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Introducing Computing At School An Overview

Introducing Computing At School An Overview. Lee Willis Level 1 Master Teacher Computing At School. How CAS Started. Something is wrong – but I feel powerless. Something is wrong – but I feel powerless. How CAS started. If we get together, perhaps we can get something done.

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Introducing Computing At School An Overview

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  1. Introducing Computing At SchoolAn Overview Lee Willis Level 1 Master Teacher Computing At School

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

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

  4. 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 • Members of exam board (eg. AQA)‏ • Members of professional societies (eg. BCS)‏ • Parents • Local educational advisers • Teacher trainers • Varied backgrounds, with common concerns

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

  6. The Discussion Forum

  7. CAS Regional Hubs

  8. CAS Events

  9. CAS newsletter

  10. Primary Guidance notes

  11. CAS conference

  12. A national programme of professional development • for teachers of Computer Science

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

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

  15. Network of Excellence Overview

  16. Scenario 1: Your Computing/ICT Staff need training • Teachers should join CAS (individuals) • Your school should join the NoE (schools) • Teachers should then contact their Master Teacher (contact details on CAS Online) • Schools will be notified about CPD opportunities (or can find them on CAS Online). • Teachers should attend local hub meetings to find support from other teachers • Teachers will need time and support to attend CPD and assimilate new skills

  17. Scenario 2: Your Computing/ICT Staff are Fairly confident • Teachers should join CAS(as before) • Your school should join the NoE(as before) • Offer your school as a venue to a local CAS Master Teacher to run training. This will support your staff in increasing their confidence in supporting others. • The new CAS Certificate in Computer Science teaching can offer teachers recognition for their skills and knowledge in this new curriculum area. • Facilitate discussion at departmental level about curriculum change; allow time to disseminate CPD • Encourage an atmosphere where teachers can try out new resources and approaches ‘safely’ • Apply for the Level 1 Master Teacher

  18. Scenario 3: Your Computing/ICT department have expertise • One of your teachers could apply to become a CAS Level 2 Master Teacher • Your school could apply to become a Lead School • As a Lead School you could support other local schools, particularly primary schools in your area. • You could offer CPD to other local schools, in conjunction with Master Teachers. • Give staff time to support non-specialist staff

  19. Supporting teachers in other ways • Hub meetings – there are 90 CAS Hubs who hold termly meetings after school to support staff and facilitate networking • CAS Online – has a repository of 1200+ teaching resources and discussions on all topics relating to the Computing curriculum • CAS Online – join the discussion

  20. Finally • Look out for a link I will be posting soon on the forum assessing individual needs. • Focused CPD will be created in areas of need and then offered soon. • lee.willis@shhs.org.uk • @MrWillisICT

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