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Effective Learning and Teaching in Scottish Secondary Schools: Computing Studies

3. PROVISION AND UPTAKE IN SCHOOLS

The provision and uptake of computing studies have expanded considerably during the period covered by this report. This chapter describes the nature and scale of this provision in each of the three main stages of secondary education.

3.1 Computing studies provision in most schools can be summarised as follows: a short course for all pupils in S1/S2; an optional Standard Grade course or National Certificate module in S3/S4; and in S5/S6, a choice from Higher Grade and a number of National Certificate modules. Many schools have also offered the new Certificate of Sixth Year Studies course in 1992/93.

3.2 The uptake of these optional courses varies considerably, but in many schools over half of the pupils now leave with a computing qualification.

S1/S2

3.3 As indicated in the previous chapter, there has been continuing debate about the need for specialist courses in computing and this issue has been particularly relevant in S1/S2 where, because of the common course, it is theoretically possible for computing to be delivered across the curriculum. Most schools have responded by providing short computing courses in S1/S2, usually taught by the computing studies department, while at the same time encouraging the use of computers across all departments.

3.4 Most of these computing courses introduce pupils to some or all of: the basic components of a computer system and their use; the use of simple software packages; the input /process/ output cycle; some of the applications of computers in industry and commerce; and elementary computer programming. One typical school described its S2 course thus:

3.5 The length of these computing courses varies considerably, normally between 20 and 50 hours, representing up to a quarter of the minimum time recommended for the Technology Mode in the SCCC's-Curriculum Design for the Secondary Stages. Longer courses are often timetabled for one period per week while shorter courses are usually blocked in rotation with other subjects. Blocking arrangements result in pupils having no contact with the subject during some part of the year, but may allow for relatively high contact time during each week when the subject is being delivered. This may be necessary so that each lesson can involve a variety of activities, such as teacher exposition, carrying out suitable practical tasks and related written work, and discussion.

3.6 Courses are usually well designed and cover appropriate content, and increasingly involve co-operation among departments to ensure consistent and efficient teaching of topics of common interest. For example, the mathematics and computing departments may agree who will teach pupils how to use spreadsheets which are relevant to the data-handling objectives in both subjects, what standard software package will be used, and when such initial teaching will take place. Unfortunately, the frequency of equivalent contacts between secondary staff and associated primary staff to ensure continuity is low, although there are some examples of good practice.

3.7 The following extracts from recent HN4 Inspectors' reports on computing studies in S1/ S2 are typical:

3.8 Most schools have recently reviewed their S1 /S2 courses (many of which had been based on guidelines published by the Consultative Committee on the Curriculum (CCC) in 1983) to take account of lessons learned from experience of teaching the course, changes in technology and the need to articulate with Standard Grade. Others need to initiate this process to ensure continuing relevance and quality of provision at this stage. Over the next few years, the place of computing in the S1 /S2 curriculum will increasingly be determined by schools' responses to the National Guidelines 5-14. Effective implementation of the recommendations of these guide- lines will require significant discussion with colleagues in primary schools and in other secondary departments to ensure coherence and progression in pupils' learning with and about computing technology. The issues raised in these discussions will be relevant both to the teaching of computing studies courses and to the use of computers in the teaching of other subjects.

S3/S4

3.9 Computing appears in up to three different forms in S3/S4: computers are used to a greater or lesser extent across subjects; computing studies is a subject that can be chosen in one or more of the option columns; and, in a small number of schools, a short course is included in almost every pupil's curriculum. In most schools, the development of specialist courses in S3/S4 has been a major focus of attention for the computing studies department for several years.

Option structures

3.10 In the context of the implementation of the SCCC's Guidelines on Curriculum Design for the Secondary Stages' and the growth in popularity of the subject, schools have had to consider how to place computing studies in the option structure. The most common arrangement is for computing studies to appear twice as a Standard Grade option, often in one column that is designated as a `technology' column and in another that has a variety of subjects from several modes. An increasing number of schools also offer National Certificate modules in a `short course' column.

Standard Grade

3.11 The Standard Grade course provides a broad experience of computing for the full ability range. There are five major components: a study of computer systems, concentrating mainly on the categories of hardware and software typically available in schools; an introduction to programming in a high level language; the study of general purpose software used for word-processing, database, spreadsheet and graphics work; the study of industrial and commercial applications of computers; and a block of time devoted to undertaking one or more substantial projects related to areas of course content. The 'case study' is an important feature of the course. As well as studying the broad principles and detailed technical issues related to a set of software applications, pupils undertake a detailed examination of a specific application where the emphasis is on how hardware and software are used in a specific context. Particular examples could include the use of viewdata and teletext software to communicate with people in their homes, or the use of integrated computer systems in supermarkets to control pricing at checkouts and restocking of shelves. ( These case studies often rely on the use of video material and software simulations, but schools try to give pupils direct experience of real applications wherever possible.)

3.12 Almost all secondary schools now present for Standard Grade (418 presenting centres in 1992), in most cases at all three levels. Figure 3.1 shows the total number of presentations at Standard Grade and Ordinary Grade in S4 between 1987 and 1992. Standard Grade had become established by 1989 as the main course in S3/S4 and total pupil numbers have increased steadily throughout that time. While the uptake of Standard Grade courses has shown no sign of reducing in most schools, a small number have experienced a drop in demand. In some cases, this may be related to natural fluctuations, and in others to pupil reaction to particular teachers, but there are factors that may begin to affect the number of pupils opting for the Standard Grade course. The recent introduction of Standard Grade courses in Technological Studies and Office and Information Studies has increased competition within the Technology Mode; the introduction of a compulsory foreign language up to S4 may have reduced the number of 'mixed mode.' options available to pupils; and as provision of National Certificate modules improves, more pupils may choose to study computing using short courses that absorb less of their time. The most positive reaction to these pressures within individual departments is to seek to improve the quality of provision so that pupils continue to opt for the subject; at a national level, monitoring of provision by SEB and SCOT'VEC should help this process of continual improvement.

3.13 The proportion of girls taking Standard Grade has remained low, although it has increased slightly from 33% in 1988 to 36% in 1992. This gender imbalance was initially much more pronounced at Credit level, with only 25% of those gaining a Credit award in 1988 being female. However, the difference between Credit and other levels has now been eliminated, the proportion of Credit awards obtained by female candidates having risen to 37% by 1992.

3.14 Many schools are confident that their assessment procedures in S2 enable them to give appropriate guidance to pupils about the level at which they should be working when they begin their Standard Grade course. Some attempt to restrict the spread of ability within each teaching group by describing courses in a particular option column as Foundation / General or General / Credit, or by providing Foundation/General and General/Credit classes in each column. Others operate with a full ability range in each class, either because they do not wish to set their classes, (because they do not feel sufficiently confident about their previous knowledge of the pupils), or because of constraints imposed by pupil numbers, staffing or resources. The number of these mixed-ability teaching groups appears to be increasing, and while high quality learning frequently takes place in such classes, this only happens when the content and delivery of the course are carefully matched to the needs of individuals. This issue is discussed in more detail in the chapter on learning and teaching approaches.

3.15 Many schools have taken account of Higher Grade when planning or revising their Standard Grade course. Some have initiated changes in their methodology and content to prepare the more able pupils for the demands of the Higher Grade course. For example, a considerable number of schools have introduced spreadsheets as an optional case study in Standard Grade because this was part of the content of the Higher Grade course. (SEB have now made spreadsheets, a compulsory part of the Standard Grade course.) Several are reviewing the programming and computer systems sections because of the content of Higher Grade. In programming, this involves choice of programming language as well as consideration of teaching approach. In reviewing the teaching of computer systems, the key issue is often the breadth and depth of coverage necessary at Credit to prepare pupils for Higher. One implication of such changes is often that only those pupils who have followed the Credit course can realistically expect to undertake the Higher course successfully in one year.

3.16 In April 1990, SEB and SCCC established a group to review the Standard Grade Arrangements because of concerns that they were not sufficiently compatible with those for Higher Grade, and that they no longer reflected the current state of technology. An amended version of the Arrangements was published by SEB in 1992, for first examination in 1994.

National Certificate Modules in S3/S4

3.17 In an increasing number of schools, pupils in S3 or S4 can also take National Certificate modules in computing, usually as part of a 'short course' column. Often these columns are designed to enable pupils to meet the requirements of a mode (usually Technological or Creative and Aesthetic) not already covered by their Standard Grade choices, although for some pupils they represent an opportunity to supplement other work in these modes. Thus, for example, pupils whose requirements in the Technological Activities mode are already met by Standard Grade Home Economics may choose to broaden this experience by taking a National Certificate module in computing. In a few schools, most if not all pupils undertake a computing studies course during S3/S4, usually by following a National Certificate module.

3.18 Many schools restrict their S3 /S4 National Certificate provision to the 'Introduction to Computing' module, although some schools have introduced more choice in an attempt to meet individual interests and abilities. As the use of computers in primary school and S1/S2 increases, it is important to ensure that provision in S3/S4 does not merely replicate pupils.' previous experience. In the majority of schools, most pupils would now be able to progress rapidly through, or even bypass, 'Introduction to Computing' and successfully tackle a more advanced module, probably 'Introduction to Computer Applications'.

3.19 National Certificate modules were originally intended for use in S5/S6, and uptake in S3/S4 is still comparatively small. (Total enrolments on SCOTVEC modules by S3/S4 pupils are aggregated with the figures for S5/S6 pupils in Table 3.2.)

SS/S6

3.20 Increasingly, students in S5 / S6 will have taken at least an introductory course in computing studies and will have had some experience of using computers in a number of subjects. The range of prior knowledge and experience of computing at this level will, however, continue to be very wide, as will the nature of courses which students wish to follow. To meet these needs, schools have to provide a choice of courses suitable for each of several different entry points. Most schools offer both Higher (302 schools presented in 1992) and National Certificate modules (over 300 centres in 1990), and some also offer the Certificate of Sixth Year Studies.

Higher Grade

3.21 The course has five main components: continuation of the studies of general purpose software, computer systems, and programming begun at Standard Grade; a substantial Investigation; and an option chosen from Interfacing and Control, Communications and Networks, and Artificial Intelligence.

3.22 Running through the course are a number of themes, including software integration, the human-computer interface, and the nature of the stimulus that led to specific developments. These themes are seen by many teachers as so important that they have begun to introduce them, at least for the most able pupils, at Standard Grade, although less explicitly than at Higher Grade. The Investigation at Higher differs from the Standard Grade projects mainly in the extent to which candidates have to develop and plan the idea for the Investigation themselves (Standard Grade projects are quite clearly defined) and undertake a substantial volume of independent work.

3.23 Compared with Standard Grade, the course represents a substantial increase in the level of difficulty and in the amount of content that is covered, although, as indicated above, many schools are now adjusting their teaching at Credit level to prepare pupils for some aspects of Higher.

3.24 The first candidates were presented for Higher Grade in 1988. Since then, the total number of candidates per year has increased steadily, as has the number of presenting centres. Average numbers per school are steady, but relatively low. This is not surprising, since pupils take fewer subjects in S5 than in S4, and hence have to drop at least one, and often two or more of their subjects at the end of S4. One indicator of the quality of intake to Higher Grade courses is the previous attainment at Standard Grade of the pupils choosing the Higher Grade course. On this basis, the intake to computing studies is close to the average intake for all subjects. (In most other subjects, the intake is either consistently `stronger' or consistently 'weaker' than this average.) The proportion of female candidates has remained low (25% against 36% for Credit); this is considered further in the chapter on learning and teaching.

Table 3.1 Higher Grade Computing Studies 1988 - 92

3.25 The introduction of Higher Grade has had a beneficial effect on overall computing studies provision, not only by making a high level course available to pupils, but also by providing a goal for academic excellence and offering teachers opportunities for professional development in computing.

National Certificate in S5/S6

3.26 Until recently, most of the National Certificate provision in S5/S6 was aimed at students with no previous experience. In particular, relatively few schools offered a range of National Certificate modules to match the needs of those who had achieved General or Credit at Standard Grade but were not taking Higher Grade. Increasingly, schools are now making provision for these students, as well as for those with only limited previous experience, and some are also offering modules to those who have already taken Higher Grade.

3.27 In many schools, computing modules are now offered in more than one column; the best arrangements are where schools offer six or seven different modules (usually running several at one time in a single class) and students can select the two or three that are most appropriate to their needs and previous experience. For some pupils, this involves taking one or two modules in S5 as a bridge from a General pass in Standard Grade to Higher Grade in S6.

3.28 The number of modules taken in schools in 1989-91 is shown in Table 3.2. The most popular have tended to be the general introductory modules, since these are used for the large number of pupils taking a single short course in computing. The uptake of modules related to specific applications is likely to grow as increasing numbers of pupils take 'Introduction to Computer Application Packages' followed by a second (and sometimes third) module in S5/S6.

Table 3.2 National Certificate Modules in Computing Taken by School Candidates 1989-91

Certificate of Sixth Year Studies

3.29 The content of the course is determined to a considerable extent by the individual pupil. They choose any two areas of study from broad headings such as Software Development or Artificial Intelligence and devote around half of their time to an investigation of a topic of their choice (approved by the teacher). While the course aims to develop the various competences identified in the previous chapter, perhaps the key feature of the course is the development by pupils of what is described as the `analytic approach' that involves greater rigour in the analysis of problems, identification of possible solutions and evaluation and testing of what is developed than was expected at Higher Grade.

3.30 It is likely that over 100 pupils will be presented for the first examination in 1993, involving candidates from at least 40 schools. It will, of course, be some time before the long-term uptake can be estimated.

TVEI

3.31 The aims of the Technical and Vocational Education Initiative are to improve the provision of technical and vocational education within a widened, enriched and more relevant curriculum", to attract more young people to seek qualifications and skills that would be of direct value to them at work and to equip them better to enter the world of employment. It is not surprising that courses in computing and related topics such as robotics and the electronic office figure prominently in schools' TVEI curricula. In most cases, the content and assessment of existing courses did not need to be changed to enable them to match the WEI aims, although there was often an increased initial emphasis on the use of 'industry standard' hardware and software, a wider range of equipment, and on National Certificate modules and vocational contexts. This shift in emphasis, however, matched trends in computing education which were occurring independently of WEI, and current computing studies provision in schools fits comfortably with the aims of WEL

Conclusion

3.32 This chapter has indicated the speed and scope of recent developments in provision and uptake of computing studies and the nature of the courses which are offered in most schools. In considering how their provision can be improved, most schools need to consider the following issues in the short term: the implications for courses in S1/S2 of the proposals made in National Guidelines 5-14; and the range of modular courses that may be required to complement existing provision in S3 / S4 and S5 / S6. Over the longer term, schools will need to take account of developments such as the introduction of gSVQ awards and any changes which may be made in the light of the Howie report.

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