Whilst some would draw a distinction between coding and programming, for most of us any difference is academic. Coding or programming is the process of telling the computer what to do, step-by-step. Students across the country have been ‘coding’ in other subjects for years: writing a method for their science practical, communicating their choreography in dance or recording the rules of French grammar (including the exceptions).
Our students are taught via a ‘concept led’ method. Coding or computational thinking has always been part of the national curriculum. Elements of programming have always featured in our school curriculum, specifically for KS3 students.
Computers understand binary, 1s and 0s, so there is always a process of converting the programmers’ instructions into binary codes. The programmes that undertake the conversions range in sophistication, with the lowest level using symbols and the highest, using graphical toolboxes.
The middle ground of teaching coding is via the traditional perspective of programming – entering text format. It’s this kind of programming that the revamped curriculum aims to develop.
At AGGS, we have adopted a single, text-based programming language, known as Python. The decision to target a single language is based on a belief that principles are more important – once one language is well-understood, learning the syntax and keywords of another is relatively straightforward. Its an approach that enables students to develop their competence over time at a rate that suits their ability and enthusiasm.
However, at A Level students learn the basics of low-level programming whilst our Coding Club students have the opportunity to learn high-level language programmes such as Visual Basic, Java and C++.
In with the new
Michael Gove, Former Education Secretary, commented in January at the annual ICT-in- education conference BETT: “ICT used to focus purely on [digital] literacy – teaching pupils, over and over again, how to word process, how to work a spreadsheet, how to use programs already creaking into obsolescence; about as much use as teaching children to send a telex or travel in a zeppelin.
Now, our new curriculum teaches children computer science, information technology, and digital literacy: teaching them how to code, and how to create their own programs; not just how to work a computer; but how a computer works, and how to make it work for you.”
At AGGS, we’re taking advantage of the new computing curriculum, ensuring that the subject matter teaches students to use word processing with skill. Coding gives students the opportunity to understand how ‘productivity’ programmes are constructed. The coding skills they develop are integral to other subjects and while they may not all become software developers, this understanding will make them better and more knowledgeable users of technology.
We introduced coding as a course two years ago and we currently have a full class in the GCSE option alongside an AS and A2 class. Computing students tend to go on to study business, sciences, maths or humanity courses.
Aspects of computational thinking are arguably integral to a variety of careers that don’t include computers. Finance, management consultancy, law and psychology are all examples. We believe having an understanding of computing cultivates useful skills to a broad range of well-paid and well-respected jobs. Coding or computing ensures students can quickly pick up new developments in technology without struggle.
Having an understanding of computing thus brings useful skills to a broad range of well-respected and well-paid jobs and the ability to quickly pick up new developments in technology through that background knowledge of how things work.
Network solutions
Being part of Bright Futures Educational Trust enables us to share practice more widely than described earlier. We share teaching expertise between academies in the Trust – for example, the former head of computing has moved to our college in East Manchester, while two other academies are very advanced in their use of multimedia from which AGGS has benefited through CPD.
All academies in the Trust are working within the national Computing at School network. We contribute to external/internal talks and CPD to the network sharing both within and beyond the Trust, and of course we use technology such as a virtual learning platform to share ideas. As the curriculum develops, we are sure coding will continue to be a significant learning tool, facilitating students and helping them to anticipate how to achieve an end result via concise aptitude.
“We are very excited by the opportunities our computing curriculum brings to our students. our aim is to educate our students so they are able to contribute to and succeed in an increasingly technological society. as a teaching school and a member of bright futures educational trust, we value any opportunity to learn from the experiences of others and are committed to sharing good practice across the trust and beyond. the drive for school-led improvement relies on exploiting such connections and using them for the benefit of all our young people.”
Girl talk
Even in a single-sex environment, it can be hard for schools to encourage girls to take up traditionally male-orientated subjects. doctor welch offers the following advice:
The majority of students arrive at AGGS with an open mind about their future direction so we strive to encourage coding if it is an existing interest. We encourage our female students to take on subjects such as computing. We teach this subject through applicability in order to stave off the stereotype that it is male led.
Schools should and can encourage girls to take male stereotyped subjects through appropriate support and direction. At AGGS, we ensure that we have staff that are positive role models. We also make sure that we use community links to help our female students understand the use of coding.
We use invited speakers and make it an understandable and interesting subject with the use of projects such as Science and Sustainability. This project involves collating mixed-age teams to prepare a research poster.
Extra-curricular clubs and competitions also help to nurture developing talent whilst diminishing the idea that some subjects are male-orientated. We aim to provide an outlet for creativity and opportunity for reward which is then publicly shared internally and externally.
Coding is a subject in which students can quickly surpass the expertise of teachers so it is important to ensure there is scope for extension activity. We often invite older students to show leadership whilst working side-by-side with younger girls to support these interests. This model of ‘paired coding’ is used in industry and can be used within schools to help increase interest and ensure that the process of talking to a ‘buddy’ means that errors are avoided.
