Opportunities for the key skills of Senior Cycle within a new Computer Science specification

A consistent finding across recent national and international tests of attainment is that Irish primary and post-primary students have difficulty with items assessing higher-order thinking skills, for example modelling,... [ view full abstract ]

A consistent finding across recent national and international tests of attainment is that Irish primary and post-primary students have difficulty with items assessing higher-order thinking skills, for example modelling, abstract reasoning and problem solving (Shiel, Kelleher, McKeown, & Denner, 2016). Added to this, national reports draw attention to low-levels of computer usage by students in Ireland and highlight that even when computing is used in education, it is mainly for low-level activities such as word processing, internet searches and playing computer games (DES, 2011). Limited use is made of computing in the development of higher-order thinking skills, creative or collaborative skills, independent working skills, or communication skills(DES, 2008); (Lau, 2009); (Eivers, Close, & Shiel, 2010). 

Recent publications from the Department of Education and Science, and in particular the STEM Education in the Irish School System report (DES, 2016) have identified the necessity to introduce Computer Science as a Leaving Certificate curriculum subject. The expertise in STEM and specifically computer science, is central in supporting the innovation and future prosperity which the country aims to achieve.

Aligned with this, developments in curriculum and assessment at senior cycle have focused on the embedding of key skills within learning outcomes. The NCCA Key Skills Framework (NCCA, 2009) was developed to provide a common, unified approach for embedding key skills across all future Leaving Certificate specifications. From an Irish perspective, these skills were identified as being important for all students to achieve to the best of their ability, both during their time in school and into the future, and to fully participate in society, in family and community life, the world of work and lifelong learning.

This paper will examine each of the five key skills in the context of Computer Science and give examples of how a new curriculum in computer science has the potential to develop active creators and producers rather than passive users of technology, while offering potential opportunities for enhanced inclusion and equity, providing students with an understanding of Computer Science, required across all industries to support innovation, development and employment.