Computer Science Teacher: Insight into the computing classroom

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CONTENTS

List of figures and tables

Author

Foreword

Acknowledgements

Abbreviations

Glossary

Preface

1.

INTRODUCTION TO TEACHING SECONDARY COMPUTER SCIENCE

An evolving subject

What is computer science?

What is computing?

The computing curriculum

English national curriculum versus other countries

2.

THE ROLE OF THE COMPUTER SCIENCE TEACHER

Introduction to the role

Attributes, knowledge and skills

Spotlight on job adverts and job titles

3.

STANDARDS, TOOLS, METHODS AND TECHNIQUES

Standards

Tools

Methods

Techniques

The computing classroom

General classroom tips

Diversity and inclusion in the computing classroom

Daily interaction

Promoting your subject

4.

CAREER PROGRESSION AND RELATED ROLES

Qualifications and experience required

Pay scales

Progression within the school environment

Progression outside the school environment

5.

CASE STUDIES: SNAPSHOTS INTO LIFE IN COMPUTER SCIENCE AND COMPUTING TEACHING

Case study 1: Mixed secondary academy school – Sunbury-on-Thames, Surrey

Case study 2: Mixed secondary academy school – Leatherhead, Surrey

Case study 3: Mixed primary school (state) – Chertsey, Surrey

Case study 4: Mixed secondary community school – Pickering, North Yorkshire

6.

CONCLUSION

APPENDIX 1: SELF-ASSESSMENTS

APPENDIX 2: SEATING PLAN

APPENDIX 3: JOB ADVERTS

Sunbury Manor School job application pack

Bradley Stoke Community School job application pack

APPENDIX 4: CLASS PROFILE FOR USE WITH LESSON AT INTERVIEW

APPENDIX 5: PROGRESS GRID

APPENDIX 6: LESSON PLAN TEMPLATE

APPENDIX 7: SUPPORTING MATERIAL FOR CASE STUDIES

APPENDIX 8: SUPPORT FOR THE COMPUTER SCIENCE TEACHER (BOOKS, WEBSITES, TOOLS)

For primary and secondary

For secondary specifically

For primary specifically

Notes

References

Additional references

Index

LIST OF FIGURES AND TABLES

Figure 1.1

Comparison of ICT and computer science

Figure 1.2

Aims of the National Curriculum in computing

Figure 1.3

Rt Hon. Michael Gove speech at the BETT Show, 2012

Figure 1.4

CAS purpose and mission statement

Figure 1.5

Royal Society report

Figure 1.6

The ICT Steering Group’s report to the Welsh Government

Figure 1.7

Computing in Scotland

Figure 1.8

School education in the USA

Figure 2.1

Map of Europe showing flights between capital cities

Figure 2.2

Sunbury Manor – Head teacher welcome letter

Figure 2.3

Sunbury Manor – Computing and IT teacher job description

Figure 2.4

Sunbury Manor – Job advert additional information for candidate

Figure 2.5

Bradley Stoke – Lesson planning task

Figure 3.1

SFIA overview

Figure 3.2

The SFIA framework levels

Figure 3.3

Skills and quality

Figure 3.4

SFIA level 5 explained

Figure 3.5

SFIA level 6 explained

Figure 3.6

Structure of the BCS Certificate in Computer Science Teaching

Figure 3.7

Key concepts of computer science

Figure 3.8

Overview of teachers’ standards – Part one

Figure 3.9

Teachers’ standards – Part two

Figure 3.10

Progress 8 and Attainment 8 summary

Figure 3.11

Starter activity or task on arrival

Figure 3.12

Lesson overview

Figure 3.13

Combined logic gate circuit

Figure 3.14

Logic gate and truth table help sheet

Figure 3.15

Moore’s Law mid-lesson discussion

Figure 3.16

Plenary activity

Figure 3.17

Sample short lesson plan – Logic gates and truth tables

Figure 3.18

Classroom one

Figure 3.19

Classroom two

Figure 3.20

Register taken by hand

Figure 3.21

End of year report

Figure 3.22

Diversity and inclusion

Figure 3.23

Premier League table

Figure 3.24

Aims of #include

Figure 4.1

Teacher qualification requirements

Figure 4.2

Finding jobs vs recruiting teachers

Table 1.1

Education system comparison in the UK

Table 1.2

England vs USA curriculum comparison

Table 2.1

Responsibilities in and out of the classroom

Table 2.2

Subject knowledge requirements for entry into computer science teacher training

Table 2.3

Managing additional staff – Attributes, knowledge and skills

Table 2.4

Sunbury Manor – Person specification

Table 2.5

Bradley Stoke Community School – Computing and IT teacher job description

Table 2.6

Bradley Stoke Community School – Person specification

Table 3.1

Comparison of standard and computing classroom

Table 3.2

Example secondary weekly timetable

Table 3.3

Example primary weekly timetable – Year 2

Table 4.1

Teacher salary ranges (2017)

Table 4.2

TLR payment range (2017)

AUTHOR

Beverly Clarke started her computing career working in IT support for a county council. This was followed by further roles in IT support for corporate IT companies. Upon becoming a mother, Beverly found that she wanted to give something back to the computing and IT community and changed career direction; she undertook an evening course in teaching and found it enjoyable and rewarding. In 2001, she began working as a sessional lecturer at a college in adult education.

With a keen interest in teaching, Beverly undertook her Postgraduate Certificate in Education (PGCE) and then obtained qualified teacher status (QTS). This then led to a job as Deputy Head of IT in a secondary school. After three years, the position of Head of IT/Computing arose. This also coincided with major changes to the National Curriculum. A part of the job description was to ensure that the department was equipped to deal with the changes. Beverly felt she could make a difference and successfully applied for the job. Having graduated with a degree in Computing Studies and not used it fully in education and seeing pupils leaving schools and colleges with only an understanding of certain packages and applications but lacking skills and knowledge for the information age, Beverly decided to get involved with Computing At School (CAS) to see how she could play a part to ensure that the new curriculum was a success. She also undertook additional study and became a CAS Master Teacher.

Always a self-starter, Beverly then launched and maintained a CAS Hub. She set about contacting all local schools to spread the news about the curriculum – including resources and building a networking community. She ran a very successful CAS Hub and this was featured in a Department for Education (DfE) video.

During her secondary school career, Beverly then gained the position of Director of Computing and Digital Literacy. She led a successful department, achieving outstanding and best of school results at key stage 4, year on year. Beverly has also collaborated with national educational websites and European colleagues, advising teachers on aspects of the new curriculum. She was also the educational consultant for a series of BBC Bitesize computational thinking videos for key stage 3.

Beverly also delivered training sessions in collaboration with BCS, The Chartered Institute for IT to BCS scholars on managing a department through change, getting that first job and getting through the interview process. Additionally, she has interviewed prospective candidates for the BCS Scholarship scheme.

She has worked on sharing of good practice teams as a leader of Teaching and Learning. Beverly is National Professional Qualification for Senior Leadership (NPQSL) qualified, having led on successful whole-school projects. Having achieved the level of NPQSL, she decided to work in another part of education and get involved in ensuring that teachers had the correct materials to deliver the computing curriculum. This led to further collaboration with BCS, as a subject matter expert.

Her inspiration for computing in general grows from living in different countries (Guyana – South America, The Bahamas and England) during her formative years and being able to appreciate countries without technological advances as well as those which had greater technological advances, and seeing the benefits and transformation that technology gives from one generation to the next.

FOREWORD

Recent changes to the national curriculums of England and other countries have seen an increased focus on computer science. These changes have raised a host of questions around what is meant by computing education and what it means to be a teacher in this subject area. Beverly’s book is a timely guide to help us navigate this exciting field. It supports those in the profession whether they be head teachers looking to support the subject in their schools, experienced computing teachers, or teachers who trained in a different discipline. And, maybe more importantly, it demystifies the subject for those thinking about starting a career as a computer science teacher.

Computing is changing the way we interact with and see the world. Whatever forms the careers of the future take, it is likely that the students of today will be using computers in their workplace. Preparing students to create, interact with and adapt to technology lies at the heart of any 21st-century education and the computing curriculum is well placed to support this. We can’t sensibly assume that students come pre-programmed to use computers safely and effectively; for most students, it will be teachers who open their eyes to the possibilities that computing offers.

However, two worrying trends have coincided with the introduction of the computing curriculum to England. Firstly, a decrease in the numbers of teachers applying for computing training roles. Without new educators entering the profession the opportunities that computing offers will be hidden from those who could make most use of them. And secondly, a decrease in the access to digital qualifications for female students and those from poorer backgrounds.

If you are considering becoming a computer science teacher, you are looking at one of the most exciting and rewarding jobs imaginable, in one of the most dynamic and important subject areas. This book will offer you plenty of advice on what it takes to enter and succeed in the profession. If you’re a current computer science teacher, computing teacher or school practitioner interested in computing, the practical advice in this book will help you understand better how to implement a successful and inclusive computing curriculum.

Peter Kemp

University of Roehampton

May 2017

ACKNOWLEDGEMENTS

The author would like to acknowledge and thank the following for their contributions toward the content of this book. My parents, daughters, family and friends. Andrew Csizmadia – Newman University, Louise Duncan – Sunbury Manor School, Steve Clarke – Therfield School, Richard Williams – Bradley Stoke Community School, Peter Kemp – Roehampton University, Kathie Drake – Stepgates Community School, Pauline Clarke – St Antony’s Catholic Primary School, Jayne Fenton-Hall – Sunbury Manor School, Chris Sharples – Lady Lumley’s School, Steven Gibson – Glen Park Primary School, Veronica Clarke – West Ham Church School, Dr Irene Bell – Stranmillis University College, Charlotte Amalie for photo taking and Pete Dando for photo editing. Along with wider BCS and CAS colleagues, who provided inspiration, accuracy checking and being sounding boards.

ABBREVIATIONS

A-level

Advanced level

BCS

British Computer Society

BTEC

Business and Technology Education Council

CAS

Computing At School

CATS

Cognitive Ability Tests

CCEA

Council for Curriculum, Examinations and Assessment

COIN

Communication and Interaction Needs

CPD

Continuing Professional Development

CPU

Central Processing Unit

CSTA

Computer Science Teachers Association

CT

Computational Thinking

EAL

English as an Additional Language

Ebacc

English Baccalaureate

EHCP

Education Health and Care Plans

EMS

Enhanced Mainstream School

EYFS

Early Years Foundation Stage

GCE

General Certificate of Education

GCSE

General Certificate of Secondary Education

GTP

Graduate Teacher Programme

GUI

Graphical User Interface

ICT

Information and communication technology

IWB

Interactive White Boards

LRC

Learning Resource Centre

LSA

Learning Support Assistant

MAC

Media Access Control

MOOC

Massive Open Online Course

MPS

Main Pay Scale

NAACE

National Association of Advisors for Computers in Education

NPQH

National Professional Qualification for Headship

NPQML

National Professional Qualification for Middle Leadership

NPQSL

National Professional Qualification for Senior Leadership

NQT

Newly qualified teachers

OFSTED

Office for Standards in Education

O-level

Ordinary level

PD

Physically disabled

PGCE

Postgraduate Certificate in Education

PPA

Planning, Preparation and Assessment

QTS

Qualified teacher status

SATs

Standard Attainment Tests

SDP

School Development Plan

SEN

Special Educational Needs

SFIA

Skills Framework for the Information Age

SLT

Senior Leadership Team

STEAM

Science, Technology, Engineering, Arts, Mathematics

STEM

Science, Technology, Engineering, Mathematics

TA

Teaching Assistant

T-levels

Technical levels

VLE

Virtual Learning Environment

GLOSSARY

Artificial intelligence The study of computers being able to perform tasks usually only associated with humans, such as voice recognition and decision making.

Assessing pupil progress Describes methods used to consistently check if pupils are making progress.

Autonomous systems A collection of systems that are all controlled at the same time from a single point.

Big Data A term used to describe very large data sets.

Bitcoin A term used to describe a digital cryptocurrency and payment system.

Boolean operators These are used to connect search terms to give better results.

CAS Hub A term used to describe education professionals, meeting to discuss and share ideas on developing the teaching of the computing curriculum.

CAS Hub Leader A teacher who hosts CAS events for local teachers to attend.

CAS Master Teacher A teacher who has undertaken specialist training to teach the new computing curriculum.

CAS Network of Excellence (NoE) A national community of professional practice, covering schools, universities, IT employers and professional bodies.

Cloud computing A term for using the internet to provide services.

Computational thinking Term used to describe a set of cognitive and problem solving skills.

Computer Aided Design Term used to describe software that is used to design and draw technical plans, such as for a construction project.

Controlled assessment A form of assessment that is marked by teachers in school and then