The study of computing in Scottish secondary schools has developed within ten years from an isolated activity into one of the mainstream subjects. In many schools, over half of the pupils now leave with a qualification in the subject, and this is a strong indicator that the subject has been successfully developed and well established. In these ten years, considerable experience has been gained, debates have taken place and many issues have been resolved. There are, however, a number of important areas where healthy debate and further development work are still required.
7.1 In this final chapter the major issues identified in this report as requiring consideration are listed together with a number of relevant questions and appropriate cross-references. In some cases, there is no universal agreement about the approach to be adopted. Indeed, progress in something as complex and dynamic as the teaching of a rapidly changing subject implies that there will always be areas of debate and uncertainty. These issues are raised to promote such debate.
7.2 In other cases, there is general agreement that a particular approach is worth adopting or even necessary, such as ensuring that work is appropriate for all individual pupils. These issues are raised to prompt careful self-evaluation of existing practice.
7.3 Issue 1 is concerned with matters that are relevant across the school. The remainder deal with issues specifically relevant to the teaching of the subject of computing studies.
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Issue 1 |
The School Approach to Computing |
Discussions about the broad approach to computing to be adopted in the school inevitably involve the use of words and phrases such as 'cross-curricular' and 'information technology'. These terms are used in a variety of ways and clear definitions are needed if these discussions are to be constructive.
A number of reasons are advanced for learning about computers and for learning with computers (2.1), although universal agreement about these purposes is neither necessary nor possible. Decisions about this rationale for computing will strongly influence the broad aims that are established (2.3) at school and departmental level. Having established a set of aims, it is necessary to agree on a broad strategy to meet them. The critical decisions that have to be made relate to the contributions of computing as a distinct subject, learning about computing in other subjects, and using computing to assist learning across the curriculum (2.4). It is also important to establish clearly the extent to which the various contributions to be made by the different departments are to be co-ordinated, consistent or independent. These decisions will influence the nature of the collaboration that is required between departments and with 'feeder' primary schools (3.6) and the extent to which use of computers by individual departments is critical to the delivery of the whole-school aims for computing (2.8 - 2.11).
In addition to these broad questions of strategy, schools should consider the extent to which they have whole-school policies on a number of more specific issues, such as encouraging a positive attitude to computing, providing access to hardware and software (4.26), using compatible software packages (4.37), upgrading of facilities (4.36) and providing support to users across the school (5.35 and 6.4).
Self-evaluation questions:
Do those involved in discussions share an understanding of the meaning of key terms and concepts?
Are decisions about the computing curriculum which is to be provided based on a shared view of the purposes of learning with and about computers in schools?
Does the school have a set of aims for computing?
Does the school have a realistic strategy for meeting these aims?
Does each department have a set of aims for computing which are compatible with those for the whole school?
Does each department and individual understand the contribution which they are expected to make in meeting these school and departmental aims?
Does the school have and implement a set of policies for computing which enables these aims to be met?
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Issue 2 |
The Nature of The Computing Studies Provision |
Departments should consider how best to provide appropriate choice and progression from S1 to S6 (Chapter 3). Decisions have to be made about the range of courses provided at each stage and their location within option columns. The content of courses is strongly influenced by national advice and examination syllabuses, but schools can and should identify key areas of computing where they will plan progression across courses from S1 to S6. Courses should meet the needs of all pupils, whether or not they progress further in the subject, and should be compatible with pupils' previous experiences and attainment. Departments need to review the content of courses, teaching approaches and resources in the light of experience, changes in technology and examination arrangements, and national advice.
Self-evaluation questions
Has a set of key aspects of computing been identified?
Have decisions been made about how these are to be developed across S1 to S6?
Does the experience in S1/S2 provide a logical progression from the computing work which was done in primary school?
Is detailed course content adjusted in line with significant technological changes?
Is the S1/S2 computing course compatible with computer use by other departments?
Does provision in S1 / S2 help pupils to meet the IT targets specified in the 5-14 Guidelines?
Does provision in S1/S2 meet the needs of those who subsequently take Standard Grade, and of those who do not?
Do the Standard Grade and National Certificate courses provided in S3/ S4 meet the needs of all pupils, given the content of these courses and where they appear in the option structure (3.18, 6.8fl
Does the work done by the most able Standard Grade pupils prepare them adequately to take Higher Grade in S5 (3.15 and 3.22fl
Do the Higher Grade, CSYS and National Certificate courses provided in S5/S6 meet the needs of all pupils, given the content of the courses and where they appear in the option structure (3.20fl
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Issue 3 |
The Learning and Teaching Approaches Used |
The effectiveness of computing studies provision depends - as it does for any subject - on the techniques used to deliver courses as well as on the content covered in them. These were considered in some detail in Chapter 4. Many of the issues to be addressed when considering the quality of the learning experiences are common to all subjects. These include variety of approach, quality of exposition, use of homework, and approaches to assessment. Other issues, such as how to develop programming skills, how to ensure that pupils are prepared to cope with rapid changes in computer technology, and how to collect evidence of practical abilities, are more specific to computing studies.
Self-evaluation questions
Are learning experiences designed to promote the development of key abilities such as problem-solving (4.9, 4.34), practical skills (45, 4.15), finding out information (4.17), developing attitudes (4.22) or understanding complex ideas (4.4fl Is there an appropriate balance between these (4.21, 4.41, 4.55)? Where appropriate, are these approaches compatible with whole-school policies (2.26)?
Are classroom experiences designed to cover key elements of content, where appropriate, in a variety of contexts (4.2)?
Are teaching approaches designed to maximise the contribution made by the teacher to pupils' learning (4.5 -4.7, 4.53, 4.60, 4.6 1)?
Is teaching organised to take account of class composition (3.14) and length of teaching blocks (3.5)?
Does classroom experience provide a model of good practice in terms of how computers are used (4.21 and 4.26)?
Does teaching about use of hardware and software help the pupils to make effective use of computers across the curriculum?
Do learning tasks enable and require pupils to make steady progress in key areas of the subject (4.6, 4.12, 4.16. 4.40)? Are the needs of individual pupils recognised and met (4.45 - 4.53)?
Are learning tasks designed to focus pupils' attention on the key points and reduce the need to cope with irrelevant technical difficulties (4.18, 4.44 and 5.18)?
Are the resources and software environments chosen and used in ways that contribute to the quality of learning (4.36, 5.13 - 5.18)?
Are homework tasks designed to meet specific learning objectives, are they followed up as necessary in class, is subject specific advice on private study given to pupils, and do staff know how much time is spent by pupils on homework (4.63)?
Do assessment procedures provide useful information to pupils and teach~ ers about performance (4.71, 4.74)?
Do the assessment procedures provide sufficient high-quality evidence for external certification and reporting (4.71, 4.73)?
Does the assessment provide useful information to teachers about the quality of provision?
Is there a mechanism to ensure that assessment procedures are followed in every class (4.79)?
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Issue 4 |
The Pupil Response to the Subject |
Pupil response to the subject is the key test of the quality of provision. It is manifested in several ways: uptake of optional courses, performance in classwork, performance in examinations, attitude and behaviour in class, and responses to questions about provision. While it is important that the overall pupil response is positive, it is also important to evaluate the response of identifiable groups of pupils, such as boys or girls, most or least able, those taking specific courses, or pupils coming from a particular primary school who may have had a different experience of computing than those from other 'feeder.' schools.
Self-evaluation questions
Does the uptake of each optional course, by specific categories of pupils, reach the levels expected or hoped for (3.13, 4.64)?
Where uptake does not reach these levels what factors cause this, and where appropriate, what can be done to improve the attractiveness of the subject (3.12, 4.69)?
Do pupils demonstrate an appropriate level of attainment in practical, oral and written classwork (4.20, 4.81 - 4.84, 6.10)?
Are pupils presented for attainable examinations, and do they obtain results that can reasonably be expected of them? Do many of them fail to achieve a positive award (4.85, 4.90)?
Is effective action taken to improve the quality of provision where satisfactory standards are not achieved (6.10)?
Is the relatively low performance in computing studies compared with other subjects (4.89) a symptom of poorer quality teaching or of more difficult examinations? (This question, of course, has national as well as local relevance)
Are pupils' views about the quality and content of provision sought on a regular basis? Are these views taken into account when reviewing provision (6.21)?
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Issue 5 |
The Acquisition and Use of Resources |
Major choices about accommodation, hardware, software and text materials are made relatively infrequently, and may be constrained by external factors over which the department has little control. It is important, therefore that computing departments make positive and far-sighted contributions to the decision-making process when they can, and that they always have an opinion about the resources available to them to enable these contributions to be made at short notice. They need to ensure that maximum benefit to pupils is obtained from the financial and physical resources available to them.
Self-evaluation questions
Are classrooms large enough and is hardware and furniture distributed so that pupils have ready access to workstations, adequate space at which to do written work, and can come together as a class for teaching and discussion (5.1)?
Can individual pupils and teachers have access to computer hardware without disturbing or being disturbed by classes (5.1)?
Do classes from other subjects have sufficient access to the computing facilities (6.15)?
Is there a suitably comprehensive set of text and reference material, including 'on-line help,' (5.10)?
What are the relative advantages of having several types of hardware or software or of having one standard system (5.15)? Should all the systems in each classroom be the same?
Are there enough computers and printers, and large enough backing storage facilities (5.15, 5.17)? Are there practical difficulties caused by aspects of the system, such as the network, which detract from the quality of teaching?
Does the security system provide adequate protection from theft, misuse and accidental damage without imposing unacceptable constraints on users (4.28, 6.16)?
Have plans been made to ensure adequate maintenance, upgrading and replacement of resources (6.14)?
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Issue 6 |
The Provision, Deployment and Development of Staff |
As computing departments have become established, the issues related to staffing have tended to become similar to those which apply to all other subjects, but there are several issues that have specific relevance to computing studies. These include the continued use of staff with no qualification in the subject (5.26), the contribution which computing staff make to training of other staff (5.31) and the need for technicians to support the use of computers across the school (5.35)
Self-evaluation questions
Do all staff involved in delivering computing courses have sufficient knowledge of the subject (2.6, 5.26, 5.32)?
Does their contribution to the provision of in-service training for other departments significantly reduce the opportunities for computing studies staff to undergo necessary training (5.31)?
Is staff development designed to meet the needs of individuals (5.33)?
Do computing staff maintain links with others involved in the teaching of computing and with the wider computing community (6.18)?
Is sufficient technician support available to the department (5.35)?
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Issue 7 |
The Management of Computing Studies Provision |
There are a number of issues related to management that are of particular importance to computing studies depart s. These include the need to ensure that responsibilities (especially those related to cross-curricular matters) are clearly allocated to individuals (6.1) and that enough time is allocated to carry them out (6.4). Computing departments are still relatively new in many schools (6.12) and need strong support from senior promoted staff (6.6, 6.25).
Self-evaluation questions
Is responsibility for all aspects of computing clearly allocated to specific individuals?
Is sufficient time made available to carry out the range of cross-curricular and departn eiltal tasks which are expected of computing studies staff?
Do senior promoted staff contribute helpfully to the management of the depart ent?
Does the principal teacher provide strong leadership?
Are there clear and concise statements of departmental aims and policies?
Do these policies provide clear statements about the departmental approaches to aspects of learning, teaching and assessment? Is there a mechanism to ensure that these are implemented in all classes?
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Issue 8 |
Monitoring, Evaluation and Development Planning |
In monitoring and evaluating their provision, departments have to undertake a range of activities (6.22), supported by senior promoted staff (6.25). aspects of computing studies provision which may need particular attention have been identified in this chapter.
Self-evaluation questions
Does the monitoring and evaluation process involve all departmental staff?
Are the views of pupils taken into account?
Does the evaluation lead to the establishment of a realistic plan for future action (6.24)?
Does that development plan include clear statements of achievable targets?