The Network of Excellence

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HOW DID WE GET HERE FROM THERE?

How did we get here from there? Computer science in UK schools is a

subject in decline

E.g. The ratio of Computing to Maths A-Level students has fallen from 1:2 in 2003 to 1:20 in 2011 and in 2012.Despite the increased need for computer science skills caused by IT society.

Image source: Bringing Computer Science Back Into Schools: Lessons from the UK (Brown, Kolling, Humphreys, Sentence, Peyton Jones, Crick 2012)

How did we get here from there?

ICT Computer Science

Maths

2002 N/A 28,000 -

2003 16,000 8,000 56,000

… … … …

2012 11,000 4,000 85,000

Impact of ICT on Computer Science in schools: candidate numbers

How did we get here from there?

Reasons for the decline? Out-dated curricula The A Level not required for university ICT

Basic IT skills Some pockets of excellent work Staffing Little room for CS

How did we get here from there?

CAS started in 2008 to investigate ways of improving CS in schools Grassroots Limited funding (Microsoft

Research) 20 people Different stakeholders Collective desire and

passion to improve the situation

How did get here from there?

CAS started with no hierarchy Significant composition of

stakeholders. 2010 BCS, The Chartered

Institute for IT CAS has now moved from a

small action and lobbying group into the membership organisation for UK computer science school teachers.

But … the grassroots origins are still in place!

There is no them … only us!

CAS Online – The Community Site Discussion

forum Resource

Collabration All CAS

members have access

It’s a friendly place and …

… very active

Projects: Newsletter

• Once a term• 3000 go into schools

(with cs4fn)• Distributed via hubs• Online downloads• Widely read• High quality

Projects - Regional Hubs Offline, local

communities, To share ideas, best

practice, resources, Expanding

programme Low maintenance,

high impact Now over 30, and

rising

Projects: The CAS Curriculum

Describes what a curriculum in CS might look like

Endorsed by Google, Microsoft and BCS

Projects: Advocacy

Subject Association for Computer Science

Royal Society Advisory Panel NESTA – Livingstone Hope report Exam Board kite marking Regarded as the specialist group for

Computer Science by DfE

Summer Conference (Birmingham)

June 14th – Reception from 7pmJune 15th – Conference

http://casconf2012.eventbrite.com

"From the Thursday evening sessions through to the plenaries, workshops and lectures, I was totally blown away!"

"I haven't had as much fun, stimulus and recharging since the 1980's!"

HOW WILL GET THERE FROM HERE?

Google is flabbergasted

Google Chairman Eric Schmidt August 2011

“I was flabbergasted to learn that today Computer Science isn't even taught as standard in UK schools” “Your IT curriculum focuses on teaching how to use software, but gives no insight into how it's made”.

January 2012

“We’re encouraging rigorous Computer Science courses”

•“Computer Science is a rigorous, fascinating and intellectually challenging subject”

•“Long after today’s pupils leave school and enter the workplace – long after the technologies they used at school are obsolete – the principles learnt in Computer Science will still hold true”

•“if new Computer Science GCSEs are developed that meet high standards of intellectual depth and practical value, we will certainly consider including Computer Science as an option in the English Baccalaureate”

‘Next Gen.’ Livingstone Hope Review Feb 2011

Called for by Ed Vaizey, Minister for Creative industriesRecommendations:1.Bring computer science into the National Curriculum as an essential discipline.2.Include Art and Computer Science in the English Baccalaureate.

Royal Society Report ‘Computing in Schools Shut down or restart?’, January 2012Computer Science is a rigorous academic discipline and needs to be recognised as such in schoolsComputer Science is distinct from, but on an equal footing with, other disciplines such as mathematics, physics, chemistry, geography or history. Like mathematics, Computer Science underpins a huge range of subjects, and has concepts and ways of working that do not change quickly over time, including programming, algorithms and data structures.

http://royalsociety.org/education/policy/computing-in-schools/report/

What’s the problem?

20

Computer ScienceDiscipline•How stuff works•Why stuff works•How to make new stuff•Broadly applicable•Dates slowly

ICT User Skills•Technology, artefacts•Software packages•Products•Business processes•Dates quickly

Not a school subject Compulsory school subject

• There were no GCSE in Computer Science until 2012• Almost no ICT schoolteachers with a STEM degree

Rounded Curriculum for IT and CS

Primary

Tech

nolo

gy E

nhance

d

Learn

ing

Computer Science

Information Technology

Digital literacy

GCSE

Who is ready to teach CS?

“There are not enough teachers with sufficient subject knowledge and understanding to deliver a rigorous Computer Science and Information technology curriculum in every school at present”(Shutdown or Restart: Royal Society issue 1.2)

Supporting, equipping, and training teachers to overcome the challenges faced by the classroom teacher is Computing at School’s biggest challenge.

The Network will bring together: University departments (CS, Ed’n) Experienced CS teachers IT Professionals

Formal CPD, twilight sessions, mentoring, coaching

Informal regional hubs Relationship

The Overview

The Vision – by 2020 Half the secondary schools in England are

part of the network and offer a GCSE in computer science.

Comparable numbers of students gain a grade C or above in GCSE computer science as do in other sciences, such as physics or biology for example.

The network partners maintain and develop a comprehensive set of classroom ready inspirational computer science resources covering key stages 2, 3 and 4.

The Plan

Sept 2012-March 2013 Recruit and train 20 CAS Master

Teachers Identify Lead Schools Develop regional CPD teams Universities develop and deliver subject

focussed courses in their catchment Set of NQT professional development

requirements documented CAS Master teachers begin work with

local schools

Being in the network

Open to allSchool

commitmentCS at KS3 and

GCSECAS Membership

Lead Schools

Take a lead! 250 (?) in Y1 Geographically

spread ~10% with CAS

master teachers Existing track

record with CS Centres of

Excellence Placement schools

for teacher trainees

We are grateful …

Questions?