Subject Knowledge Audit – Primary Computer Science
Rationale
This audit has been created in response to the DfE information regarding Computer Science teachers and trainees entering teacher training.
The most important purpose of this audit is to help you, your mentors and your tutors set targets and design individual training plans before,
during and after the teacher training period. This data will be analysed and used in strategic planning for the course as a whole and used to
inform the quality assurance reports.
Instructions
Before attempting to complete this form, scan through the areas and prepare yourself by considering your responses.
Responses are based on a 4 point colour scale.
indicates that this area needs attention and will form part of target setting and individual training plans.
indicates that the area that you know and understand.
indicates that this area that you know and understand and feel confident to teach given time to prepare.
indicates that this area that you have a proven experience or expertise and could support colleague teachers.
Colour/highlight/shade each section that describes where you are at this moment in time.
Example:
Programming
B1. Code competently in at least two programming languages, which may
both be ‘visual’; at least one of these must allow the use of programming
concepts such as selection, repetition, procedures, variables and
relational operators.
Indicates that you are confident to teach
this topic given time
Indicates that this is an area for
development
Once you have identified the areas for development, create an action plan using the Subject Knowledge: Computing Action Plan as a template.
You will need to copy the relevant statements from this audit to the Area for Improvement column and set yourself a SMART target to develop
and enhance your subject knowledge in this particular area. As shown below:
Computers & Social
Informatics
D1. Explain
what
a
computer is and give
examples of devices
that include computers
Communications and
the Internet
E1. Explain
what
the
World Wide Web and
the Internet are, and
the difference.
C2. Explain how the same
binary data can be
interpreted in different
ways e.g. an 8-bit
value could be a
character
or
a
number.
D2. Explain and describe
the key characteristics
of basic computer
architecture (eg CPU,
memory, hard disk,
mouse, display etc) .
E2. Outline
the
key
features of the World
Wide Web and their
relationships–
eg
browsers,
URLs,
navigation methods
C3. Explain how the same
information can be
represented
in
a
computer in a variety
of ways e.g. sound as
mp3 or MIDI.
D3. Explain why there are
sometimes
different
operating systems and
application
software
for
the
same
hardware.
E3. Outline how data are
transported on the
Internet,
including
packets and the notion
of a
protocol.
Range and Content
Algorithms
Programming
Data
Training as
a primary teacher you
should know,
understand and be
able to:
A1. Explain
that
an
algorithm is a precise
way of solving a
problem which can be
followed by humans
and computers.
B1. Code competently in
at
least
two
programming
languages, which may
both be ‘visual’; at
least one of these
must allow the use of
programming
concepts such as
selection, repetition,
procedures, variables
and
relational
operators.
C1. Explain
how
computers represent
all data in binary, with
a variety of examples:
unsigned integers, text
representation
(e.g.
ASCII),
different
sound file data/types,
and different graphics
data/file types.
A2. Give
examples
algorithms
met
everyday life.
of
in
B2. Explain
and
use
programming
concepts such as
selection, repetition,
procedures, variables,
and
relational
operators.
A3. Explain that computers
need more precise
instructions
than
humans and the need
for precision to avoid
errors.
B3. Review and assess
the quality of code.
Find
and
correct
errors in syntax and
meaning.
Training as
a primary Computer
Science specialist, you
should know,
understand and be
able to:
B1.
Range and Content
Training as
a primary teacher you
should know,
understand and be
able to:
Training as
a primary Computer
Science specialist, you
should know,
understand and be
able to:
Algorithms
Programming
Data
A4. Explain and show how B4. Explain that computers
algorithms can use
are
controlled
by
selection
(if),
sequences of precise
repetition
(loops),
instructions known as
procedures
(sub
programs
algorithms within an
algorithm).
C4. Explain that data can
have errors, how this
might affect results
and decisions based
on the data and how
errors
can
be
reduced.
A5. Explain the need for B5. Explain that computers
accuracy
of
follow
instructions/
algorithms.
blindly; hence the need
for care and precision.
C5. Explain the need for
and content of the
Data Protection Act,
Computer Misuse Act
and
Copyright
legislation (and other
relevant legislation).
A6. Distinguish between
an algorithm and the
programs
that
implements
that
algorithm
B6. Represent algorithmic
steps
in
multiple
programming
languages (e.g. logo,
Scratch).
Computers & Social
Informatics
D4. Explain
and
use
common
troubleshooting
techniques.
Communications and
the Internet
E4. Explain the role of
search engines and
what happens when a
user requests a web
page in a
browser.
D5. Explain Moore’s Law
and multitasking by
computers.
E5. Explain
the
technological
perspective on
safety and security.
D6. Discuss social and
ethical issues raised
by the role of
computers in the
world.
B7. Explain how and use
programs to simulate
environments to test
hypothesis.
D7. Explain
the
importance of humancomputer
interface
design
B8. Explain and show how
programs
can
be
planned, tested and
corrected
and
documented
B9. Explain how HTML
constructs
the
rendering of a web
page
D8. Discuss career paths
for those studying
Computing.