Three great resources for those considering of doing higher education economics
- Why Study Economics in short animation
- Studying Economics
- Economics in Action blog
Jan 232012
Jan 212012
I am trying to get my head around tectonic changes in the teaching of …. what my students do during their time in school with computers.This involves getting to grips with
- Expert Panel report on the National Curriculum Review recommendations and proposals:
- o ICT reclassified as part of the Basic Curriculum[1] ie no longer compulsory curricular requirement but schools determine appropriate specific content
- o ICT should be established so that it permeates all National Curriculum subjects
- o More widespread teaching of computer science in secondary schools.
- Duty to follow the ICT Programmes of Study, Attainment Targets and statutory assessment arrangements to be disapplied at all four key stages, along with the statutory assessment arrangements at Key Stage 3, from September 2012. ICT will remain a compulsory subject at all key stages, pending the outcome of the current review of the National Curriculum in England ie until 2014.[2]
- The replacement of the current OCR Nationals (2010) by Cambridge ICT Nationals (2012) from September 2012 and Current OCR Nationals (2010) performance points and GCSE/GCE size equivalence in achievement and attainment tables (AAT)
- OFSTED Inspection framework for ICT 2012 criteria[3]
Starting point: clarifying terms to use in my briefing paper. The RSA Report Computing in Schools Shut down or restart? offers this digital curriculum terminology
- Computing The broad subject area; roughly equivalent to what is called ICT in schools and IT in industry, as the term is generally used.
- ICT The school subject defined in the current National Curriculum.
- Computer Science The rigorous academic discipline, encompassing programming languages, data structures, algorithms, etc.
- Information Technology The use of computers, in industry, commerce, the arts and elsewhere, including aspects of IT systems architecture, human factors, project management, etc.
- Digital literacy The general ability to use computers. .. a set of skills rather than a subject in its own right.
This list is developed by Peter Twining of the Open University says there are five terms being used in this debate that can get mixed up, although some overlap with others:
- ICT: this is the National Curriculum subject. It is currently statutory.
- IT: this is a subject taught in secondary schools at GCSE and A level. This usually involves the application of software (often in business contexts) and might be framed as "teaching Microsoft Office".
- Computing or Computer Science (CS): this is a discipline, which includes system thinking, algorithms/heuristics, data structures, programming etc. It is not currently widely taught in schools.
- Digital Literacy (DL): this is about being an intelligent user of new technology. It would encompass understanding how technology impacts on society, eSafety, and how to use technology effectively (eg searching the internet).
- Embedded Tool (ET): this is about the use of new technology within other subjects. It reflects the fact that new technology changes the nature of disciplines – whether you are a mathematician, scientist, geographer or sports person what you do and how you do it (in the real world) is different as a result of new technology.
In terms of developing exactly what digital literacy might look like when fleshed out as topics there is Chris Leach on ICT Curriculum Strands. Does the following represent the key aspects of digital studies?
- digital literacy covers basic skills eg touch typing, Internet research skills and e-Safety
- Digital Creativity eg DTP and web design
- Digital Technology eg an understanding of bits, bytes and binary and control technology
- Digital Society eg environmental issues regarding computers such as the recycling of old technology
The debate has begun. How ready schools will be come September 2012 to manage the new freedoms from and freedoms to teach digital studies
[1] ‘Basic Curriculum’ describes the statutory requirements for curricular provision in addition to the National Curriculum. Schools are able to determine the specific nature of this provision for themselves Source
Are these the key points from the consultation?
- In order to facilitate more innovative ICT provision in schools, we are seeking to make provision under the 2002 Education Act disapplying the existing ICT Programmes of Study and Attainment Targets whilst retaining ICT as a compulsory subject in the National Curriculum at all four keystages17. We are also seeking to disapply the associated statutory assessment arrangements at Key Stage 3.
- Maintained schools will still be required to teach ICT to all pupils aged 5-16 but will be able to offer a more creative and challenging curriculum, drawing on support and advice from those better positioned to judge what an ambitious and forward-looking curriculum should contain.
- [this is] an interim measure that will be effective from September 2012 until September 2014, when the outcomes of the National Curriculum review will come into force.
- The Expert Panel for the National Curriculum review has already recommended in its report 19 that ICT should be reclassified as part of the Basic School Curriculum, meaning that it would remain compulsory for schools to teach but that there would not be a statutory Programme of Study or Attainment Targets; and also that requirements should be established so that use of ICT becomes part of all National Curriculum subjects.
- The Expert Panel report also recommends that the proposition for more widespread teaching of computer science in secondary schools should be properly considered
- This proposal marks the beginning of a journey, the destination of which will see all schools able to give their pupils an ICT education that will enable them to flourish and succeed as they move into work and/or further study.
Jan 182012
Jan 112012
In short, just at the time when technology is bursting with potential, teachers, professionals, employers, universities, parents and pupils are all telling us the same thing. ICT in schools is a mess.
Disapplying the Programme of Study
That’s why I am announcing today that the Department for Education is opening a consultation on withdrawing the existing National Curriculum Programme of Study for ICT from September this year.
The traditional approach would have been to keep the Programme of Study in place for the next four years while we assembled a panel of experts, wrote a new ICT curriculum, spent a fortune on new teacher training, and engaged with exam boards for new ICT GCSES that would become obsolete almost immediately.
We will not be doing that.
Technology in schools will no longer be micromanaged by Whitehall. By withdrawing the Programme of Study, we’re giving schools and teachers freedom over what and how to teach; revolutionising ICT as we know it.
Let me stress – ICT will remain compulsory at all key stages, and will still be taught at every stage of the curriculum. The existing Programme of Study will remain on the web for reference.
But no English school will be forced to follow it any more. From this September, all schools will be free to use the amazing resources that already exist on the web.
Source: http://www.guardian.co.uk/education/2012/jan/11/digital-literacy-michael-gove-speech
Interesting times for those of us delivering ICT curriculum. From the headlines you might think ICT staff are in for a torrid time having to deliver computer science lessons and advanced programming from September.
However a transcript of the text reveals there are more opportunities than threats. I quote
In order to facilitate more innovative ICT provision in schools, I am proposing to make provision under the 2002 Education Act to disapply the existing ICT Programmes of Study and Attainment Targets at all four key stages, and the associated statutory assessment arrangements at Key Stage 3, from September 2012
Under this proposal ICT would remain a compulsory subject within the
National Curriculum, subject to the outcomes of the National Curriculum
review. However, schools would be freed of the requirement to adhere to the
existing Programmes of Study, Attainment Targets and statutory assessment
arrangementsBy disapplying the ICT Programme of Study from September this year
schools will be able to offer a more creative and challenging curriculum,
drawing on support and advice from those best positioned to judge what an
ambitious and forward-looking curriculum should contain.If……I decide to proceed with the proposed disapplication of the ICT Programmes of Study, Attainment Targets and assessment arrangements, it will represent an interim measure that will be effective from September 2012 until September 2014, when the outcomes of the National Curriculum review will come into force. The status of ICT within
the school curriculum is currently being considered by the National Curriculum review alongside that of all other National Curriculum subjects (aside from English, mathematics, science and PE), and I will bring forward proposals later this year.The public consultation on this proposal will commence shortly and run for 12
weeks
So bottom line, my take is that come September:
- NC Programmes of Study and Attainment Targets no longer required
- No statutory KS3 assessment
- an opportunity to offer a more creative and challenging curriculum
Not exactly the longest of lead time so it looks like a busy gained time come May 2012.
Jan 112012
Attended an outstanding INSET session led by Claire Gatsby who suggested a way of getting students involved in a conversation.
- Divide the class into groups.
- Give each a number
- Give them a topic to discuss
- use a dice or spinning wheel to identify person eg 4 to feedback
A chance to use a simple RANDBETWEEN spreadsheet so that I can say ‘computer says’ student number 4 can contribute
The range is set in cells D4:D5. So changing cell D5 to say 30 returns a random number 1 to 30
Just press F9 to generate a fresh random number
Formula used: =RANDBETWEEN(D4,D5)
Here is the spreadsheet
Limited information causes economic agents to make different decisions than if they had all the facts. Information failure can arise from
- Misunderstanding the actual private costs and benefits of merit and demerit goods
- Uncertainty about the future eg pensions and higher education
- Complexity of information making private costs and benefits hard to identify
- Inaccurate/misleading information (eg adverts) mean private benefits are miscalculated
- Addiction blinding users to the full costs of a decision eg alcohol and drug abuse
A survey just published by the NHS helps scope the extent of market failure amongst smokers. Here are some questions I then pose my A level Economists to get them engaged with the topic and to see if they overestimate the private benefits of a cigarette due to incomplete information .
Answer these questions
- How many people die each year from smoking-related disease
- What % of long-term smokers die early because of their habit
- What % of cancer deaths In England are caused by smoking
- What % of smokers still don’t believe smoking can seriously damage their health and lead to early death
- How much does a smoker who smokes 20 a day spends each year on cigarettes
The survey found the % of smokers who underestimate
- How many people die each year from smoking-related diseases: 53% and by 70,000
- How many long-term smokers die early because of their habit: 58%
- How many cancer deaths are caused by smoking: 35%
Source: NHS Survey
And just for good measure I use a spreadsheet Year 8s create as part of their modelling unit
And here is a PowerPoint containing the survey questions and results to use with students
Information Failure in Smoking PowerPoint Information Failure in Smoking.pptx
Jan 062012
I am pretty confident Heads of Department will want to download and study the new OFSTED Inspection criteria for our subjects
OFSTED on Information and communication technology OFSTED Inspection framework for ICT 2012.docx
OFSTED on Information and communication technology OFSTED Inspection framework for ICT 2012.docx
Introduction to Wufoo Form Builder from Wufoo on Vimeo.
Having used SurveyMonkey with classes using questionnaires for coursework, I shall be trying out Wufoo in 2012
Here is a video explaining their pitch.
Hopefully the free option will be sufficient
Director of ICT and Business Education @ Wood Green School Witney
