How to get Computing taught in 25,000 schools

1. How to get Computing taught in 25,000 schools Simon Humphreys Coordinator Computing At School

2. CoMputing At School 2008-2013

3. Something is wrong – but I feel powerless Something is wrong – but I feel powerless How CAS Started

4. How CAS started If we get together, perhaps we can get something done

5. Computing at School • Simply a group of individuals, concerned about the state of computing education in our schools • Including: • Teachers • Industry (eg. Google, Microsoft)‏ • University academics (incl. CPHC, UKCRC)‏ • Members of exam board (eg. AQA)‏ • Members of professional societies (eg. BCS)‏ • Parents • Local educational advisers • Teacher trainers • Varied backgrounds, with common concerns

6. CAS Membership

7. Joining Rate

8. CAS Regional Hubs

9. The Discussion Forum

10. CAS Events

11. CAS newsletter

13. The Curriculum

14. What is CAS doing? Influencing national policy Computing: a curriculumfor schools Directly support teachers “on the ground”

15. The context

16. The context

17. Thesis • Computer Science should be recognised in school as a rigorous subject discipline, like physics or history, quite distinct from the (useful) skills of digital literacy. • Just as every student needs to learn a bit of chemistry, even though few will become chemists, so every student should learn a bit of computer science(including some elementary programming) because they live in a digital world. • From primary school onwards(like science). • Re-introduce the thrill and excitement of computational thinking and creation.

19. Presentation to insert name here • Computer Science at heart of new curriculum • Schoolchildren from age 5 to be taught programing • Still includes digital literacy as major component • Feb 2013 draft published for consultation • July 2013 national curriculum published

20. New Computing Curriculum

21. New Computing Curriculum

22. Key Stage 1

23. Key Stage 2

24. Key Stage 3

25. Key Stage 3 cont’d

26. Key Stage 4

27. CS in the EBacc

28. Challenge #1 Introduce a new subject discipline, computer science, to the UK education system, starting from a near-zero base

29. Challenge #2 Equip, support, affirm, encourage our ICT teachers to teach computer science

30. The Network of Excellence

31. Reflection on our challenges… “Curriculum isn’t our biggest challenge. The biggest challenge will be developing effective teacher preparation and support…. Few schools today have teachers with any formal CS training. The computing community must launch an unprecedented effort to prepare teachers, working with in-service as well as pre-service teachers, and in both traditional and alternative certification programs.” Jan Cuny, 2011

32. From …. To ……… ICT Teacher (2011) Teaches on application-based courses May/may not have any CS training May/may not have taught CS post-16 CS Teacher (2014) Teach examined courses in Computer Science Teach programming Continue to teach digital literacy and IT

33. Teachers need to be supported and empowered

34. Challenges … teachers • Many ICT teachers have migrated from other subject areas during the years when digital literacy teaching was all that was needed • ICT teacher training is one of the hardest subject areas to recruit to • Teachers urgently need CPD at a time when schools are reluctant to release teachers • Teachers lack confidence since the recent “bad press” given to ICT teaching

35. Challenges … curriculum • Pace of change is remarkably fast • Several new school qualifications in Computer Science available now for teaching • Michael Gove: “Disapplying the ICT programme of study is about freedom. It will mean that, for the first time, teachers will be allowed to cover truly innovative, specialist and challenging … they will have the freedom and flexibility to decide what is best for their pupils.” • Teachers need support to make use of this freedom

37. Model of teacher professional development in the UK Hubs & Online forums Workshops/ Training courses Network of Excellence Model (from university to school to school) Community of Practice Cascade Training Action Research Accreditation Modeling good practice CAS Master Teacher/ Digital Schoolhouse model

39. Network of support University Education department University CS Department Experienced teachers without CS knowledge Experienced teachers with CS knowledge Trainee teachers

40. Master Teacher University CPD (<40) Schools First three months, 250 teachers on CPD courses

41. Phase 1 • £200k seed finding Sept 2012 • Over 600 schools • 70 universities • 120+ Lead Schools • 28 CAS Master Teachers • 250+ teachers CPD courses • 700+ hours of CPD delivered

42. Network of Excellence Schools

43. Network of Excellence Universities

44. Phase 2 • £2 million (2 years – but 5 year project) • 600 Master Teachers • Primary and secondary • Each MT supporting 40 schools • Universities support with courses • Stability of GCSE numbers • Development of classroom ready resources • Towards a self-sustaining model

45. Opportunity – and danger • Opportunity: to make a decisive lasting change that establishes computer science a proper school subject, on a par with maths or chemistry. • Danger: raised expectations not met, enthusiasm leaks away, teachers discouraged, system reverts to the mean It’s not enough to hope that someone else will do it. We have to. There is no “them”. There is only us.

46. What your institution can do • Be a visible champion for computer science [not just programming] as a school subject, and help to explain what that means • Help to create a sense of optimism, possibility, and unstoppable momentum. • Play a pro-active role in the Network of Excellence. Actively think “What can we do?” rather than wait for CAS to say “Can you do X?”.

47. Any Questions