COMPUTER SCIENCE PGCE:
PREPARING FOR THE FUTURE
Michael Jones
mpjones@cstalk.org.uk
Director Computing Northfleet Technology College
Subject Lead CS PGCE University of Greenwich
BRIEF
As the old ICT curriculum dissolved a new one was born into the shape
of CS
Preparing the subject content for new PGCE in CS has provided
opportunities to combine existing curricula, computer science concepts
and, not so, new ideas
The session will provide an opportunity for the audience to develop
awareness of what NQTs in CS should be entering schools with as
departments mature to fit the new Curriculum Orders
The topics covered will allow attendees to take away content ideas
which they can incorporate into their schools.
PGCE & SUBJECT
SPECIALIST?
We will shortly be in our second year of a compulsory curriculum and
third year of PGCE programmes to support this
Numbers are growing – slowly. UoG and CCCU 15 2014, 25 2015
£25,000 scholarship available
Average age is higher than you might expect – unlikely that young CS
graduates will be there
Gender mix is the reverse of females into computing
PGCE & SUBJECT SPECIALIST?
Wide range of backgrounds with mostly career changers and returning
mothers/fathers
This carries with it a range of ‘bad habits’ and often narrow specialisms
Many have some initial difficulty in balancing home and the demands of school
and training programme needs
MESSAGE 1 – don’t cut them any slack but do be aware that there may not be
as much freedom. They are not as skilled as us at doing the juggling
Unlike younger graduates they are unlikely to be able to do a last minute act.
Keep deadlines and monitor them
PGCE & SUBJECT SPECIALIST?
Consider SKE (Subject Knowledge Enhancement) prior to training year,
if you can, or during training year
https://www.gov.uk/government/publications/subject-knowledgeenhancement-course-directory
MESSAGE 2 – ensure that your trainees know the school curriculum and
identify where the gaps are in advance
PGCE & SUBJECT SPECIALIST?
Many have been in positions where they direct operations
It comes as a shock that they are now being directed.
Work with them to extract the best of the skillset they have and
consider getting them to build resources and apply ideas early on
CURRICULUM
The PGCE/SD/SCITT programme being followed will have been
approved by OFQUAL
There should be a handbook that trainees follow – ensure you have a
copy of this
Consider suggesting to the provider content and assignments that will
benefit your school eg if you have a VLE get your trainees working on
this early on
CURRICULUM
Assignment 1
Using Key Stage 3 as your focus area, create a learning resource
using the Moodle open source application. Your resource must include
a lesson activity that provides opportunity for pupils to develop one
each of a digital literacy skill, ICT competency and a technical
computer science understanding displayed through a programming
task.
You will need to explain what the learning outcomes are and
research current thinking on pedagogy and activities that motivate
and encourage learning and use this to support your choice of lesson
activity.
CURRICULUM
Assignment 2
Develop your learning resource to include a series of lessons which are
aimed at developing an understanding of control technology using
robotic techniques.
The lessons must include clearly differentiated outcomes and a means
of assessing pupil capability.
CURRICULUM
Assignment 3
In your learning resource, create a separate area for non-specialist
staff. In this area create two separate learning activities designed to
enable a non-specialist teacher to teach an ICT activity based on
modelling with spreadsheets and a computer science activity that
includes selection and iteration in a programming environment.
CURRICULUM
Three major components of the mandatory curriculum:
Digital Literacy
Information Communication Technology
Computer Science
Much of the National Strategy content is still valuable. Find it here:
http://webarchive.nationalarchives.gov.uk/20110113104120/http://
nationalstrategies.standards.dcsf.gov.uk/secondary/ict
CURRICULUM
Any recent graduate from UoG will have developed the VLE skills.
The pedagogy behind this is develop not only the curriculum area skills but,
perhaps more importantly, the resource planning and application skills
So, what of core content? Hitting the KS3 statement straight on (two languages at
least one being text based) consider Pencilcode as a way of traversing that
statement
https://pencilcode.net/
Your trainees are unlikely to have experience of Scratch – using a hybrid may help
you and them
This provides a lead into KS4 and beyond –
DON’T FORGET THE KS4 REQUIREMENT
CURRICULUM
Computational Thinking
Blocks programing (also referred to as VPL)
Programming and GCSE – early attempt at GCSE controlled assessments
Robotics – CS Vs Software Engineering – old control units
Database and spreadsheet
Open source: Arduino, RPi
Website design
Literacy and numeracy
Examination technique
Off-site trips
Use of VLEs
Safeguarding and Esafety (consider CEOP)