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Not yet…

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So the new Computing curriculum came in over 4 years ago. Launched with the enthusiasm of big voices and players who promised much. Has it delivered?

Have more students studied computer science at A level?  Not yet.

Have more students studies computer science at degree level?  Not yet.

Are industry saying they are happier about having an IT-literate workforce? Not yet.

Are more girls continuing after KS3 with computing?  No, numbers are now lower than ever (see the CREST report.)

Are teachers confident about teaching the subject of Computing?  Yes some are. CAS and others have worked hard to support teachers.  Are the majority? No. Primary teachers and many secondary teachers I meet still struggle, particularly with the concepts of computational thinking and programming. They deliver ‘Scratch’ or ‘python’ but don’t cover the underlying principle of good programming.  They cover esafety but are unsure about database management and principles of good design for different audiences.

Are people, flocking to train as teachers of Computing? No, in fact they seem to be running away faster than ever.
Is Computing being delivered in it entirety?   Anecdotally, no.  The focus on Computer Science in the available CPD has taken the eye away from the other elements of IT and digital literacy.

So what now?

The y7 in 2013 are y11 now.  Will they choose A level CS in big numbers?

Will primary pupils enter secondary enthused and with the skills needed  to take the subject to higher levels?

Will ongoing, well funded and appropriate CPD improve teacher confidence for the whole subject of Computing?

Will we get a flurry of people wanting to train to teach Computing soon?

Answers on a punch card please……

Further reading:

The Computing Curriculum In England: A Timeline Of Hopes And Experience

Comments

Not yet… — 2 Comments

  1. Sadly Andy, all those things are true, having said that, perhaps the impact of primary CS has not yet fully come to fruition.
    Most year 7 intakes are certainly more digitally literate, than 5 years ago – but much ICT/Computing at KS3 is still being delivered by teachers who are not totally comfortable with it and who may not have an overview.
    I do not understand why trainee numbers are so diminished. Perhaps we need more collaboration at a higher education level between Computing and Education departments?
    Ed de Quincey at Keele runs the UAS module, which does seem to have encouraged some CS graduates to do PGCE.
    CAS has done wonders for staff training, resources and morale .

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  2. Thanks Val
    yes we are seeing impact in primary schools, but, as you say, we don’t have the expert teachers in KS3 because these rare people are needed for KS4, so we are not moving these pupils on enough. CAS is helping, but we have a lot more CPD needed than they can manage at the moment. We run the risk, as in the past, of KS3 becoming boring for the pupils and switching them off the subject.
    Teaching per se has taken such a bashing by successive governments and the media that making computing teaching attractive is a real challenge. National applications across all teaching courses (all subjects/phases) are down over 40 this year, after falls in previous years. Making teaching more attractive needs a huge culture shift and must be led by Govt. More links between undergrad Computing departments and ITE can only be a good thing.

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