Simon Peyton Jones Microsoft CAS teachers conference, July 2011

Education should prepare young people for a world that don’t yet exist, requiring technologies that have not yet been invented, to solve problems of which we are not yet aware.

 Teach them how to fish (don’t give them fishes)  Teach disciplines as well as skills Principles, ideas Knowledge, laws Techniques, methods Broadly applicable Dates slowly Technology, artefacts Machines Programs Products Organisations Business processes Dates quickly Physics, chemistry, mathematics, English Budgeting, presentation skills, metalwork, textiles

Principles Ideas Laws Broadly applicable But needs application Dates slowly Spreadsheets Databases Powerpoint Using the web Safety on the internet Plan communication projects Analysing and automating processes Dates quickly ICT (technology focused) Dominant Computing (discipline) Barely taught Range of 14+ different KS4 qualifications No KS4 qualification at all [OCR piloting Computing GCSE in 2010/11]

 Need to tell ourselves  Need to tell our head teachers  Need to tell DfE  Need to tell ministers If we say Computing is a discipline, we have to say what it is “Is there a core body of knowledge for Computing that doesn’t change from year to year?” DfE offical, June 2011

 A working party of 11 people: incl teachers, universities, exam boards  You have seen at least two drafts  The “final version” has landed. Today.  (It’s not really final, of course.) (follow the “Resources” link)

The same structure as NC Programmes of Study (but in more detail) 1.Importance of the subject 2.Key concepts 3.Key processes (what students should be able to do) 4.Range and content (what students should know) 5.Level descriptors Total 22 pages.

 Focus on fundamentals  Not much change year to year  Not much about Facebook, YouTube, mobile phones  Focus on what the subject is, not how it should be taught  You add the “how”  Focus on KS3 and KS4. We plan to add KS1 and KS2 in the next few months.  Ambitious but do-able

Computing: a curriculum for schools Influencing national policy Developing teaching material to support delivering the curriculum

 Focusing on the discipline of Computing is completely in tune with ministers’ stress on fundamentals:  CAS is now beginning to get visibility at national level  Having a curriculum increases our credibility and influence a great deal “Indeed the whole thrust of the new science curriculum – which aims to empower students to be “ consumers of science ” and which concentrates on engaging students in debate about GM foods or climate change – is a shift away from preparing students to be scientists.” Michael Gove, Reform 2008 “Too much focus on user skills, and not enough on fundamentals and conceptual understanding.” Nick Gibb, Employers consultation meeting June 2011

Computing: a curriculum for schools Influencing national policy Developing teaching material to support delivering the curriculum

 We need lots of material, to support teaching and learning of computing in the classroom  You are the leaders. You are here, enthusiastic, walking the walk.  Will you help others to do the same? In the end, all of this will be a waste of time unless you teach it