The following post is my attempt at beginning to understand and reflect on the proposed Science and Technology Area of Learning and Experience. It is only focused on the computer science statements in What Matters 6 (WM6) and more specifically on the statements that relate mainly to the primary school - Progression Steps 1, 2 & 3.
At the end of April we finally got to see the long awaited draft Curriculum for Wales 2022, to much fanfare from the Minister for Education, Kirsty Williams, the Welsh Government and the teachers and pioneer schools involved in its development. So it was with professional interest, tinged with trepidation, that I downloaded and began reading the proposals for the Science and Technology Area of Learning and Experience (AoLE). Before I go any further, for colleagues reading this blog outside the bubble of education in Wales, the draft curriculum is another step along the major changes to education in Wales, initiated by Prof Graham Donaldson and his Successful Futures report back in February 2015. If you’re interested in this you can read several posts I wrote on this and the subsequent introduction of the Digital Competence Framework.
The new curriculum will consist of 6 Areas of Learning and Experience:
We are now in a period of consultation in which schools and other relevant stakeholders are being encouraged to read the new documents and provide the Welsh Government with feedback by the 19th July, 2019. After considering the feedback the new curriculum and assessment arrangements will be available from January 2020.
The Science and Technology AoLE “draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance our knowledge and understanding of the world.” It is structured into six ‘What matters’ statements which according to the Welsh Government, “capture the key aspects of learning for Science and Technology. They are designed to operate together, and support settings and schools to develop a more detailed and holistic curriculum for learning and teaching.” Schools are therefore being encouraged to make connections between what matters statements in developing their own school curriculum, along with more widely any possible and relevant connections with other AoLEs.
As I outlined at the beginning of the post, I am only going to focus on one particular 'What matters' statement in this post - WM6 (Computation applies algorithms to data in order to solve real-world problems), which is focused to the computer science related statements. More specifically, looking at the statements that focus on the primary school phase - Progression Steps 1, 2 and 3 which relate broadly to expectations at ages 5 (nursery & reception), 8 (Yrs1, 2 & 3), 11 (Yrs 4, 5 & 6). However, there are further Progression Steps 4 and 5 which relate to pupil expectations at ages 14 and 16 respectively. Note that WM1 to 5 focus on ‘curiosity’ about Science and Technology and searching for answers, Design and Technology, Biology, Chemistry and Physics.
Lastly, each what matters section is broken up into three parts:
Learning - which contains ‘I can…’ statements e.g. I can follow instructions to build, test and control a physical device, for each Progression Step (PS). With the exception of PS1, all other Progression Steps are structured under the headings:
Planning for Learning - this section suggests where WM6 could be enriched by making links with other WM areas within Science and Technology, and also suggests links to the other five Areas of Learning and Experience.
Experience, knowledge and skills - finally, in this section, we are introduced to what the learners need to:
1. DCF Overlap -There appears to be a clear overlap of WM6 statements and the DCF. The cross over appearing in the Algorithms and Data sections of WM6 which relate closely to the DCF areas of ‘data and computational thinking’. There is also some cross over between the Cybersecurity section and some aspects of DCF ‘citizenship’. Why is there a repeat of the DCF statements in WM6 when similar/same tasks are meant to be carried out in a cross curricular context across all the AoLEs?
2. Year Group Mismatch - There appears to be a mismatch between when something is being introduced in WM6 and when a similar skill is being introduced in the DCF. There are also slight differences in the wording. For example:
3. Unsuitable / Inconsistent terminology - In PS2 we are introduced ‘coding’ in the Algorithm section and ‘programming’ in Computational systems. Do both words mean the same thing or are they different things? Both of these words are not referred to in the Glossary at the end of the Science and Technology AoLE booklet. At PS3, the word ‘programming’ appears but not ‘coding’.
PS1 - Under Computational systems, it says that “I can experiment with and identify uses of a range of computing technology in the world around me.” Instead of using the words “experiment with..”, would a more age appropriate phrase such as, “I can play with..” or “I can tinker with..” which would also be introducing computational thinking terminology, be more suitable?
PS2 - Under Algorithms, the sentence beginning, “coding a simple programme to create and refine a set of instructions...etc.” is in my opinion, a difficult sentence to understand. Could it be changed to something like, “create and debug a simple unplugged sequence”?
PS2 - Under Data, learners need to be able to “communicate data in a range of formats”. However, the word ‘present’ is used in the Learning Outcomes. Couldn’t the same word be used, whether it’s present or communicate?
PS2 & 3 refer to inputting data into a “computer system” - Is data inputted into a computer system or into a computer ‘program or application’?
PS3 - several instances of language, technical phrases and concepts which would challenge most subject non-specialist primary school teachers (see point 7.).
4. Data At PS1 - Why is Data missing from PS1? It is in both PS2 and 3 which are generally following similar DCF data statements. Data is referred to in the DCF at nursery and reception.
5. PS1 Cybersecurity - Why is Cybersecurity missing from the Achievement Outcomes section of PS1 when reference is made to it in Experience, Knowledge and Skills?
6. Learning Outcomes / Experience, Knowledge and Skills - Do the Learning Outcomes fully reflect the Experience, Knowledge and Skills section? For example:
PS1 Algorithms - Experience, Knowledge and Skills refers to learners needing to experience “controlling programmable devices during their play”, however reference to this doesn’t seem to appear in the Learning Outcomes. Under Computational systems, learners need to be able to use digital equipment appropriately, but again there doesn’t appear to be a suitable achievement outcome covering this.
There are a couple of other similar instances in PS2 and PS3.
7. Expectations At PS3 - PS3 in general, appears to ‘ramp up’ what pupils in Yr4, 5 and 6 need to either experience, know or be able to do. I’m sure that some will debate whether what is being introduced at this age is either needed or is age appropriate for the pupil. I can also foresee concerns with the ability of the non specialist primary school teacher being able to teach many of these aspects without some support, training and the development of suitable age appropriate resources. The following statements from the experience, knowledge and skills section, I think could be particularly challenging:
(Algorithms) Learners need to experience using machine-learning applications.
(Data) Learners need to know that individual, commercial companies and government agencies use data within algorithms.
(Data) Learners need to know a range of appropriate methods to validate and verify data.
(Data) Learners need to be able to make informed decisions by using scientific methods to interrogate and analyse data.
(Computational systems) Learners need to know how the virtual and digital worlds connect.
(Cybersecurity) Learners need to know about Wales’s contributions to the continual development and use of computational technologies, and their influence on Welsh affairs.
(Cybersecurity) Learners need to be able to base decisions about the use of computation on ethical and legal considerations.
(Cybersecurity) Learners need to be able to describe the key parts of consent ownership and accountability of data.
As far as I’m aware, none of the above have been taught in Welsh primary schools before. There could well be simple answers or approaches to teaching these areas. However, on initial reading I believe that the overwhelming majority of primary teachers will struggle to either understand the terminology or if they do, how they go about teaching it.
8. ‘Pioneer’ Examples - My understanding is that pioneer schools, working on this AoLE, have been trialling this curriculum. If so, it would be very helpful to see how this draft curriculum has been delivered in the classroom. I’d be particularly interested in seeing how PS3 has been taught.
Tomorrow afternoon (May 14th), I’m attending a Welsh Government Curriculum for Wales 2022 meeting in Cardiff and attending the Science and Technology workshop. Hopefully, things will become a little clearer?
At the end of April we finally got to see the long awaited draft Curriculum for Wales 2022, to much fanfare from the Minister for Education, Kirsty Williams, the Welsh Government and the teachers and pioneer schools involved in its development. So it was with professional interest, tinged with trepidation, that I downloaded and began reading the proposals for the Science and Technology Area of Learning and Experience (AoLE). Before I go any further, for colleagues reading this blog outside the bubble of education in Wales, the draft curriculum is another step along the major changes to education in Wales, initiated by Prof Graham Donaldson and his Successful Futures report back in February 2015. If you’re interested in this you can read several posts I wrote on this and the subsequent introduction of the Digital Competence Framework.
The new curriculum will consist of 6 Areas of Learning and Experience:
- Expressive arts.
- Health and well-being.
- Humanities (including RE which should remain compulsory to age 16).
- Languages, literacy and communication (including Welsh, which should remain compulsory to age 16, and modern foreign languages).
- Mathematics and numeracy.
- Science and technology.
We are now in a period of consultation in which schools and other relevant stakeholders are being encouraged to read the new documents and provide the Welsh Government with feedback by the 19th July, 2019. After considering the feedback the new curriculum and assessment arrangements will be available from January 2020.
The Science and Technology AoLE “draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance our knowledge and understanding of the world.” It is structured into six ‘What matters’ statements which according to the Welsh Government, “capture the key aspects of learning for Science and Technology. They are designed to operate together, and support settings and schools to develop a more detailed and holistic curriculum for learning and teaching.” Schools are therefore being encouraged to make connections between what matters statements in developing their own school curriculum, along with more widely any possible and relevant connections with other AoLEs.
As I outlined at the beginning of the post, I am only going to focus on one particular 'What matters' statement in this post - WM6 (Computation applies algorithms to data in order to solve real-world problems), which is focused to the computer science related statements. More specifically, looking at the statements that focus on the primary school phase - Progression Steps 1, 2 and 3 which relate broadly to expectations at ages 5 (nursery & reception), 8 (Yrs1, 2 & 3), 11 (Yrs 4, 5 & 6). However, there are further Progression Steps 4 and 5 which relate to pupil expectations at ages 14 and 16 respectively. Note that WM1 to 5 focus on ‘curiosity’ about Science and Technology and searching for answers, Design and Technology, Biology, Chemistry and Physics.
Lastly, each what matters section is broken up into three parts:
Learning - which contains ‘I can…’ statements e.g. I can follow instructions to build, test and control a physical device, for each Progression Step (PS). With the exception of PS1, all other Progression Steps are structured under the headings:
- Algorithms
- Data
- Computational Systems
- Cybersecurity
Planning for Learning - this section suggests where WM6 could be enriched by making links with other WM areas within Science and Technology, and also suggests links to the other five Areas of Learning and Experience.
Experience, knowledge and skills - finally, in this section, we are introduced to what the learners need to:
- experience
- know
- be able to do
Initial Thoughts, Comments And Questions On WM6 (PS1, 2 & 3)
2. Year Group Mismatch - There appears to be a mismatch between when something is being introduced in WM6 and when a similar skill is being introduced in the DCF. There are also slight differences in the wording. For example:
| Science and Technology WM6 |
Digital Competence Framework
|
| PS1 Cybersecurity - Learners need to experience keeping digital information safe and private. | Yr1 Citizenship > Identity, image and reputation - “understand that some websites ask for information that is private and personal, e.g. identify private and personal information and discuss how to handle requests for private information – not disclosing full name, address, date of birth, school.” Nothing explicitly mentioned about keeping digital information safe and private until Yr1. |
| PS1 Algorithms - I can identify errors in simple sets of instructions. | Yr 3 Data and computational thinking > Problem solving and modelling - “detect and correct mistakes in sequences of instructions, e.g. identify mistakes in a solution that would cause it to fail (debug)” Nothing explicitly mentioned about identifying errors in the year groups prior to Yr3. |
| PS3 Algorithms - Learners need to be able to predict the outcome of sequences of instructions. | Yr2 Data and computational thinking > Problem solving and modelling - predict the outcome of simple sequences of instructions, e.g. predict what will happen if instructions are followed accurately. This is the closest DCF statement, mentioning simple sequences as opposed to just sequences. However, nothing similar is referred to in Yr3, 4, 5 or 6. |
| PS3 Algorithms - Learners need to be able to detect and correct mistakes in their own and others algorithms. | Yr3 Data and computational thinking > Problem solving and modelling - detect and correct mistakes in sequences of instructions, e.g. identify mistakes in a solution that would cause it to fail (debug).This is the closest DCF statement, mentioning correcting mistakes. However, nothing similar is referred to in Yr4, 5 or 6. |
| PS3 Algorithms - Learners need to be able to apply a range of appropriate methods to validate and verify data. | Nothing mentioned in the DCF Data and Computational Thinking > Data and information literacy section at KS2, referring to validation and verification of data. Validity is currently mentioned in the DCF Yr7 section in the ‘classroom tasks’ section. The word verify is only mentioned in the ‘classroom tasks’ section at Yr11. |
3. Unsuitable / Inconsistent terminology - In PS2 we are introduced ‘coding’ in the Algorithm section and ‘programming’ in Computational systems. Do both words mean the same thing or are they different things? Both of these words are not referred to in the Glossary at the end of the Science and Technology AoLE booklet. At PS3, the word ‘programming’ appears but not ‘coding’.
PS1 - Under Computational systems, it says that “I can experiment with and identify uses of a range of computing technology in the world around me.” Instead of using the words “experiment with..”, would a more age appropriate phrase such as, “I can play with..” or “I can tinker with..” which would also be introducing computational thinking terminology, be more suitable?
PS2 - Under Algorithms, the sentence beginning, “coding a simple programme to create and refine a set of instructions...etc.” is in my opinion, a difficult sentence to understand. Could it be changed to something like, “create and debug a simple unplugged sequence”?
PS2 - Under Data, learners need to be able to “communicate data in a range of formats”. However, the word ‘present’ is used in the Learning Outcomes. Couldn’t the same word be used, whether it’s present or communicate?
PS2 & 3 refer to inputting data into a “computer system” - Is data inputted into a computer system or into a computer ‘program or application’?
PS3 - several instances of language, technical phrases and concepts which would challenge most subject non-specialist primary school teachers (see point 7.).
4. Data At PS1 - Why is Data missing from PS1? It is in both PS2 and 3 which are generally following similar DCF data statements. Data is referred to in the DCF at nursery and reception.
5. PS1 Cybersecurity - Why is Cybersecurity missing from the Achievement Outcomes section of PS1 when reference is made to it in Experience, Knowledge and Skills?
6. Learning Outcomes / Experience, Knowledge and Skills - Do the Learning Outcomes fully reflect the Experience, Knowledge and Skills section? For example:
PS1 Algorithms - Experience, Knowledge and Skills refers to learners needing to experience “controlling programmable devices during their play”, however reference to this doesn’t seem to appear in the Learning Outcomes. Under Computational systems, learners need to be able to use digital equipment appropriately, but again there doesn’t appear to be a suitable achievement outcome covering this.
There are a couple of other similar instances in PS2 and PS3.
7. Expectations At PS3 - PS3 in general, appears to ‘ramp up’ what pupils in Yr4, 5 and 6 need to either experience, know or be able to do. I’m sure that some will debate whether what is being introduced at this age is either needed or is age appropriate for the pupil. I can also foresee concerns with the ability of the non specialist primary school teacher being able to teach many of these aspects without some support, training and the development of suitable age appropriate resources. The following statements from the experience, knowledge and skills section, I think could be particularly challenging:
(Algorithms) Learners need to experience using machine-learning applications.
(Data) Learners need to know that individual, commercial companies and government agencies use data within algorithms.
(Data) Learners need to know a range of appropriate methods to validate and verify data.
(Data) Learners need to be able to make informed decisions by using scientific methods to interrogate and analyse data.
(Computational systems) Learners need to know how the virtual and digital worlds connect.
(Cybersecurity) Learners need to know about Wales’s contributions to the continual development and use of computational technologies, and their influence on Welsh affairs.
(Cybersecurity) Learners need to be able to base decisions about the use of computation on ethical and legal considerations.
(Cybersecurity) Learners need to be able to describe the key parts of consent ownership and accountability of data.
As far as I’m aware, none of the above have been taught in Welsh primary schools before. There could well be simple answers or approaches to teaching these areas. However, on initial reading I believe that the overwhelming majority of primary teachers will struggle to either understand the terminology or if they do, how they go about teaching it.
8. ‘Pioneer’ Examples - My understanding is that pioneer schools, working on this AoLE, have been trialling this curriculum. If so, it would be very helpful to see how this draft curriculum has been delivered in the classroom. I’d be particularly interested in seeing how PS3 has been taught.
Conclusion
What do I think? It’s really difficult for me to answer as I still many questions about it. The overlap with the DCF, especially in the Data section seems peculiar. Does the Data section need to be in here? Surely the Welsh Government could just update the current DCF to reflect some of the new Data related statements in WM6 as many of them attempt to replicate what's in the DCF? Likewise with some of Cybersecurity statements around credentials, they could just update the relevant DCF Citizenship aspect. Conversely, I would suggest the removal of Data and computation thinking > Problem solving and modelling section from the DCF and bringing it into WM6. This DCF section is focused on computational thinking and like the Data statements, some of it is being replicated in this draft WM6. Taking this section out of the DCF and placing it all in WM6, alongside the introduction of coding, would in my opinion make more sense. Computational thinking activities that would then lead to a coding output. At present, while it’s in the DCF and being highlighted across curriculum subjects, very rarely (if ever) does it lead to any coding.Tomorrow afternoon (May 14th), I’m attending a Welsh Government Curriculum for Wales 2022 meeting in Cardiff and attending the Science and Technology workshop. Hopefully, things will become a little clearer?
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