Role of DNS servers • Common file formats, such as JPG, GIF, PNG, PDF, MP3, MPEG, and ZIP • Design features and evaluation of websites • Effective and appropriate use of the Internet in an education context • Creation of websites using an authoring package • Awareness of HTML and CSS • Finding information and advanced searching techniques • Awareness of reliability, validity and bias of information found, and methods for mitigating these issues • Cloud Computing and Cloud storage SPREADSHEETS AND MODELLING • Investigate and explain purposes of different computer models • Design and create spreadsheet models to test ‘what if’ hypotheses • Explore model through manipulation of variables to find patterns and relationships • Relative/absolute cell referencing • Formulae and functions PROGRAMMING • Algorithms • Pseudocode and program flow diagrams • Designing algorithms to solve problems • Sequences in algorithms • Selection/Conditionals in algorithms (IF and CASE) • Iteration in algorithms (FOR, WHILE and REPEAT loops) • The difference between machine code and high level code, and the need for translators • Characteristics of assemblers, compilers and interpreters • Integrated Development Environments (IDEs) and their typical features • Defining the terms ‘variable’ and ‘constant’ • Using variables and constants • Integer, Real, Boolean, Character and String data types • Selection of appropriate data types for specific purposes • Basic String manipulation • Perform common operations on numeric and Boolean data types • Defining and using arrays 20

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING • Basic file-handling operations: open, read, write, delete and close • Describe and identify syntax errors and logic errors • Use of appropriate test data, including expected outcomes PRESENTING INFORMATION • Production of common commercial documents • Presentation of statistical information (tables and graphs) • Digital photography and processing images • Editing vector-based and bit-mapped graphics • Using and editing sound and video • Creating Flash animations • Creating graphical buttons and drop-down menus for webpages • Interactive multimedia skills • Use of word-processing and desktop publishing, including best practice USE OF ICT WITHIN SCHOOLS AND FOR TEACHING • Use of interactive whiteboards and alternatives • Web 2.0: affordances and challenges • E-safety and e-responsibility • Mobile technology: affordances and challenges • Social media, blogs, wikis and e-portfolios: affordances and challenges • Virtual Learning Environments (VLEs); affordances and challenges • Effective use of email and other forms of electronic communication • Awareness of issues relating to using photos or videos of students • Copyright and Creative Commons Licensing • Use of presentation software for specific audience and purpose • Combine the use of a number of applications to produce an integrated solution • Creating video tutorials, screencasts or demonstrations NOTES AND ADDITIONAL CONCEPTS/PROCESSES 21

Appendix 1.2 Knowledge, Skills and Understanding Audit for Secondary Computer Science with ICT GENERAL INFORMATION Name: _________________________________________________________________ First degree title: ________________________________________________________ Classification: __________________________________________________________ Institution: _____________________________________________________________ Date awarded: __________________________________________________________ Details of Computer Science/Computing/ICT topics/modules covered on degree: 22

DEVELOPING YOUR CAPABILITY TO TEACH COMPUTING Other Computer Science/Computing/ICT qualifications or experience (Masters, professional qualifications, work experience) and details of topics covered: Hobbies, interests et al. relevant to teaching Computer Science/Computing/ICT: KNOWLEDGE, SKILLS AND UNDERSTANDING AUDIT FOR PGCE SECONDARY COMPUTER SCIENCE WITH ICT This audit is designed to help us to help you. It is not a test: you are already on the course and won’t be thrown off if there are too many gaps at the moment. Please be as honest as you can. Remember, even experienced Computing teachers need to develop skills and knowledge. There are two broad areas of knowledge, skills and understanding you need to demonstrate/develop: 1 What might be termed ‘pure’ subject knowledge, skills and understanding, the Computing knowledge, skills and understanding you have as a subject expert, which informs teaching. 2 Pedagogical knowledge, skills and understanding; that is, how pure subject knowledge and understanding is mediated in the classroom to provide meaningful learning experiences so that pupils’ Computing knowledge, skills and understanding develops and pupils make progress in their learning. 23

GAVIN RHOADES The National Curriculum Programme of Study for Computing and examination syllabus in IT/Computer Science/Computing (available on the Examination Board websites) are essential reference documents for completion of this section. A good A-level text book will also help. 1 Pure subject knowledge, skills and understanding: firstly, complete the following subject knowledge, skills and understanding audit, identifying in the ‘pure subject knowledge, skills and understanding’ section: • Where pure subject knowledge, skills and understanding have been gained: e.g. degree study (name module); A-level study; work experience; personal research and purpose of research; e.g. in order to teach a topic/ course; other • Leave blank those topics which you have no evidence for or do not understand. 2 Pedagogical knowledge, skills and understanding: later in the course you will update the audit, showing how you use your subject and pedagogical knowledge, skills & understanding in the classroom, evidenced through your teaching practice in your assessment and teaching files. This is done in the ‘pedagogical subject knowledge, skills and understanding’ section. What is taught in the classroom is governed by the National Curriculum programmes of study, and post-16 course requirements. To gain Qualified Teacher Status (QTS) trainees must demonstrate their understanding of the Computing curriculum and its assessment procedures. To assess effectively you must understand how pupils learn the subject. You must have experience of the range of planning, teaching and assessment strategies across the secondary age and ability range, including some post-16. The evidence for pedagogical knowledge, skills and understanding will be found in your assessment and teaching files, and will be a key aspect of the assessment of the course e.g. examples of effective planning of sequences of lessons; development of medium term plans/units of work; evidence of good teaching; testimonials, and examples of pupils’ work. Evidence should be available for scrutiny and referenced, but not attached to the audit document. GRADING Please grade each of the activities below using the following scale: 1 I have good evidence that I can teach this effectively (you MUST have strong evidence from observation of your teaching to get a grade 1). 2 I know a lot about this area and I feel fairly secure about teaching it, given pedagogical support and revision/preparation. 3 I know about this area and could teach it given a lot of pedagogical support and revision/preparation, but am insecure at the moment. 4 I have no knowledge of this area and am not confident at all. 24

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Text Processing Enter, edit, print and save documents Highlight, centre, justify text and change margins Spellcheck, proofread, insert graphics Use text boxes, tables, borders and Wordart© appropriately Mail merge to ‘personalise’ forms or letters Prepare reports and newsletters with a variety of layouts, sizes, styles and fonts

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Prepare documents, including charts, graphics, tables from other sources Include headers, footers and auto page numbering Create a sequence of computerised ‘slides’ for presentation; e.g. PowerPoint, Prezi Create notes and audience handouts from your presentation Include sound, animations, backgrounds and effects appropriately in presentations

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Use macros or templates to help you work more effectively Manage large multi-part documents, including footnotes, page numbers, auto contents and index Make use of special characters for mathematical or foreign language material Use desktop publishing to produce a variety of documents Add ‘comments’ to documents; e.g. for feedback

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Graphics Use simple graphics packages to create designs Capture images with scanners and digital cameras Explain different graphics file types, and their uses and limitations Use more complex graphics packages to manipulate and enhance images/ photos, and change file formats etc. Understand the real-world use of CAD/CAM packages

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Computer Architecture and Hardware Types of computer; e.g. mainframe, micro, laptop, palmtop et al. Von Neumann architecture Input peripherals: how they work and their uses; e.g. mouse, keyboard, scanner, midi, digital camera, touch screen, voice activation Output peripherals: how they work and their uses; e.g. VDU, printers, speakers

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Backing/auxiliary Data Handling storage devices and media: their uses and how they work; e.g. flash pens, portable hard drives Internal memory: types and how they work; e.g. ROM, RAM, PROM, EPROM Implications of file size on storage and transfer of data The Fetch–execute cycle Data capture: when, where and why are different methods used to get data?

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Different data storage types; e.g. binary, hexadecimal, strings, 2s complement The need for data compression Data validation and verification methods What are data structures (fields, types, records, tables)? Use an existing database program to extract information entered by others Simple sorting and searching of data

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Use an existing database program to input and amend information Complex queries, generate reports and charts Design and create a re-usable database for a particular application, and document its use for other users Use form design to develop user interfaces Create relational databases with linked tables

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Use correct spreadsheet terminology (cell, label, row, column, formula, function) Use an existing spreadsheet program to extract information entered by others Use an existing spreadsheet program to input and amend information Perform sorts, generate reports and charts in a spreadsheet Design and create a spreadsheet for a particular application and document its use for others

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Format cells, align, Programming highlight appropriately in a spreadsheet Print a selected area/range Use spreadsheets to ‘model’ situations Understand absolute and relative references in a spreadsheet Use ‘if’ statements and other functions in a spreadsheet Create pivot tables Computational thinking: what is it, use of simple algorithms

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Key algorithms; Multimedia e.g. sort, search Theory of low-level programming languages: what do we mean by low level, their use and examples; e.g. machine code, assembler Theory of high- level programming languages: what do we mean by high level, their use and examples; e.g. Pascal, c++, Java Ability to write high-level programs in two languages Evaluate websites against criteria

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Able to design Control effective websites for specific users/ audiences Ability to use HTML to edit/ create simple web pages Ability to use multimedia authoring packages; e.g. Dreamweaver, Flash Control: theory; e.g. process, sensors, gates The need for analogue-to-digital signal conversion Control systems: examples and practical use

TOPIC Evidence of pure subject knowledge, skills Grade Evidence of pedagogical subject Grade Grade Grade and understanding before knowledge and understanding after first at end after course placement of NQT year course Use computers to Information control on-screen or external devices; e.g. logo, flowol, sprites Use modelling software to create representations of events/systems Information and data: the difference value and importance of information Organisation/ business structures and information flow