COMPUTING & IT RESOURCES Tackling the decline in numbers taking Computing


This month, regular contributor MOHAMMED REHMAN, Head of School of Computing at Arden University, looks at how we can tackle the decline in numbers of pupils studying computing.


It’s traditional on GCSE results day for a variety of media outlets to park themselves in schools or visit a nervous student at home and watch them tear open their results letter. At an individual level it’s great to share in student success in their chosen subjects, but what can we learn from examining these choices at a national level, particularly in terms of computing and IT? The Joint Council for Qualifications reported that 89,542 students took either the ICT or the computing GCSE


in 2019. This was compared with a combined total of 130,210 in 2018. Some might dismiss this decline in numbers with the ‘tis but a scratch’ line from Monty Python’s Dark Knight, pointing to an increase in numbers taking computing as a subject and a significant rise of 14% in terms of female candidates. It’s clear, however, that the decision to replace the ICT curriculum with a more challenging programme of study has not resulted in the hoped-for increase in the number of students who can address the need for digital skills across a variety of industries. In part, this is a capacity issue. My own experiences of running enhancement workshops for IT teachers


highlighted concerns in terms of their readiness to deliver the new curriculum, resulting in an institutional decision to either reduce the number of hours on computing or drop the subject entirely. This immediately impacts on the number of students taking the subject further. Training helps, equipping those teachers in the field with the ability to engage with new tools and processes and encouraging schools to retain computing as an option. Alternatively, if the capacity doesn’t exist within the school partnering with external organisations such as dress code, a charity which runs free school clubs aimed at girls aged 11-13, may be a way of enhancing provision. Additionally, student subject choices may be influenced by a number of factors. For example, a 2010 DFE research report into GCSE choices


suggested that students tended to foreground short term considerations such as how easy a course is, rather than long term considerations such as career prospects. The perception that computing is more difficult than the now defunct ICT may have to be tackled by teachers when talking about the subject as an option, as well as making the subject more accessible. Maybe it’s time to make computing a core subject so that students are equipped with the digital skills that are essential in the modern workplace.


uFor more information about Arden University, please visit www.arden.ac.uk


Providing IT solutions and support for your teaching, learning and business needs


W


ith the increasing sophistication of information technology, and financial pressures, it is vital for schools to have an IT partner they can


trust. Hackney Learning Trust’s IT Services Team are highly qualified and experienced and are focused on providing services that are not only fit for purpose, but innovative, high-quality and value for money. They offer a wide range of services including technical support, project management, purchasing and training. They also offer ongoing strategic advice and guidance to ensure that schools get the most out of their existing and future IT investments. The department works with schools in Hackney, Greater London and


further afield and is a well trusted team that specialises in the education sector and as a not for profit team like all of Hackney Learning Trust, offers competitive pricing.


Here are some of their most popular services in more detail:


Remote technical support package Their remote technical support packages are based on a five day Monday to Friday support service and include unlimited access to service desk support; free engineer on site if the issue cannot be resolved; support for all your IT assets; including interactive whiteboards, PCs and printers, and training for staff.


On-site technical support package This package can be tailored to your school’s needs, starting from half a day per month. The package includes, an on-site technician at your school; unlimited


access to service desk support; technical support for all your IT assets including interactive whiteboards, PCs and printers, and training for staff.


IT training Their bespoke one-to-one or group training sessions on IT technology teaches how to get the most from industry standard software used in the classroom.


38 www.education-today.co.uk February 2020


Staff will benefit from accredited training, tailored course content, customised online assessments, feedback and evaluation. They can also offer training on Microsoft Office Suite, including Office 365, Promethean ActivInspire (accredited trainer), Smart Technologies’ Smart Notebook (accredited trainer), G Suite for Education, including Google Classroom.


IT project management and consultancy By working in partnership with trusted providers, the team can help you manage your IT projects from feasibility through to delivery and support. Over the long term they are experienced in working with schools to create a strategy and vision for your school to ensure a constant focus on the long term future, supporting you through the ever evolving landscape of new and emerging technologies.


In addition to these services they also offer email management, procurement and many other IT services that are beneficial to schools. A list of all their services can be found at www.hackneyservicesforschools.co.uk/ittech


So if you are thinking of changing suppliers, need new equipment or your staff need training or you just want to find out more, then give Hackney Learning Trust’s IT Services team a call on 020 8820 7777, alternatively email them at itservices@learningtrust.co.uk or visit www.hackneyservicesforschools.co.uk


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