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Schools freed to teach ICT as they would like


Pete Henshaw


The proposal to scrap the programmes of study for ICT from September has been finalised after a public consultation. While schools will still be


required to teach ICT across all key stages, the decision by the Department for Education (DfE) means that teachers will have the freedom to decide how and what they teach. The move has drawn a mixed reaction from ICT organisations and campaigners. The plans were originally


unveiled by the education secretary Michael Gove at the BETT ICT show in January when he said that he wanted schools to use the freedom from September 2012 to teach more rigorous computer science.


He added: “In particular,


we want to see universities and businesses create new high quality computer science GCSEs, and develop curricula encouraging schools to make use of the brilliant computer science content available on the web.” A statement from the DfE this


week confirmed the move: “The government has decided to proceed with disapplication. In this interim period, schools will still be required to teach ICT to pupils at all key stages but teachers will have the flexibility to decide what is best for their pupils without central government prescription.” However, the Corporate IT


Forum, a group which represents corporate users of ICT in the UK, said it was “very disappointed” with the decision.


The Forum’s Education and


Skills Commission – which has been set up to tackle what it says is a growing ICT skills crisis – said disapplying the curriculum two years before the computer science curriculum is implemented will lead to “even greater problems by 2020”. Commission chairman John


Harris, head of IT strategy at GlaxoSmithKline, said: “While we agree that the current ICT curriculum is failing to meet the needs of employers, we are extremely concerned that the absence of a programme of study or attainment targets for any period of time will widen the gap between the best and worst ICT teaching in schools to an unacceptable level.” However, BCS, the chartered


institute for IT, welcomed the decision, arguing that it would


allow schools the freedom to teach computer science the way they want to from September. Bill Mitchell, director of the


BCS academy of computing, said: “We believe it is of paramount importance that every child has the chance to study computer science from primary school onwards; with this latest move this will be true from September 2012.” The government revealed its


plans this week for updating the primary national curriculum. The proposals, which are to be consulted upon, retain ICT as a compulsory subject. An announcement on the draft secondary curriculum is expected shortly. Both are due to be implemented in 2014. Professor Steve Furber, chair


of the Royal Society report on computing in schools, said:


“The decision to develop a new programme of study for ICT as part of the 2014 national curriculum sends a strong signal to schools that the plan to ‘disapply’ the current curriculum should not be interpreted as downgrading the subject.” However, he warned that


changes to the curriculum will “fail to have the necessary impact” if they are not accompanied by better support for teacher CPD. He added: “We should not forget


that specialist teachers make up just 35 per cent of the ICT teaching workforce at present.” The DfE has now launched a


public consultation on the draft regulations that will enact the decision to remove the programmes of study. This will run until July 11. To respond, visit www.education. gov.uk/consultations


Impact of poverty on students’ chances laid bare by new data


Research showing the stark impact of poverty on young people’s career aspirations has reignited the debate about how we support our disadvantaged children. Data from the Compare Futures


project shows that the chances of disadvantaged young people gaining employment or attending a red brick university are extremely low, compared to those from richer areas. The research is to be released


Web support: Richard Hammond visits the children at The Children’s Trust centre for brain injury rehabilitation


Teaching children with brain injuries


Teachers who work with children with acquired brain injury (ABI) are being offered support in the form of a new resource. Thousands of young people


in the UK live with the long- term effects of an ABI, which can come from road accidents or falls, although there are also causes such as brain tumours, choking or meningitis. Now, a website called the Brain


Injury Hub has been created by The Children’s Trust, Tadworth, a national charity which runs the UK’s largest rehabilitation centre for children with ABI. The content of the site is based


on the clinical expertise that has been developed at the trust over the last 25 years and it features a dedicated section for teachers and other education professionals in recognition of the fact that children with a brain injury can struggle in school, sometimes for years after their original injury. It also offers a discussion


forum and includes introductory information about brain injury and practical strategies for the classroom. The National Institute for


Health and Clinical Excellence estimates the total number of head injuries presenting at A&E


in England each year as 750,000, of which almost 300,000 are children aged under-16. Of these, 2.6 per cent are moderate to severe injuries. In addition, hundreds of children each year suffer a brain injury as a result of non-traumatic causes such as a brain tumour or meningitis. Richard Hammond, the Top


Gear presenter who suffered a serious brain injury himself when he was involved in a car crash while filming in 2006, is backing the resource. The website has been


accredited with the Information Standard, the Department of Health’s quality mark for reliable sources of health information. Chief executive of The


Children’s Trust Andrew Ross said: “Many children are left with severe disabilities as a result of a brain injury, while others can appear to have made a full physical recovery and yet may be left with significant, life-long difficulties with their behaviour, memory or concentration. For this reason, acquired brain injury is often called the ‘hidden disability’.” The Brain Injury Hub’s


section for teachers and education professionals can be found at www.braininjuryhub.co.uk/teacher


next month, but early findings have shown: • Young people


from


Middlesborough are 10 times more likely to be unemployed as those from wealthy Wokingham in Surrey.


• Compared to the average, those from Middlesborough are almost three times as likely to be unemployed.


• Only one per cent of young people from Kingston Upon


Hull go to a red brick university compared to 34 per cent of those from Wimbledon. When published, the Compare


Futures project, which is being run by the Centre for Crime and Justice Studies with funding from the Nominet Trust, will allow people to compare the educational, employment and personal circumstances of young adults in every neighbourhood across England. Alongside the project, the


Nominet Trust, a charity that supports the use of technology to improve lives, is now looking to invest £2 million to fund ideas for new ways of using digital technology to “improve young people’s economic and social participation”. Examples of the kind of projects


it might be looking for include supporting employment, peer mentoring, or using new technology


to improve the relationships between young people and those who support them. The first round of applications is open now and closes on August 1. Richard Garside, director of


the Centre for Crime and Justice Studies, hopes that the data will be a useful tool for educators and policy- makers. He said: “We are taught to believe that life is what you make of it, that the able will succeed, regardless of background. Compare Futures will challenge politicians to champion policies that correct the postcode lottery that affects deeply young peoples’ life chances. “You can have an excellent


teacher but if they are dealing with children who have very challenging circumstances then they are always going to struggle.” For details on how to apply


for the funding, visit www. nominettrust.org.uk/how-to-apply/ areas-investment/digital-edge


Campaign aims to stop teens risking lives on level crossings


CCTV footage showing a young man who comes within inches of being hit by a train forms part of a new hard-hitting schools campaign. The education resource shows


other incidents including a mother who tries to dash through a closing level crossing while pushing a pram. Under the message “don’t try


this at home” the shocking footage is designed for use in assemblies and emphasises the fact that 44 people have died in the last five years on the 6,500 level crossings across the UK. Around 60 schools located


near to level crossings are being sent the free resources as part of Rail Life – a national rail safety campaign launched by Network Rail. Other schools can download the materials for free online. The campaign has been


designed and created with the help of teachers and young people, who


took part in a series of workshops to discuss rail safety issues. Dyan Crowther, Network Rail


director of operational services, said: “We wanted to work closely with school children and teachers to develop Rail Life to make it impactful, long-lasting and effective. By working together we hope to prevent future incidents at level crossings and make the railway safer for everyone.” Megan Lamb, 16, who attended


the workshop at Arundel Youth Club in West Sussex, said: “We learnt a lot and it was great that our ideas and opinions were listened to. Maybe my work in the campaign could help to save a life in the future.” Rail Life is to expand to cover


other safety issues such as the electrified third rail and trespass and vandalism, as well as activity in other areas of interest to young people – such as careers on the railway. A website has also been


launched for secondary school pupils, which features facts, videos and tips, including the CCTV footage. Download the teacher’s


kit at www.networkrail.co.uk/ levelcrossings and to access the campaign website, go to www.rail-life.co.uk


NEWS In brief


A Future in Food The Scottish Food and Drink Federation’s Schools Programme, A Future in Food, has been given £270,000 in government funding. It aims to help students better understand the food and drink sector in Scotland. Since its launch in 2010, 3,500 pupils have been engaged in activities ranging from food forensic projects where pupils use science to uncover the properties of different foods, to “Dragon’s Den” style activities where young people present business strategies. Visit: www.sfdf.org.uk


1950s insights


The National Archives has released its latest education resource –focusing on life in 1950s Britain. Containing dozens of documents, the resource covers a range of topics from the Suez crisis and the development of the hydrogen bomb to government reactions to “horror” comics and rock and roll. Cartoons, photographs, newsreel and official government papers have been selected to support the teaching of this decade by the major UK exam boards. Other topics include the coronation and Britons’ first experiences of motorways, supermarkets and television. Visit: www.nationalarchives. gov.uk/education/topics/fifties- britain.htm


Young snappers


Young photographers can win £5,000 of Canon equipment by entering the Made in Britain Photography Awards. The beauty of modern industry is the theme for this year’s competition, which is being run by EEF, an organisation representing UK manufacturers. Students aged 14 to 19 are invited to submit images of modern manufacturing that capture British products, components or processes. Visit: www.eef.org.uk/photo


Skype resources


The free online video- conferencing network, Skype, has launched new content for its Skype in the classroom programme, a free online education community. New partnerships include the Penguin Young Readers Group, which will offer pupils the chance to Skype with authors, the New York Philharmonic, offering live interaction with its musicians and educators, and Save the Children and the Science Museum, which will announce individual projects by the end of the year. Visit: http://education.skype.com


French interview


Online lesson-sharing website O2 Learn has released a GCSE French revision lesson featuring Bacary Sagna, the Arsenal footballer. In an interview with five school boys from Haberdashers’ Aske’s Boys’ School in Hertfordshire, the French international reveals the funniest player in the Arsenal dressing room and what he would like to do when his football days are over. The lesson focuses on spoken French and shows Mr Sagna being questioned in French. O2 Learn has more than 1,200 lessons available for free. Visit: www.o2learn.co.uk/o2_video. php?vid=1966


SecEd • June 14 2012


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Photo: Richard Bloomfield


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