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Post by LexLearn on Sept 29, 2014 15:48:24 GMT
There have been a number of articles in the media (and statements by ministers) that show a lack of understanding about the breadth and balance in the new Computing Curriculum.
If you only read the articles you would think that it's wall-to-wall coding from the age of 5.
A recent BBC news article stated: "So parents, like it or not, the era of colouring-in may be over. Now your little ones are more likely to come home with a computer game they made than with a badly-drawn picture."
And in a contribution to Mumsnet, Nicky Morgan states: "Now, from the age of five, children will learn coding and how computers actually work. They will learn how to create computer games, rather than just playing them and they’ll understand how the gadgets that fill our homes are made."
Yes pupils should be learning how to program computers (not the same as coding - actually more difficult), but as part of a broad Computing curriculum that includes computational thinking, creativity and e-safety.
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Post by apinnock on Sept 30, 2014 18:38:23 GMT
The media focus does always seem to be on 'coding' in the new Computing curriculum. While there is much greater emphasis on programming than there was in the old ICT curriculum, the biggest change is in the introduction of more Computer Science. Programming/coding is a significant part of Computer Science, of course, but there are other important elements which schools have to be able to deliver ('computational thinking', for example).
I wonder how much Nicky Morgan really understands the demands of the subject? It would be great if schools could do what she is expecting them to do ("...from the age of five, children will learn coding and how computers actually work. They will learn how to create computer games, rather than just playing them and they’ll understand how the gadgets that fill our homes are made.") but it won't happen until all teachers are able to do those things themselves. How many teachers know how computers work, how gadgets are made or how to design and write computer programs? The government is providing minimal support for schools to enable them to implement the new curriculum effectively, but it is clear that a change of curriculum alone won't achieve much. School leaders will have to take the initiative and ensure that the right sort of investment, planning, training and support are provided in their schools. The question then arises - how well do school leaders currently understand what is needed to effectively implement the new curriculum? How are they supposed to develop the necessary skills and knowledge themselves?
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