SUBJECT SPECIFIC INFORMATION
COMPUTING WITH ICT
PGCE
Computing with ICT PGCE at MMU Faculty of Education
Ellie Overland (Course Co-ordinator) [email protected]
(0161) 247 2341
The Computing with ICT PGCE trainees have been provided with the following reading list to support
them throughout the year.
Please feel free to add to the list for your trainee if you are aware of additional texts that will further
support your trainee’s progress.
Computing with ICT Reading List 2016
The reading list offered includes a range of reading in both education and computing and some books
used in schools.
Essential Reading
Claxton, G (2008) What’s the point of school: Rediscovering the heart of education. Richmond
Ellis V (2013) Learning and teaching in secondary schools (fifth edition), Learning Matters Publishing
Gilbert I (2010) Why Do I Need a Teacher When I've got Google?: The Essential Guide to the Big
Issues for Every 21st Century Teacher, Routledge
Simmons C and Hawkins C (2015) Teaching computing: Developing as a reflective secondary teacher.
Sage
Further Reading
Leask M (2001) Issues in Teaching Using ICT (Issues in Subject Teaching), Routledge
Libow Martinez S & Steger G (2013) Invent To Learn: Making, Tinkering, and Engineering in the
Classroom, Constructing Modern Knowledge Press
O’Leary T & O’Leary L (2013) Computing Essentials 2013 Complete Edition, McGraw-Hill Higher
Education
Parmer B (2012) Little Miss Geek: Bridging the gap between girls and technology. Ladygeek Ltd
E-Safety
Campbell-Wright K (2013) E-Safety (NIACE Digital Learning Guides Series), National Institute of Adult
Continuing Education
Giant N (2013) E-Safety for the I-Generation: Combating the Misuse and Abuse of Technology in
Schools, Jessica Kingsley Pub
Katz A (2012) Cyberbullying and E-Safety: What Educators and Other Professionals Need to Know,
Jessica Kingsley Pub
Algorithmic Thinking
Cormen T H, Leiserson C E, Rivest R L and Stein C (2009) Introduction to Algorithms, MIT Press
Forisek M & Steinova M (2013) Explaining Algorithms Using Metaphors (SpringerBriefs in Computer
Science), Springer
Kubica J (2012) Computational Fairy Tales, CreateSpace Independent Publishing Platform
Levitin A & Levitin M (2011) Algorithmic Puzzles, OUP USA
Programming for Schools
Briggs J R (2012) Python for Kids: A Playful Introduction to Programming, No Starch Press
Floyd Kelly J (2013) Kodu for Kids: The Official Guide to Creating Your Own Video Games, QUE
Eshel E (2011) Kids Can Program Too!: Java Edition, CreateSpace Independent Publishing Platform
Ford J L (2008) Scratch Programming for Teens, Delmar
Roffey C (2012) Python Basics (Coding Club, Level 1), Cambridge University Press
Roffey C (2013) Python: Next Steps (Coding Club, Level 2), Cambridge University Press
Roffey C (2013) Python: Building Big Apps (Coding Club Level 3), Cambridge University Press
Sande W & Sande C (2013) Hello World! Computer Programming for Kids (and Other Beginners) (2nd
edition), Manning
Sweigart A (2010) Invent Your Own Computer Games with Python, Albert \ Sweigart
The LEAD Project (2012) Super Scratch Programming Adventure!: Learn to Program By Making Cool
Games
Tyler J (2011) App Inventor for Android: Build Your Own Apps - No Experience Required!, John Wiley
& Sons
Wolber, D, Abelson H, Spertus E & Looney L (2011) App Inventor: Create your own Android Apps,
O’Reilly Media
COMPUTING WITH ICT PGCE IN THE INDUCTION PHASE
RATIONALE AND AIMS FOR PGCE COMPUTING WITH ICT
Rationale
The course examines the nature and content of both the outgoing ICT Curriculum and the current
Computing National Curriculum, investigating a range of approaches to teaching and learning.
THE SUBJECT PROGRAMME FOR COMPUTING WITH ICT
Prior to and during the Induction Phase of Placement A the following elements will be covered in
University sessions:
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Introduction to the PGCE Computing with ICT course.
Teaching as a Profession and Professionalism.
Peer-group teaching to share subject expertise and develop subject knowledge.
Basic skills in planning and delivery.
Managing the classroom environment and staying safe when using computing equipment.
Styles of teaching and learning.
How to reflect critically and set targets.
How to manage learning and behaviour.
Practical Sessions including programming micro-controllers, Makey Makeys and Raspberry
Pis.
Basic electronics.
When in university trainees will discuss their observations and experiences with other members of
the group and gradually build up a picture of ICT and computing teaching, which will support their
development as a teacher.
Subject Mentoring in Computing with ICT during the Induction Phase
It is important to note that, although the Computing with ICT trainees have often had school
experience, this experience tends to be in the role of an instructor, a Teaching Assistant or as a cover
supervisor and so they have rarely had experience which requires them to take sole responsibility for
the learning of the class or for the planning or marking of related work.
The majority of Computing with ICT trainees have joined the course having achieved an upper
classification in their undergraduate degree in a computing based area. This means that they can, at
times, be in need of some support in the development of their subject knowledge in order to add
breadth to the range of programming languages or software that they feel confident in. A large
proportion of the students also attended an 8 week Subject Knowledge Enhancement course prior to
starting their PGCE. This has given them opportunity to develop programming skills similar to those
currently delivered within our partnership schools and complete GCSE and A Level style computing
projects.
During the Induction Phase you will need to begin planning the timetable for the Placement A
placement period and therefore you will need to take account of the need to develop subject
knowledge when making decisions in relation to their initial timetable. Wherever possible their
timetable should be dominated by computing based lessons but it accepted, during this period of
curriculum transition, they may also have some ICT lessons.
During Induction trainees need to identify a lesson that they will observe and then teach in the
second week of Induction. As the Subject Mentor you have can support your trainee by identifying a
suitable class for this and if possible by observing the lesson with the trainee in order that you can
advise them of key elements to look for within the lesson.
COMPUTING WITH ICT PGCE IN PLACEMENT A
The Computing with ICT PGCE Trainee in placement A
Throughout placement A Subject Mentors are asked to support the PGCE trainees with their
development towards meeting the aims of the course. It is important that trainees are encouraged to
demonstrate professionalism throughout their time in school and any issues or concerns in this area
should be addressed immediately with the Professional Mentor and where appropriate the
University Tutor.
The Subject Mentor should aim to establish a sense of independence in their trainees so that trainees
appreciate the collaborative working relationships that exist within Computing / ICT departments so
that they appreciate that the demands on qualified teachers are many and are wide-ranging.
Subject Mentors are asked to support trainees with completion of the Assignment and Subject
Activities. These are important to trainees in that they are submitted as appendices to the REAL
assignment and will therefore contribute to their final mark. In addition to their contribution to their
assignment work trainees also benefit from focusing on the activities as a means of developing their
understanding of critical issues affecting their own planning and delivery.
Subject Knowledge Development in placement A
As the Subject Mentor it is important to understand that many trainees will need to address subject
knowledge issues throughout the duration of the course and its placements. In University sessions,
trainees will complete further practical sessions in computing theory and programming.
Subject Knowledge
All Computing with ICT PGCE trainees will have completed a Subject Knowledge Audit prior to their
arrival in school and so it is important that, as the Subject Mentor, you familiarise yourself with this
and create a timetable which supports its development. The first priority for subject knowledge is
around computing and KS4 Computer Science however students are also required to have a full
understanding of ICT topics they may encounter throughout the transition period. They will have a
supplementary ICT subject knowledge audit although this is not formally assessed unlike the
computing subject knowledge audit which remains crucial throughout both placements.
If a trainee is confident and has experience in a particular area, they will need support in how to
effectively plan for its delivery as well as how to adapt their teaching delivery to ensure good
knowledge and progression amongst their pupils. Where a trainee lacks experience or confidence this
should first be addressed through observation of others, then team teaching, prior to any solo
teaching.
Collaborative Planning
Trainees benefit from collaborative planning as, although they may have significant school
experience, they rarely have had any responsibility for planning and so this is a valuable exercise.
GCSE / A Level
It is highly valuable to all trainees to have the opportunity to observe and team-teach examination
courses in computing and computer science. If computing is not currently delivered as an
examination course it is accepted that ICT courses would also be beneficial. Where this has been
arranged please ensure that trainees have access to and are encouraged to engage with the relevant
exam board specifications. ECDL also provides useful experience but should not be the sole source of
qualification experience.
COMPUTING WITH ICT PGCE IN PLACEMENT B /A2
THE SUBJECT PROGRAMME FOR COMPUTING WITH ICT
Prior to Placement B /A2 a number of sessions will be covered in University sessions including
revisiting subject knowledge, practical team teaching using physical resources such as Raspberry Pis,
assessment for learning, transition and planning for progression.
The Computing with ICT PGCE Trainee in Placement B /A2
In Placement B /A2 it is important that Review 2b has been studied as this will give a clear picture of
your trainee’s progress to date and the activity areas they have already experienced.
In addition to the Review 2b trainees will have completed an update of their Subject Knowledge
audit. This will assist you in creating a suitable timetable for Placement B /A2 which will build on
existing subject knowledge and will develop new, wider subject knowledge.
Review 2b will indicate the range of the experience that the trainee has had so far. This should be
taken into account when designing the Placement B /A2 timetable as this should be seen as the
starting point for the trainee in terms of their further development.
During Placement B /A2 trainees must complete a masters’ level assignment (CDA). As with all
assignments during the training year, as a part of the process, trainees will need to complete a series
of activities which are marked as appendices of the assignment. As the subject mentor it is important
that you support the trainee in obtaining the necessary data and information they require.
Subject Knowledge Development
The Placement B /A2 timetable should be used to identify and address existing gaps in subject
knowledge.
Where the trainee is teaching an activity that has already been covered in Placement A the focus
should be on supporting them in greater independence in both their planning and delivery and
should also look to review and improve earlier delivery.
Where the trainee is teaching a completely new area it is important that the trainee is given the
opportunity to observe other members of the department teaching the activity and that this then
develops to team – teaching prior to any solo teaching of the area.
GCSE / BTEC / A LEVEL
Within Placement B /A2 It is important that, as part of their subject knowledge and professional
development, trainees are able to experience the teaching of computing at Key Stage 4. It should be
noted that this can be addressed through solo teaching, team – teaching, observation or a
combination of all.
ASSESSMENT
In Placement A trainees should have already observed the assessment of pupils and have looked at
the ways in which assessment is used, via feedback and review, to improve performance.
As a development from Placement A trainees should, during Placement B /A2, have the opportunity
to carry out formal assessment processes and in particular to engage with assessment for learning as
a means of developing their skills, knowledge and supporting their CDA work.
COMPUTING WITH ICT PGCE IN THE ENRICHMENT PHASE
Subject Knowledge in the Enrichment Phase
During the Enrichment Phase Computing with ICT PGCE trainees will need to continue to maintain
some of their teaching timetable.
Enrichment Project
In addition to the additional teaching carried out by Computing with ICT PGCE trainees during the
Enrichment Phase the trainees will also need to complete their Enrichment Project.
The Enrichment Project should allow trainees to develop an area that has particularly interested
them or that they feel could require additional focus for them to gain key subject based or
professional knowledge.
The title and focus for the Enrichment Phase should be discussed with both yourself as the Subject
Mentor and the Professional Mentor. Once agreed the trainee should be able to negotiate a
timetable which allows them to both complete the Enrichment Project and gain the additional.
Once completed the Enrichment Project should be something that contributes to the host
department as well as something that has been developmental for the trainee.
Please Note:
During the days devoted to the Enrichment Phase activities trainees are entitled to complete the
work at another school or placement suitable to the nature of their project.
Trainees basing themselves outside the Placement B /A2 placement school should ensure that you
are aware of where they are and that they have a signed register of the whole placement period.