SAFE COMPUTING SUBJECT NETWORK AUTUMN 1 WELCOME INTRODUCTIONS

SAFE COMPUTING SUBJECT NETWORK AUTUMN 1

WELCOME, INTRODUCTIONS, PROTOCOLS • SAf. E – Michele Miller • Subject specialist leaders - Ahmed Afana & Paul Bates • What you get from us • What we would like from you A network that works for you Be proactive in steering our direction!

ARRANGEMENTS FOR SUBJECT NETWORKS 20/21 • This meeting will be free of charge to all • There will be 5 more network meetings this year • Free to SAf. E subscribing schools • There will be a charge for non-subscribing schools • Next meeting: Wednesday 18 th November 3. 45 -4. 45 pm 3

KEEPING POSITIVE… “I’m pretty optimistic that we’re going to make a full recovery from this, and in many cases, there is going to be even some benefits from what’s happened. ” “When students returned to schools after the Christchurch earthquake, many went back to better schools” John Hattie, Laureate Professor at Melbourne Graduate School of Education, author of visible learning

HATTIE CONTINUES… Self-regulating learners were most successful during lockdown Self-regulation is part of the effect on learning that comes from feedback. Self-regulation is knowing what to try when you get stuck Can they ‘regulate’ their response?

POSITIVE LEARNING OUTCOMES FROM LOCKDOWN Students had time and space to think without interruption from teacher/peers – they liked it!

The importance of the recovery phase What we do during the recovery phase is pivotal in shaping the future… If we start to rethink, seek feedback, review evidence and begin to map out options we grow. If we do not begin to re-think we revert to the status quo Pivotal moment

RETHINK TO REINVENT Content People Process

How are different types of knowledge best taught in our subject? What have we learned about curriculum sequencing in our subject? Do we think there are more effective ways to teach the skills of our subject? Content What new insights do we have about our learners and how to serve them? Does the learning from lockdown influence what we teach at KS 3? Have we reviewed the process to keep retrieval practice part of the weekly provision?

THREE DISTINCT PHASES Immediate e. g. structured retrieval built in weekly Medium e. g. mock exams will look like… Longer term e. g. next September we will…

Computing network focus Session 1: Centre Assessed Grade (CAG) – KS 4 Recovery Curriculum and preparing or remote learning Session 2: Unplugged Curriculum

1. 1 CENTRE ASSESSED GRADE (CAG) – KS 4 Issue at hand: • As a result of the current COVID-19 pandemic and a potential lockdown, delay of exams or any other scenario • Schools/subject leaders are expected to produce data to support students final results (Centre Assessed Grades); similar to 2019/2020 academic year • Results must be based on standardised set of assessment(s)

1. 1 CENTRE ASSESSED GRADE (CAG) – KS 4 Suggested Solutions: • Run regular assessment covering most of the specification requirements • Record and keep data centralised • Create a set of data that can be used – the more data the better and stronger case you will have • The more data you have, the better results you can produce / predict

1. 1 CENTRE ASSESSED GRADE (CAG) – KS 4 Dataset Expected Criteria: • Was sat by all, or at least the vast the majority, of students? • Raw Score Mark (as opposed to an awarded grade) • Standardised and/or moderated • Access arrangement candidates had those arrangements applied as: • • Extra time A reader A scribe Modified papers Assistive technology Separate room Rest breaks • Completed under supervised conditions.

PLAN • Embed mini assessments across the year • Embed whole unit assessment where possible (Mock/Indicative exams) • Apply access arrangements where possible • Standardise assessment and moderating • Increase weighing of datasets as you go (students results should be improving with more exam practice they undertake)

October Assessment 20 Hours Practical Programming Revision (Unit 2 Focus) Revision February Assessment March Mock Unit 02 May Official GCSE Exams Summer Term 2 1. 3. 1 Networks and topologies 1. 3. 2 Wired and wireless networks, protocols and layers 1. 4. 1 Threats to computer systems and networks 1. 4. 2 Identifying and preventing vulnerabilities 2. 1 Algorithms 1. 6 Ethical, legal, cultural and environmental impacts of digital technology 1. 6. 1 Ethical, legal, cultural and environmental impact 1. 5 Systems software Summer Holiday 1. 3 Computer networks, connections and protocols: Half Term 1. 4 Network security Easter Break December Mocks (Unit 1 + 2) 1. 2 Memory & Storage: 1. 2. 1 Primary storage (Memory) 1. 2. 2 Secondary storage 1. 2. 3 Units 1. 2. 4 Data storage: Numbers Characters Images Sound 1. 2. 5 Compression Summer Term 1 Half Term 1. 1. 1 Architecture of the CPU 1. 1. 2 CPU performance 1. 1. 3 Embedded systems Spring Term 2 Revision; Unit 01 + 02 (December Mocks) Christmas Break Assessment 2. 5. 1 Languages 2. 5. 2 The Integrated Development Environment (IDE) October Assessment 1. 1 System Archticutre: Spring Term 1 2. 5 Programming languages and Integrated Development Environments 2. 3. 1 Defensive design 2. 3. 2 Testing 2. 4 Boolean logic 2. 4. 1 Boolean logic Year 10 Autumn Term 2 Half Term Year 11 2. 3 Producing robust programs Assessment Program of Study GCSE Computer Science 9 -1 (J 277) Autumn Term 1 2. 1. 1 Computational thinking 2. 1. 2 Designing, creating and refining algorithms 2. 1. 3 Searching and sorting algorithms 2. 2 Programming fundamentals 2. 2. 1 Programming fundamentals 2. 2. 2 Data types 2. 2. 3 Additional programming techniques 1. 5. 1 Operating systems 1. 5. 2 Utility software December Assessment February Assessment March Mock (Unit 01) May Assessment Summer 20 Programming Project

1. 2 RECOVERY CURRICULUM • Issues during lockdown: • • Lockdown! Percentage of students completed work during lockdown Quality of completed work Consider students without access to any devices/broadband • Issue now: • • • Bubbles: no access to computer rooms/facilities No sharing of resources Fragmented knowledge Anxiety Absent from lessons

1. 2 RECOVERY CURRICULUM • Introducing new topics New topics Prior knowledge • Baseline • Homework • Mini assessments • Integrate concepts into new topics • Curriculum mapping Recap knowledge

1. 2 RECOVERY CURRICULUM • Phase One: • Baseline 1: • Run a Baseline Assessment that covers the lockdown curriculum • Standardise baseline in the subject • Agree on Grade Boundaries / Threshold of knowledge (RAG System would work) • Identify topics/core knowledge that need to be revisited • Identify whole topics that need classroom teaching • Identify students with the least level of completed work – future deficit in knowledge will impact their attainment and progress @ KS 4 and beyond

1. 2 RECOVERY CURRICULUM • Phase two: • Missed work as potential Homework • Subject Days / Non-Curriculum Day – catch up opportunities • Plan Spring/Summer Term curriculum

1. 2 RECOVERY CURRICULUM • Phase three: • Baseline 2: • Run same baseline from phase 1 • Compare results to identify: • Students who have made sufficient knowledge recovery • Students who their knowledge still in deficit • Involve SLT in these decision and data. They need to know and acknowledge that some students are at risk in the future and the gap in their knowledge will be a challenge in the future – SLT NEED TO BE ONBOARD

UNPLUGGED COMPUTING

UNPLUGGED CURRICULUM 1. Contrasting unplugged and offline computing activities – James Robinson, Teach Computing Blog (29 Sept. 2020) 2. Offline activities vs Unplugged activities 3. Offline activities – “learning activities that do not use a computer or computing device” 4. Unplugged activities – “removing technology from teaching new concepts”

Source: J. Robinson / Teach Computing

TERMINOLOGY CLARIFICATION 1. Semantic waves – conceptual journey for novice learners (part of Maton’s Legitimation Code Theory) 2. Parson’s Problems – a jumbled code challenge

USEFUL RESOURCES FOR DEVELOPING AN UNPLUGGED CURRICULUM

HOMEWORK 1. Opportunity to plug back in? 2. Scaffolded activities to ensure students can practise and achieve 3. Use online platforms (Teams / Classroom) to showcase work and address misconceptions

ROSENSHINE’S PRINCIPLES 1. Begin a lesson with a short review of previous learning 2. Present new material in short steps with student practice after each step 3. Ask a large number of questions and check responses of all students 4. Provide models 5. Guide student practice 6. Check for student understanding 7. Obtain a high success rate 8. Provide scaffolds for difficult tasks 9. Require and monitor independent practice 10. Engage students in weekly and monthly review

Rosenshine’s principles https: //www. aft. org/sites/default/files/periodicals/Rosenshine. pdf https: //teachinghow 2 s. com/blog/principles-of-instruction 30

LINKS 1. Teach Computing blog - https: //blog. teachcomputing. org/contrastingunplugged-and-offline-computing-activities/ 2. Hello World magazine - https: //helloworld. raspberrypi. org/ 3. Oak National Academy - https: //classroom. thenational. academy/subjects-by-key-stage/keystage-3/subjects/computing 4. Teach Computing - https: //teachcomputing. org/curriculum/key-stage 3 5. CS Unplugged - https: //csunplugged. org/en/topics/ 6. CS 4 FN - https: //csunplugged. org/en/topics/