Pedagogy in Primary Computing - CAS Primary TC Meeting (also at CAS Conference)

Key Summary Points

• Understanding the difference between concepts and constructs in computing is crucial for effective teaching.
• Code reading and comprehension should be taught as integral parts of learning to programme.
• The design stage in programming helps cement computational thinking skills.
• Using semantic waves can help unpack and repack complex computing concepts.
• The interplay between algorithms, programming, coding, and computational thinking needs to be clearly understood and communicated.

Main Text

The recent CAS Primary Thematic Community meeting provided significant insights into the pedagogy of teaching computing in primary schools. Led by Matt Wimpenny-Smith from Oxford Brookes University, the session focused on the best practices for teaching Scratch and other programming languages, aligning closely with the Ofsted research review on computing.

One of the primary discussions centred on the distinction between concepts and constructs in computing. Concepts, such as sequence, repetition, and variables, are the fundamental ideas that underpin computing. Constructs, on the other hand, are the practical implementations of these concepts within a code. This differentiation helps students grasp the abstract ideas before applying them practically.

The session also highlighted the importance of teaching code reading and comprehension. Matt compared learning to code to learning a new language, emphasising that reading code is as important as writing it. This approach is especially beneficial for novice teachers, who might focus more on coding syntax rather than comprehension. Teaching students to read code enhances their overall understanding and ability to write it proficiently.

Another key point was the significance of the design phase in programming. According to the Ofsted research review, designing a programme is crucial for developing computational thinking. This phase helps students visualise the working of a programme, improving their problem-solving skills. Integrating design tasks into lessons can significantly strengthen students' computational thinking abilities.

Matt introduced the concept of using semantic waves in teaching programming. Semantic waves involve breaking down complex ideas into simple, relatable examples and then gradually building them back into more complex concepts. This method is particularly effective in primary education, where students benefit from concrete examples that connect to their daily experiences.

Finally, Matt discussed a framework that explains the relationship between algorithms, programming, coding, and computational thinking. This comprehensive approach highlights the interconnected nature of these elements, providing a clearer understanding of the broader scope of computer science education. Viewing coding as part of a larger system, which includes design and debugging, can offer students a more rounded education in computing.

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