- Computing teacher subject knowledge gap analysis audit rework
- Masters level action research investigation
- Old audit
- Categories vague
- "Understand why computer hardware needs computer software (programs)"
- Only measures confidence of trainee 1=weak 4=expert
- Categories vague
- Goal
- Guide subject knowledge based practical skills
- (leading to more engaging lessons)
- sending messages over a network, etc
- (leading to more engaging lessons)
- Tighten 'working level' (no room for misinterpretation)
- Guide subject knowledge based practical skills
- Outcome
- Confused trainees
- Subject knowledge too low to understand how to implement (AI teachable machine, etc)
- More guidance needed
- Misunderstood "audit/knowledge for teachers" (not tasks for students in class's)
- Subject knowledge too low to understand how to implement (AI teachable machine, etc)
- Alienated mentors
- Not aligned with their schools curriculum or skill-set
- (a deeper problem?)
- Not aligned with their schools curriculum or skill-set
- Trainees have no time for anything other then surviving in school - Stress
- Just wanted a tick list for the year
- I've done 'iteration' - tick - (I liken this to 'ive used addition' or 'Ive used sentences')
- Just wanted a tick list for the year
- Confused trainees
- Action
- Replace Subject Knowledge audit 100% with GCSE spec (mentors and trainees don't want anything more)
- Test subject knowledge gaps with passed GCSE papers
- Offer trainees the opportunity to take GCSE in May (Barton Court collaboration)
- What matters is the quality of lessons delivered (Move away from audits)
- NCCE: Programming and algorithms within the computing curriculum
- NCCE: The importance of practical programming 2022
- White paper from expert group