BSc (Hons) Secondary Computer
Science and Information Technology
Education with QTS*
A Guide to Starting at Edge Hill University
PRE-PROGRAMME INFORMATION
Appendix: Computer Science & Information
Technology specialism information
2015 entry
(* Indicates our recommendation for QTS at the end of your course. Full QTS is only
confirmed on successful completion of your first induction year in teaching)
Dear trainee,
Having met the majority of you at your interviews, I am now looking forward to welcoming
you to Edge Hill University in September 2015 at the start of your course.
I am sure you are all feeling excited and apprehensive about what is coming over the next
few years. The most important thing is for you to keep me informed if you are having any
problems about meeting any of the entry conditions attached to your offer in order that these
can be sorted out quickly. You can reach me at hawkinsc@edgehill.ac.uk or 01695 657129.
Computer Science & Information Technology is a very exciting area in which to be involved
in our schools today and there is considerable demand for enthusiastic, highly motivated
and highly skilled teachers who can ensure high quality delivery of the curriculum and
external examination requirements. You will note that the curriculum area we now teach is
Computing rather than ICT.
Of course the development of Computer Science & Information Technology capability within
a school will vary according to the resources that the school is able to make available for
the purchase of hardware and software. However Information Technology (IT) has a
significant role across the curriculum. Most teachers in school now use IT to aid lesson
planning, administration and teaching and learning. The majority of schools have interactive
whiteboards and these are used both for teacher demonstration and pupil input.
Whilst you are training, and as a newly qualified teacher, you will play a key role in ensuring
that the Computing experience that both pupils and staff receive is relevant and of a high
standard.
Claire Hawkins
Course Leader
Outline of course content
The following is an outline of modules you will study. In addition we reserve the right to
substitute modules to reflect the rapidly changing needs of Computer Science &
Information Technology in school or as a result of trainee feedback. You will be provided
with an up to date list of modules annually.
It is not intended to enter into the precise detail of module content but you should be aware that course
modules can be assessed by combinations of assignments, examinations, essays, presentations, reports,
logs, portfolios, audits and observation of your teaching. In addition you will have to meet the Teachers’
Standards required to become a teacher. This will be explained to you in more detail when you come for the
induction week.
Year 1:
Subject Knowledge modules:
Computer Architecture
Programming Essentials
Programming: Concepts to Construction
Web Design and Development
Teaching Skills: Principles, pedagogy and planning in Computer Science & Information
Technology
Personal and Professional Conduct – Transition to Higher Education and the Teaching
Profession
Professional Practice 1a
Year 2:
Subject Knowledge modules:
Introduction to Databases
Programming Languages: Theory to Practice
Programming Languages: Inspiring Creativity
Teaching Skills:
Creative medium term planning and teaching in Computer Science &
Information Technology
Personal and Professional Conduct – Legal Requirements for Professional Practice
Professional Practice 1b
Year 3:
Subject Knowledge modules:
Mobile Application Development
Internet Security
Big Data
Teaching Skills: Classroom assessment and target setting skills for pupil progress in
Computer Science & Information Technology
Personal and Professional Conduct - Employability
Professional Practice 2
Some Key Staff.
The following details will provide you with names and contact numbers should you have any
difficulty with any aspect of the course prior to starting in September. Please be aware that
I will be taking leave in late July and various dates in August. However other members of
the department will be available if you ring the department phone and I will be looking at my
email from time to time.
Secondary Undergraduate CS&IT
Course Leader
Claire Hawkins
e-mail: hawkinsc@edgehill.ac.uk
Phone: 01695 657129
Secondary Undergraduate Year 1 Leader
Shirley Hindley
e-mail: hindleys@edgehill.ac.uk
Phone: 01695 657829
Secondary Undergraduate
Programme Leader
Dr Gordon Laing
e-mail: laingg@edgehill.ac.uk
Phone: 01695 650833
Pre – Course Activities.
1. It would be very useful to spend some time in a secondary school; we would generally
recommend 10 days for those starting Year 1. The idea would be to observe teaching as
conducted by established professionals and generally soak up the atmosphere of the school. At
any time of year schools are very busy so they might welcome an extra pair of hands but you
also should be aware that teachers may not have a great deal of time to talk with you. The aim
is for you to be very clear about the demands made on Computing teachers and the experience
will enable you to start seeing where there are gaps in your subject knowledge that need to be
addressed.
2. Consider your past experiences in the classroom as a pupil/student or a teacher or a combination
of both. Jot down some observations, which in your view represent instances of good and not so
good teaching practice. You might like to conduct a similar exercise to highlight what you
consider to have been good and not so good lessons. However whilst you may question a
member of staff on aspects of the lesson be very careful not to imply any criticism.
3. Download a copy of the GCSE and A Level syllabuses from the examination board websites
(www.aqa.org.uk; www.edexcel.org.uk; www.ocr.org.uk) and use these with the Subject
Knowledge Audit (at the end of this document) to identify topics that you might need to learn
more about. A similar audit will be used throughout your course to track your progression and
identify any areas of knowledge which need to be addressed. Complete the audit electronically
and bring this with you when you start University in September; it will be used during your
tutorials.
Pre – Course Reading.
Once you have started your course you will be given a full reading list – in the meantime it would be
beneficial if you could:



look at one or two of the many revision guides published by Letts or Macmillan or look at
GCSE /GCE revision sites on the Internet
read through the core text Simmons, C. and Hawkins, C (2015) Teaching Computing.
London: Sage Publications (Available Summer 2015)
keep up-to-date with current educational issues through sites such as www.tes.co.uk or
www.bbc.co.uk.
I would like to wish all of you taking examinations this summer the very best of luck and that you do
as well as you hope.
Best wishes
Claire Hawkins
Secondary Undergraduate CS&IT Course Leader
Computing Needs Analysis
1.4 Creating and Sharing Content
1.5 Gaming
1.6 Using ICT for Learning
Finding, Retrieving and Validating
1.7 Information
1.8 Impact of ICT on Society
1.9 Scope, Scale and Nature of ICT Evolution
I have little or no
understanding of this
concept
Topic Area
Digital Literacy
Online Identities
Social Networking
Digital Communication
I understand this
concept
Subject
Ref
Number
Section 1
1.1
1.2
1.3
I could explain this to
others
This Subject Knowledge Audit is designed to help you self-assess your Computing subject specific knowledge for teaching Key
Stage 3. Please tick the box that best describes your current position next to every bullet point. For any areas which are not ticked
in the ‘I could explain this to others’ column, provide details of how you intend to supplement and develop your subject knowledge
for this area.
Action Required
Section 2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
Digital Skills
Digital communications
Communications online
Producing Media
Editing Media
CAD
Modelling
Games
Spread sheets
Control
Data Logging
Programming
Problem Solving
Section 3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
Technology in the World
Business Software
Industry Applications
Programming to solve Problems
Transferrable Skills
Collaboration
Web Design
Creative industries
E-Commerce
Work related learning/training
ICT Specific Jobs
ICT Based Jobs
Evolution and Impact of work
3.12 practices/tools
Section 4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
Technical Understanding
Electronic Devices
Networks
Data Storage
Programming
Algorithms
Game and Apps Creation
ICT Systems Life Cycle
Systems Design
User centred Design
Embedded Systems
Industry Standards
4.12 Organisation of Data and Data Standards
4.13 Evolution and Impact of Computing
Section 5
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
Safety, Security and the Law
Respect and Etiquette
Responsible Use
Online Safety
Offline Safety
Health and Safety
Legal Issues
Copyright
Data Protection
Hacking
Environmental Issues