W: edtechnology.co.uk | T: @Educ_Technology


"It's about giving the next generation a chance to shape their world, not just be consumers in it"


modelling and computer-programming”. With regards to the latter, ICT (Information and Communications Technology) is being replaced for the new school year by a new 'computing' curriculum, which will include coding (essentially programming) lessons for children as young as five. If that sounds like too much too soon, there


may be good reason for that: it’s estimated that over the next 10 years, there will be 1.4 million jobs in computer sciences in the UK, and only around 400,000 graduates qualified to do them. Therefore, the country needs IT-savvy people – and quickly. Not that the government is citing this as a


reason for the curricular upheaval. The official line is that it will merely provide our youngsters


with the necessary skills to navigate their way through what is becoming an increasingly digital world. As Simon Peyton Jones, Chairman of Computing at School (CAS), says: “We teach our children science because we want them to know something about the world that surrounds them. In the same way, we want them to know some of the elementary principles of computer science.” The government also sees the new curriculum


as a means for UK children to keep up with those in the world’s most advanced countries. Citing Hong Kong, Singapore and Finland, former Education Secretary Michael Gove commented: “No national curriculum can be modernised without paying close attention to what’s been happening in education internationally.”


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72