Required knowledge in Computing

Anyone who has learned a language will attest to the importance of learning vocabulary. Words are the building blocks of a language; speakers cannot communicate meaningfully unless they have memorized somewhere between 500 and 10,000 of them!

In the same way, knowledge is the building blocks of other disciplines, including Computing.

This post is influenced by 'The Learning Rainforest', by Tom Sherrington. Sherrington's analogy of a rainforest needing roots, trunks and a canopy is one of my favourite models for children's needs in education.

In Sherrington's analogy, the roots of the forest represent the culture in the classroom. Teachers aim to develop a positive culture that celebrates success, makes expectations clear and recognises the needs that children have before they can learn effectively. The trunks of the trees represent knowledge, and the canopy of the forest represents the amazing, creative things that children can do when they combine this knowledge with their own ideas.

Rote learning of facts without the chance to apply knowledge could be symbolised by a forest with lots of trunks, but not much in the way of flowers, vegetation or wildlife!

Conversely, creative work without knowledge to support it might be symbolised by a leafy, but disorganised mess, lacking strength, structure, or the ability to grow any further.

I feel that it is becoming unfashionable to drill knowledge in education. The word, 'drill', has a negative connotation, creating images of soulless repetition of facts, spellings dates and numbers. And yet, sometimes, there simply is no substitute for repetition, until something becomes established within the long-term memory. Once this occurs, the 'trunk' of knowledge is secure and can lead to meaningful and profound creative expression. A good example of this is with times tables in Maths, which once learned, facilitate work on fractions, division, long multiplication and other fields.

My (limited) experience of language learning has taught me that it is far better to repeat vocabulary within sentences rather than words in isolation. Doing this not only facilitates communication immediately, but also means that other words can be swapped into sentences as they are learned.

How does this theory apply to teaching Computing, and use of digital technology in schools?

Computing has become a subject with a strong emphasis on creativity, especially in areas such as programming, robotics, film making, animation, physical computing (electronics), and graphic design. Most children regard Computing as a subject that they like, partly due to the exciting, creative opportunities they have. Teachers in Computing need to maintain these creative opportunities, while being clear themselves and with children about the knowledge and skills that should be acquired and developed.

Giving children opportunities to read algorithms and computer programs is a good way to ensure that they develop their understanding of programming concepts, alongside having the opportunity to use these creatively. By providing examples of algorithms to discuss, predict and think about, the teacher sets the standard of knowledge that the children aspire to reach. This can be ambitious, but as with language learning, there should be lots of examples to repeat and practise concepts until they have been assimilated.

Children should be provided with opportunities to read code, make predictions and critically evaluate the algorithms used. Is this method for controlling the sprite the most effective? How else could the sprite have been programmed?

Looking at examples of work done on computers and critically evaluating this work is key across the Computing curriculum. Children should be given the opportunity to discuss the features of websites, photographs, short films and pieces of graphics design work. They should be come familiar with the vocabulary of each medium; able to talk about 'long shots', 'close ups' and establishing shots' in films, and the editing tools within software such as Word, Google Slides and Canva. Children should be confident in naming the parts of a computer, turning a computer on and off and navigating computer programs, even if development of this knowledge is repetitive and sometimes takes the place of more creative work.

Progression of skills

In Computing and Digital Learning for Primary Teachers, I provided an example of a progression of skills for Computing. This is based on my own experience and interpretation of the English National Curriculum. A progression of skills document is a vital first step in teaching (or learning) any discipline. Ideally, a version of this will be shared with children and parents, so that they are clear about the knowledge and skills expectations that the teacher has of them.

Children respond well to feedback given according to a progression of skills. They can receive 'bronze', 'silver', or 'gold' marks, according to whether they have almost achieved, achieved or exceeded the standards a teacher has shared with them. Success criteria can help break down the knowledge that the teacher established and shared in a progression of skills.

Conclusion

Teachers of Computing and digital learning should be clear and confident about the knowledge required in each year group and each lesson. This is hard in Computing, as the requirements of the National Curriculum for Computing are by key stage, not by year group. I deal with this in Computing and Digital Learning for Primary Teachers.

Knowledge should then be a focus of at least some lessons, whatever discipline is being taught. We want to maintain the creative aspects of Computing, but build these on a foundation of knowledge. Children should be tested on their knowledge, so that they and teachers are clear about what they know and their required next steps. Teaching Computing in a rigorous and grounded way like this will help children become effective, confident and articulate users of computers and digital technology.