If you’ve managed to map the computing curriculum and your teachers are delivering exciting lessons, how do you assess what is going on and ensure that there is progression?
A common myth is that progression is demonstrated by using different software. Moving from from Beebots to ScratchJnr to Scratch to Kodu to Python to PHP does NOT mean progression.
You can deliver A-level courses with Scratch and year two lessons with Scratch. You may wish to consider progression pathways but is there a less challenging way to look at progression?
The above screen shot is an alternative representation of the assessment grid that can be found in the excellent Computing in the Curriculum guide produced by our friends at CAS. We believe our version improves on the original. It doesn’t have numerical levels but shows steps for success. It also uses colour to identify the three themes of computing (blue), IT (red) and digital literacy (green).
How do you turn these statements into ideas for use in the classroom?
We are also developing a dynamic version of the progression map with every statement hyperlinked to practical advice. So when you are asked what “Use sequence, selection, and repetition in programs” means, you can click on the text that will take you to a page that explains (with pictures!) what it all means. These open in J2e but you do not need J2e software to use the. Get the KS1-2 version here and the KS2-3 version here.
Make sense of the new computing curriculum with the new Day of Curriculum Planning
1:1 CPD for every teacher to get all staff up to speed with the new computing curriculum!