Grade descriptors for GCSEs graded 9 to 1: computer science

To achieve Grade 8 candidates will be able to:

• demonstrate relevant and comprehensive knowledge and understanding of fundamental concepts and principles including digital systems and societal impacts
• effectively apply fundamental concepts, principles and mathematical skills, using sustained analytical, logical and evaluative computational thinking, to a wide range of complex problems
• develop and refine a complete solution that meets the requirements of a substantial problem

To achieve Grade 5 candidates will be able to:

• demonstrate mostly accurate and appropriate knowledge and understanding of fundamental concepts and principles including digital systems and societal impacts
• appropriately apply fundamental concepts, principles and mathematical skills, using analytical, logical and evaluative computational thinking, to a range of problems
• produce a working solution that meets most requirements of a substantial problem

To achieve Grade 2 candidates will be able to:

• demonstrate limited knowledge and understanding of fundamental concepts and principles including digital systems and societal impacts
• apply fundamental concepts, principles and mathematical skills, using basic analytical and logical computational thinking, to straightforward problems with limited accuracy
• produce a partially working solution that meets some requirements of a substantial problem

Source

https://www.gov.uk/government/publications/grade-descriptors-for-gcses-graded-9-to-1/grade-descriptors-for-gcses-graded-9-to-1-computer-science

Use Google to convert number systems

CS teacher issues

A colleague found this on Facebook and I think it conveys how some feel about the new curriculum, so it's nice to know others feel the same in the country too...

From my recent exa.foundation visits to support teachers with GCSE Computer Science, I believe I can summarise the biggest challenges teachers face in 13 points. If you think I've let any out please add to the list. I've been scratching my head looking at new ways to support (other then the MOOC I proposed) and am always willing to consider new ways. I've already tried podcasts, blog posts, webinars and face-to-face CPD - but willing to consider other alternatives. Anyway, here's the 13....

1. New Qualifications - Although GCSE Computing has been available since 2010; 2016 brings introduction of new qualification with new assessment model/weighting, with new rules. Lack of familiarity leads to lower teacher confidence and ability to spot problems ahead.
2. Teacher Confidence - Lack of teacher experience with CS. Teachers new to the subject and/or qualification. Those who do have a CS degree may not have used it for 5-6 years.
3. Homework - Setting appropriate homework, and measuring & tracking efficacy of homework.
4. Content Overload - Too much content to fit in to the contact time available, ‘specification overload’.
5. Software Issues - Compatibility/availability, locked down network in school, managed service,
6. Hardware Issues - Resourcing with the most appropriate hardware, 1:1 tablets, Chromebooks. Over-zealous technicians.
7. Programming - How to best teach programming, algorithm design and problem-solving.
8. Assessment - how to track, measure and assess learning progress against the Assessment Objectives.
9. Resources - Embarrassment of riches - due to abundance of free, paid for, subscription resources. “Off-the-shelf lesson plans” that don’t deliver. Choosing and using the best resources.
10. Differentiation - Class groups with broad range of ability, pupils have a variety of prior experiences and Computer Science backgrounds.
11. Pupil Expectations - Pupils not sure what to expect, leading to misguided choices based on the understanding that the course is all theory, all programming, building computers or games.
12. Lack of Diversity - Under-representation of gender, ethnic, cultural and social in CS groups, eg. in some cases leading to groups dominated by low-achieving boys which may lead to classroom management issues.
13. Experience (Pupils) - Pupils’ lack of previous experience of CS, due to not having a firm foundation in KS3/KS2 a feature of other NC subjects, eg. Maths, English, Science, Geography.

Maker Club: 3D Printing with a Chromebook (or just a browser)

Maker Club: 3D Printing with a Chromebook (or just a browser): Given the prevalence of Chromebooks in schools, and the momentum with 3D Printing as a school science activity, it seems logical that peop...

The world changes. Children don’t

Today we are launching a brand new public awareness campaign. Through social media, articles, blogs, films and more, we want to get parents and carers thinking and talking about the importance of discussing sex, relationships and the internet with their children. Today is Day 1 of this three month campaign, and we are excited to introduce our first new resource entitled “The world changes. Children don’t”.  This short film that tells the age-old story of Romeo and Juliet… with a modern twist. It shows how the lives of these young lovers might play out online today, including the Lark ‘tweeting’ and Romeo ‘friending’ Juliet.

Behind this contemporary remake is the message that, although technology and social media can seem overwhelming and forever evolving, children and young people don’t change. We try to remind parents that (just as when they were young), their children are still exploring and creating their identities, keeping up with their friends and dealing with adolescent pressures. Although much of this now happens online, we remind them that the kind of parental support and advice which keeps their children safe 'in real life' will keep them safer online too. And our Thinkuknow resources can be a useful place to start in thinking about how they might frame these discussions. Your support for this campaign will make a real difference. There are three simple things you can do to help us reach as many parents and carers as possible: 1. Share the film:

2. Support the campaign on social media If you have not done so already, you can ‘like’ CEOP on Facebook at ‘ClickCEOP’ and follow us on Twitter ‘@CEOPUK’ for live updates and shareable content.

3. Promote the Thinkuknow website The parents section of the Thinkuknow website provides information to support parents and carers to understand and respond to the risks their children may face as they grow. It covers a broad range of online safety issues from nude selfies to what to do if you think your child is being groomed online. Find it at:www.thinkuknow.co.uk/parents.

PiXL June Main Meeting