Archive for the ‘Curriculum’ Category

Here is a site, Computing ITT & CPD (,that has been developed to help teachers and schools better understand and implement the Computing strand of the new UK National Curriculum. It is full of content from all stages of the schooling curriculum and gives explanations of what the complex curriculum descriptions means.


I was recently at a conference where there were many excellent presentations about the new UK National Curriculum, what this means for the implementation of Computing and the impact it may have regarding Ofsted expectations and assessment. To have watched this presentation was interesting and humorous but with many vitally important messages and insight from experience.

Here in the UK many schools have started to create and implement curriculum that includes the specification of the Computing Programme of Study as created by the UK Department for Education.  In my school I have started this process by developing a whole new Key Stage 3 programme that includes elements of IT, ICT and Computing throughout the span of the three years 7, 8 and 9.  I have already started to map our new Sequences of Work (SoW) against the required outcomes.  As we develop this I have spend considerable time reading widely and engaging on professional conversation to ensure I am directing our developments along the right pathway.

How have others approached this topic?  What have they done and which Curriculum providers are they using or are going to use?  These are the questions that are perpetually in my mind.  The slide show below is one I have recently found that explores both the process of the redevelopment of the curriculum as well as what some ideas for the content of a new curriculum could be.

Earlier today I was asked to think of my view of what Digital Literacy means to me. As a result I thought I would just type down some raw thoughts.

Digital literacy is more than just acknowledging the ability to use current software technologies to perform tasks. Digital Literacy is the ability to inherently know and understand how to create, access, use and manipulate digital data regardless of the contextual circumstance. To break this down further, it means that regardless of the subject area, the class or curriculum content or the requirements of the situation a person is able to freely utilise digital techniques to accomplish what is required.

For the teaching of students it means that the students have to be shown how to use skills and techniques taught in one subject area in another. As adults it is easy to assimilate/integrate skills and knowledge, but I have found that for students taught in separate educational locations, singular areas of subject content, it is much harder to automatically associate the use of skills taught in other situation. Students have to be taught in all subject areas to use all skills. This can mean using IT/digital skills in all other subject areas. Eg:

  • English – word processing, data analysis, presentation, cloud storage, online collaboration, video/movie production, audio engineering, researching skills, desktop publishing, etc…
  • Maths – calculations, data representation, presentation, problem solving, computational logic, object design, analysis, charts/graph, plotting, video/movie, cloud computing and storage, etc…
  • Science – Graphic, plotting, recording, cloud storage and collaboration, graphing/charts, video/movie, photography, image editing/enhancement, word processing, spreadsheets, 3D animation, modelling (physical not spreadsheet), Computer assisted design/computer aided manufacturing (CAD/CAM), desktop publishing, etc…
  • Music – Audio engineering, word processing, data basing, video, animation, recording/editing, presentation, staging and prop design, midi interface, etc…
  • PD/H/PE (Physical Education) – analysis, presentation, video/movie, research, word processing, measurement, plotting, etc…
  • Etc……

The final piece of digital literacy is that it requires the people/person involved to understand and know how or where the data is stored, used and accessed. This includes data about themselves and others. It includes an awareness of the impact of the creation of digital content and the ramifications of its use, both positive and negative. I acknowledge that this final piece is also an element of Digital Citizenship but I believe that it is vital to digital literacy.

Here is a set of links to resources and ideas I have looked up this afternoon whilst looking to develop more into the new Schemes of Work. Thinking like this and dreaming of what may be created is what I like!


After many versions of this overview I am nearly there with where next year will look like for the lucky students of our Key Stage 3, Years 7-9. We are trying to take a project-based approach to the teaching of skills, concepts and practices, whilst embedding theoretical content. The new Sequences of work will be developed from the following key Drivers; Computer Science, Digital Literacy, Digital Citizenship and Project Development and Creativity. I have started to develop a project booklet that shows mapping against the newly released UK National Curriculum and brief overviews of each project area. I am happy to share the developments as they are completed. Any comments welcome.

Here is a little something I found a few weeks ago that I am potentially going to explore for implementation into my KS3 Scope and Sequence. Some aspects of this are like Scratch on steroids making Android Apps. Still a long way to go in my head but am seeing possible Year 8 or 9 Sequences of Work and project outcomes.

Feel free to share any ideas on this topic.