Download Computing Curriculum

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With regard to accreditation, the Computer Society is one of two member societies within CSAB, the organization that provides operational support for computing accreditation by appointing and training program evaluators, and is responsible for the Program Criteria used to accredit the various computing programs.

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Critical computing is a 54-hour long introductory computer science (CS) course that provides students a chance to share their stories and better understand each other using critical thinking and computing. Students will study identity, or the social categorizations of people, to foster an appreciation for and an understanding of self, others and the power of diversity. They will examine how social categorizations impact computing systems and devices. In addition, students will explore CS concepts through Scratch, a creative computing platform, and use CS as a tool to advocate for marginalized communities.

The examples contained within the document were created by educators who served on the Computer Science and Digital Fluency Standards Workgroups. The examples are meant to be illustrative only and were designed to be helpful for teachers when planning lessons. To assist in these efforts, some examples include a specific interdisciplinary connection distinction. NYSED does not require any curriculum or instructional strategy. All curriculum decisions are made at the local level.

While degree requirements stay the same over time (unless you choose to change catalog year), prerequisites do not. If an older curriculum sheet has a different prerequisite than what is on a newer sheet or what it says in the catalog, it is wrong. You must follow the newest prerequisites.

Not sure which sheet you need? Computer Science was the only College of Computing and Software Engineering department which needed to merge programs, therefore there are two sets of curriculum sheets. The sheet you need is determined by when you started and at which institution you attended. Each curriculum sheet is marked with either a (K) for Kennesaw or an (S) for SPSU.

Please be aware that the curriculum sheets are subject to change and errors. Ultimately degree requirements are derived from the catalog, and prerequisites may change from year to year. You must adhere to the newest prerequisites for a course, unless special permission for extenuating circumstances has been given (e.g. Fall 2015 prereq structures may follow either old or new prerequisites for CS classes, depending on the student's institution of origination pre-consolidation).

ComputingFootnote 1 is being introduced as a new subject in the school curriculum in many countries, and as an important part of informal learning opportunities in others. This brings with it both excitement and challenges, as for any new subject. For teachers facing curriculum change, how to teach it is very pertinent. Introducing new content does not merely mean that teachers have to equip themselves with new subject knowledge, which of course in many cases they do (Brown et al. 2013; Sentance et al. 2013; Thompson and Bell 2013). Teachers also need to learn appropriate pedagogies for delivering a new subject, particularly in those aspects of computer science that relate to algorithms, programming and the development of computational thinking skills.

For teachers in England, guidelines have been developed recently suggesting how computational thinking can be explicitly taught as part of the new curriculum (Csizmadia et al. 2015). Computational thinking, according to these guidelines, is divided into a series of overlapping skills: abstraction, algorithmic thinking, generalisation and evaluation.

Many have recently suggested ways of implementing computational thinking into the curriculum (Barr and Stephenson 2011, Webb and Rosson 2013, Brennan and Resnick 2012, Lee et al. 2011, Selby 2012, Yadav et al. 2011, Van Dyne and Braun 2014, Sengupta et al. 2013). In our research we find teachers describe using a variety of activities that develop computational thinking skills in learners.

Although two questions were asked about strategies and two questions about challenges, the answers received in some cases did not relate to the specific question. Because of the content of the data it was not possible to report on the particular strategies for programming and those on other aspects of the curriculum. All answers under strategies were thus analysed together.

We asked the teachers how much teaching of Computing they were currently doing (Fig. 3). Note that this survey was undertaken in the academic year prior to the introduction of the Computing curriculum from age 5 although the previous subject of ICT had already been disapplied so teachers were starting to introduce Computing in preparation; examination subject teachers at KS4 and KS5 were already teaching Computing, and in the case of KS5 teachers had been doing so for many years.

Teachers talked about relating Computing content to other aspects of the curriculum; they give examples of both relating what is being learned in Computing to other subjects taught at school and also to concepts from home (so relating to real-life). The quote below is a typical example:

One of the main outcomes of this study is that the ways in which computer science elements of Computing are taught are different to methods previously used in delivering ICT. Teachers have provided a range of approaches that they use that are different to those that they previously used delivering ICT in the curriculum. They also describe that students also have to adapt to new ways of teaching and different types of content, particularly older students who had been used to the same teachers delivering a different style of lesson.

The intention in the study was to identify particular strategies for teaching programming and those for teaching other aspects of Computing, including theory, and similarly with challenges. However we were not able to do this, due to the nature of the data, as reported in Section 2.2. Some teachers described how they taught programming under the non-programming question and vice versa. This is a limitation because it means we have not been able to reliably compare strategies for different areas of the curriculum. Thus the proportion of answers relating to scaffolding programming tasks, which did not generally occur as answers to the non-programming question, may have been even higher had we been able to look at programming strategies alone. This could have possibly been avoided by more explicit signposting in the survey.

The teaching approaches described by teachers in this study are not claimed to be representative of all teachers teaching the Computing curriculum in England. The survey was promoted primarily through the Computing At School (CAS) website which has a large number of teacher members who teach Computing, in addition to a direct email to Computing At School members and use of social media. The four questions reported on in this paper were optional and teachers were asked if they wished to take part in a particular part of the research before being shown these questions. This means that the group of teachers answering are not only self-selecting, but they are also a group of teachers that are enthusiastic about teaching Computing and we have already reported that they demonstrate self-efficacy. Thus this study does not in any way attempt to claim that these strategies and challenges relate generally to all teachers of Computing.

Our highly supportive Professional Learning Program will bring you together with a group of teachers to learn from each other as well as expert facilitators as you take on the first year of teaching the free curriculum to your students. In-person and virtual workshops are starting this summer.

Our Professional Learning Program offers year-round support. The program kicks off with a five-day summer workshop where you'll have an opportunity to work hands-on with the curriculum and meet other teachers from your area. Throughout the year, we offer follow up workshops and forum support. You don't need any prior computer science experience to get started. And teachers love it! 90% rank it the best professional development ever. Click here to apply and learn more.

4 Credits

This course will focus on OSI and internet protocols that provide a reliable communication channel over the physical network linking a heterogeneous collection of computing resources. Topics covered include Switching Techniques, Wireless Protocols, Media Access Control, TCP/IP, and multicasting.

4 Credits

This course studies cloud computing based on open standards including Internet addresses, sockets, streams, universal character codes, threads, and Internet protocols like REST, XML, JSON client-server database management systems, and content management systems. The course pursues a practical approach to security issues such as the application and use of digital certificates, encryption, and transactional security. Small student teams analyze, design, and build a cloud-based system using software-development best practices.

The Computer Science Standards of Learning identify academic content for essential components of the computer science curriculum at different grade levels. Standards are identified for kindergarten through grade eight and a core set of middle and high school elective courses. Virginia is one of the first states to have K-12 standards and is leading the way in student workforce readiness.

As an Amazon Web Services (AWS) Academy member institution, ALX has access to the AWS Academy cloud computing curriculum. The ALX Cloud Computing programme is developed and maintained by AWS, a market leader in cloud technologies used by organisations across the world. e24fc04721