1. Computing KS3 Create Code Debug
“How can I ensure that my department has the confidence, skills and autonomy to deliver engaging computing lessons that challenge the most able pupils whilst accommodating those pupils with particular needs?”
Why did I ask this question?
The new Computing curriculum at KS4 requires experience of coding in a textual language as well as debugging, algorithm design and a range of computing areas that have not been covered (thus far) at KS3.
The new NC in Computing requires coding, algorithms, hardware and computational theory concepts; few were in the ICT NC.
What did I do?
Frequent (most lunchtimes for a while) sessions covering work that is in my new curriculum.
One-to-one support for solving problems – with adequate time between meetings to digest the new material and concepts.
Joint work on building resources, with a key focus on refinement and improvement during and after delivery.
Sought feedback from pupils on the learning and value of the lessons given.
Invited colleague to watch my lesson delivery. Balanced by teaching some of her groups with her observing, then a hybrid model, through to me observing her.
Continual feedback and immediate change.
Used afterschool clubs as guinea pigs to explore new coding opportunities.
What have I learned?
Adults have similar barriers and experiences as children when learning to code.
Pupils’ year groups do not prohibit learning of advanced concepts – providing the language and contexts given are suitable and relevant.
Breaking a problem down and making the user solve each part leads to better learning than spoon-feeding examples and expecting “projection” onto alternative problems.
Python is rarely the answer, and often confuses rather than simplifies.
Implications:
Coding is like a musical instrument: the more you practice, the better you get.
It is not “factual”, nor exclusively “practical”; CS is a hybrid subject.