#Excerpt from the report (shutdown or restart) So not the answer I am looking for, as it is just one big quote, and not the examples I am looking for.

#Definitions of terms used in this report

##Computer Science should be interpreted as referring to the scientific discipline of Computer Science, covering principles such as algorithms, data structures, programming, systems architecture design, problem solving etc.

##Information Technology should be understood to mean the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes. We elaborate this definition in Chapter 2, section 2.5.

Often we use the phrase Computer Science and Information Technology to indicate the union of the two, as this report reflects issues in both areas. We avoid using the term ‘ICT’, except when referring to existing curricula or qualifications that are labelled as such. We elaborate on this definition in Chapter 2, section 2.4.

##Digital literacy should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines. These are the skills that teachers of other subjects at secondary school should be able to assume that their pupils have, as an analogue of being able to read and write. We elaborate on this definition in Chapter 2, section 2.6.

Inevitably there will be topics that test the extent to which the three areas above can be effectively disaggregated – there will always be some blurring at the boundaries. Nevertheless, we maintain that it is useful to make these distinctions as an aid to effective communication between stakeholders.

2.4 The Nature of Computer Science It is the firm belief of the Advisory Group to this project that Computer Science is a rigorous

subject discipline, in the same way that Mathematics or Physics are. The ‘Computing at School’ group8 characterises a ‘discipline’ as a subject that has9:

• A body of knowledge, including widely applicable ideas and concepts, and a theoretical framework into which these ideas and concepts fit.
• A set of rigorous techniques and methods that may be applied in the solution of problems, and in the advancement of knowledge.
• A way of thinking and working that provides a perspective on the world that is distinct from other disciplines.
• A stable set of concepts: a discipline does not ‘date’ quickly. Although the subject advances, the underlying concepts and processes remain relevant and enlightening.
• An existence that is independent from specific technologies especially those that have a short shelf-life.

Computer Science is a discipline with all of these characteristics 10. It encompasses foundational principles (such as the theory of computation) and widely applicable ideas and concepts (such as the use of relational models to capture structure in data). It incorporates techniques and methods for solving problems and advancing knowledge (such as abstraction and logical reasoning), and a distinct way of thinking (computational thinking) and working that sets it apart from other disciplines. It has longevity (most of the ideas and concepts that were current 50 or more years ago are still applicable today), and every core principle can be taught or illustrated without relying on the use of a specific technology.

Concepts include:

• Programs: these tell a computer exactly what to do. Every program is written in some programming language, each with different strengths. Good languages embody many abstraction mechanisms that allow a piece of code to be written once, and reused repeatedly. This abstraction is the key to controlling the enormous complexity of real programs (e.g. a web browser), which consists of dozens of layers of such abstractions.
• Algorithms: re-usable procedures (often a sequence of steps) for getting something done. For example, plan the shortest delivery route for a lorry, given the required stops on the route.
• Data structures: ways to organise data so that a program can operate quickly on it. For example, there are many different ways to represent numbers (twos-complement, floating point, arbitrary precision, etc) with different trade-offs. Another example: a lookup table might be organised as a sorted array or as a hash table, depending on the size of the table and key distribution.
• Architecture: this is the term used to describe the large scale structure of computer systems. At the bottom is real physical hardware. On top of that are layered virtual machines. Compilers translate from a high level programming language to the low-level binary that the hardware or virtual machine executes. Operating systems manage the resources of the machine.
• Communication: almost all computer systems consist of a collection of sub-computers, each running one or more programs, and communicating with the others by sending messages or modifying shared memory. The internet itself is a large-scale example of such a collection.

Alongside these concepts are a set of Computer Science ‘methods’ or ways of thinking, including:

• Modelling: representing chosen aspects of a real-world situation in a computer.
• Decomposing problems into sub-problems, and decomposing data into its components.
• Generalising particular cases of algorithm or data into a more general-purpose, re-useable version.
• Designing, writing, testing, explaining, and debugging programs.

These ways of thinking have much in common with other sciences and mathematics.

Moreover, Computer Science is an ‘underpinning’ subject, in the sense that its concepts are useful to many other science and engineering disciplines, particularly physics, and in some cases they are relied upon to such an extent that they can be considered to be part of that subject too. For example, algorithms are sometimes considered to be an element of discrete mathematics, and the logical and rigorous approach of Computer Science has much in common with mathematics in general 11. Indeed, the use of digital technologies in the teaching of mathematics (given the overlap in areas such as algorithms, and the need for technology to teach mathematical modelling in particular) is the subject of a report from the Joint Mathematical Council of the UK released in November 2011.

Establishing territorial boundaries between subjects is problematic, and in common with other fundamental disciplines, Computer Science can sometimes suffer from being assumed to be primarily a ‘tool’ for other sciences rather than a subject in its own right. It is both of these, and in particular it is a science and an engineering discipline. However most STEM initiatives do not explicitly refer to Computer Science as a STEM discipline.

#2.5 The Nature of Information Technology Information Technology is the application of computer systems and the use of pre-existing software to meet user needs. It is the assembly, deployment and configuration of digital systems to meet user needs for specific purposes. Information Technology involves:

• Using software for storing and manipulating data (sorting, searching and reordering), file systems (naming, categorising and organising), and the effective application of databases and spreadsheets for particular tasks.
• Creating and presenting information within a variety of contexts with a sense of audience, fitness for purpose and drafting and redrafting as key considerations.
• Designing and configuring systems for others to use including spreadsheets, databases, web- based interfaces such as quizzes, forum, wiki and profile pages.
• Project planning and management including the identification of need, writing specifications, designing and creating products, evaluating their effectiveness and so identifying the further development to meets the needs of the user.
• Security, safety, and etiquette online, in particular when using email, forums, virtual worlds and social networks.
• The social, economic, ethical, moral, legal and political issues raised by the pervasive use of technology in the home, at work and for leisure.

Technology has evolved rapidly in recent years with the emergence of multimedia computers, the internet and worldwide web, mobile Computing and web 2.0 applications, and will continue to evolve in the future. Despite these changes, the critical elements of Information Technology as a subject will remain:

• handling and communicating information,
• designing and creating resources,
• evaluating and sensing fitness for purpose, and
• being aware of the implications of the pervasive use of technology in society.

2.6 The nature of digital literacy Digital literacy is the analogue of being able to read and write – a fundamental skill which it is

necessary to possess in order to access all subjects across the curriculum, including Computer Science and Information Technology. Digital literacy is not a ‘subject’ in itself – neither are reading and writing – but is an essential skill for all in the modern age.

Digital literacy is the ability to use computer systems confidently and effectively, including:

• ‘Office’ applications such as word processing, presentations and spreadsheets
• The use of the Internet, including browsing, searching and creating content for the Web and communication and collaboration via e-mail, social networks, collaborative workspace and discussion forums
• Creative applications such as digital photography, video editing, audio editing.

We intend “digital literacy” to connote those skills that (say) a history teacher can assume his / her students have, just as s/he assumes they can spell (literacy) and do simple mental arithmetic (numeracy). Higher level information handling skills are part of Information Technology.

Digital literacy does need to be taught: young people have usually acquired some knowledge of computer systems, but their knowledge is patchy. The idea that teaching this is unnecessary because of the sheer ubiquity of technology that surrounds young people as they are growing up – the ‘digital native’ – should be treated with great caution.

In terms of delivery, digital literacy can be treated much like literacy and numeracy are dealt with at school:

• Discrete lessons and teaching embedded within the broader curriculum throughout primary education and in the early part of secondary education.
• Opportunities for pupils to apply and develop these skills through authentic, purposeful and collaborative projects in most or all subject areas throughout primary and secondary education.

Whilst digital literacy skills can be taught and assessed using online systems, at the pupil’s own pace, teacher- led lessons and project work allow the teacher to focus on developing pupils’ knowledge and understanding of the systems pupils use, and provide opportunity for collaborative work.

#Conclusion Information Technology and Computer Science are distinct subjects, with different purposes, although they have areas of synergy. Computer Science is an academic discipline, in the same way that mathematics and physics are.

Digital literacy is a core skill for accessing subjects across the curriculum, including Computer Science and Information Technology themselves.

Excerpt from the report (shutdown or restart)

So not the answer I am looking for, as it is just one big quote, and not the examples I am looking for.

Definitions of terms used in this report

Computer Science should be interpreted as referring to the scientific discipline of Computer Science, covering principles such as

algorithms, data structures, programming, systems architecture design, problem solving etc.

Information Technology should be understood to mean the assembly, deployment, and configuration of digital systems to meet user needs

for particular purposes. We elaborate this definition in Chapter 2, section 2.5.

Often we use the phrase Computer Science and Information Technology to indicate the union of the two, as this report reflects issues in both areas. We avoid using the term ‘ICT’, except when referring to existing curricula or qualifications that are labelled as such. We elaborate on this definition in Chapter 2, section 2.4.

Digital literacy should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively,

including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines. These are the skills that teachers of other subjects at secondary school should be able to assume that their pupils have, as an analogue of being able to read and write. We elaborate on this definition in Chapter 2, section 2.6.

Inevitably there will be topics that test the extent to which the three areas above can be effectively disaggregated – there will always be some blurring at the boundaries. Nevertheless, we maintain that it is useful to make these distinctions as an aid to effective communication between stakeholders.

2.4 The Nature of Computer Science It is the firm belief of the Advisory Group to this project that Computer Science is a rigorous

subject discipline, in the same way that Mathematics or Physics are. The ‘Computing at School’ group8 characterises a ‘discipline’ as a subject that has9:

• A body of knowledge, including widely applicable ideas and concepts, and a theoretical framework into which these ideas and concepts fit.
• A set of rigorous techniques and methods that may be applied in the solution of problems, and in the advancement of knowledge.
• A way of thinking and working that provides a perspective on the world that is distinct from other disciplines.
• A stable set of concepts: a discipline does not ‘date’ quickly. Although the subject advances, the underlying concepts and processes remain relevant and enlightening.
• An existence that is independent from specific technologies especially those that have a short shelf-life.

Computer Science is a discipline with all of these characteristics 10. It encompasses foundational principles (such as the theory of computation) and widely applicable ideas and concepts (such as the use of relational models to capture structure in data). It incorporates techniques and methods for solving problems and advancing knowledge (such as abstraction and logical reasoning), and a distinct way of thinking (computational thinking) and working that sets it apart from other disciplines. It has longevity (most of the ideas and concepts that were current 50 or more years ago are still applicable today), and every core principle can be taught or illustrated without relying on the use of a specific technology.

Concepts include:

• Programs: these tell a computer exactly what to do. Every program is written in some programming language, each with different strengths. Good languages embody many abstraction mechanisms that allow a piece of code to be written once, and reused repeatedly. This abstraction is the key to controlling the enormous complexity of real programs (e.g. a web browser), which consists of dozens of layers of such abstractions.
• Algorithms: re-usable procedures (often a sequence of steps) for getting something done. For example, plan the shortest delivery route for a lorry, given the required stops on the route.
• Data structures: ways to organise data so that a program can operate quickly on it. For example, there are many different ways to represent numbers (twos-complement, floating point, arbitrary precision, etc) with different trade-offs. Another example: a lookup table might be organised as a sorted array or as a hash table, depending on the size of the table and key distribution.
• Architecture: this is the term used to describe the large scale structure of computer systems. At the bottom is real physical hardware. On top of that are layered virtual machines. Compilers translate from a high level programming language to the low-level binary that the hardware or virtual machine executes. Operating systems manage the resources of the machine.
• Communication: almost all computer systems consist of a collection of sub-computers, each running one or more programs, and communicating with the others by sending messages or modifying shared memory. The internet itself is a large-scale example of such a collection.

Alongside these concepts are a set of Computer Science ‘methods’ or ways of thinking, including:

• Modelling: representing chosen aspects of a real-world situation in a computer.
• Decomposing problems into sub-problems, and decomposing data into its components.
• Generalising particular cases of algorithm or data into a more general-purpose, re-useable version.
• Designing, writing, testing, explaining, and debugging programs.

These ways of thinking have much in common with other sciences and mathematics.

Moreover, Computer Science is an ‘underpinning’ subject, in the sense that its concepts are useful to many other science and engineering disciplines, particularly physics, and in some cases they are relied upon to such an extent that they can be considered to be part of that subject too. For example, algorithms are sometimes considered to be an element of discrete mathematics, and the logical and rigorous approach of Computer Science has much in common with mathematics in general 11. Indeed, the use of digital technologies in the teaching of mathematics (given the overlap in areas such as algorithms, and the need for technology to teach mathematical modelling in particular) is the subject of a report from the Joint Mathematical Council of the UK released in November 2011.

Establishing territorial boundaries between subjects is problematic, and in common with other fundamental disciplines, Computer Science can sometimes suffer from being assumed to be primarily a ‘tool’ for other sciences rather than a subject in its own right. It is both of these, and in particular it is a science and an engineering discipline. However most STEM initiatives do not explicitly refer to Computer Science as a STEM discipline.

2.5 The Nature of Information Technology Information Technology is the application of computer systems and the use of pre-existing

software to meet user needs. It is the assembly, deployment and configuration of digital systems to meet user needs for specific purposes. Information Technology involves:

• Using software for storing and manipulating data (sorting, searching and reordering), file systems (naming, categorising and organising), and the effective application of databases and spreadsheets for particular tasks.
• Creating and presenting information within a variety of contexts with a sense of audience, fitness for purpose and drafting and redrafting as key considerations.
• Designing and configuring systems for others to use including spreadsheets, databases, web- based interfaces such as quizzes, forum, wiki and profile pages.
• Project planning and management including the identification of need, writing specifications, designing and creating products, evaluating their effectiveness and so identifying the further development to meets the needs of the user.
• Security, safety, and etiquette online, in particular when using email, forums, virtual worlds and social networks.
• The social, economic, ethical, moral, legal and political issues raised by the pervasive use of technology in the home, at work and for leisure.

Technology has evolved rapidly in recent years with the emergence of multimedia computers, the internet and worldwide web, mobile Computing and web 2.0 applications, and will continue to evolve in the future. Despite these changes, the critical elements of Information Technology as a subject will remain:

• handling and communicating information,
• designing and creating resources,
• evaluating and sensing fitness for purpose, and
• being aware of the implications of the pervasive use of technology in society.

2.6 The nature of digital literacy Digital literacy is the analogue of being able to read and write – a fundamental skill which it is

necessary to possess in order to access all subjects across the curriculum, including Computer Science and Information Technology. Digital literacy is not a ‘subject’ in itself – neither are reading and writing – but is an essential skill for all in the modern age.

Digital literacy is the ability to use computer systems confidently and effectively, including:

• ‘Office’ applications such as word processing, presentations and spreadsheets
• The use of the Internet, including browsing, searching and creating content for the Web and communication and collaboration via e-mail, social networks, collaborative workspace and discussion forums
• Creative applications such as digital photography, video editing, audio editing.

We intend “digital literacy” to connote those skills that (say) a history teacher can assume his / her students have, just as s/he assumes they can spell (literacy) and do simple mental arithmetic (numeracy). Higher level information handling skills are part of Information Technology.

Digital literacy does need to be taught: young people have usually acquired some knowledge of computer systems, but their knowledge is patchy. The idea that teaching this is unnecessary because of the sheer ubiquity of technology that surrounds young people as they are growing up – the ‘digital native’ – should be treated with great caution.

In terms of delivery, digital literacy can be treated much like literacy and numeracy are dealt with at school:

• Discrete lessons and teaching embedded within the broader curriculum throughout primary education and in the early part of secondary education.
• Opportunities for pupils to apply and develop these skills through authentic, purposeful and collaborative projects in most or all subject areas throughout primary and secondary education.

Whilst digital literacy skills can be taught and assessed using online systems, at the pupil’s own pace, teacher- led lessons and project work allow the teacher to focus on developing pupils’ knowledge and understanding of the systems pupils use, and provide opportunity for collaborative work.

Conclusion Information Technology and Computer Science are distinct subjects, with different purposes, although they have areas of

synergy. Computer Science is an academic discipline, in the same way that mathematics and physics are.

Digital literacy is a core skill for accessing subjects across the curriculum, including Computer Science and Information Technology themselves.

#Definitions of terms used in this report

##Computer Science should be interpreted as referring to the scientific discipline of Computer Science, covering principles such as algorithms, data structures, programming, systems architecture design, problem solving etc.

##Information Technology should be understood to mean the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes. We elaborate this definition in Chapter 2, section 2.5.

Often we use the phrase Computer Science and Information Technology to indicate the union of the two, as this report reflects issues in both areas. We avoid using the term ‘ICT’, except when referring to existing curricula or qualifications that are labelled as such. We elaborate on this definition in Chapter 2, section 2.4.

##Digital literacy should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines. These are the skills that teachers of other subjects at secondary school should be able to assume that their pupils have, as an analogue of being able to read and write. We elaborate on this definition in Chapter 2, section 2.6.

Inevitably there will be topics that test the extent to which the three areas above can be effectively disaggregated – there will always be some blurring at the boundaries. Nevertheless, we maintain that it is useful to make these distinctions as an aid to effective communication between stakeholders.

2.4 The Nature of Computer Science

It is the firm belief of the Advisory Group to this project that Computer Science is a rigorous subject discipline, in the same way that Mathematics or Physics are. The ‘Computing at School’ group8 characterises a ‘discipline’ as a subject that has9:

• A body of knowledge, including widely applicable ideas and concepts, and a theoretical framework into which these ideas and concepts fit.
• A set of rigorous techniques and methods that may be applied in the solution of problems, and in the advancement of knowledge.
• A way of thinking and working that provides a perspective on the world that is distinct from other disciplines.
• A stable set of concepts: a discipline does not ‘date’ quickly. Although the subject advances, the underlying concepts and processes remain relevant and enlightening.
• An existence that is independent from specific technologies especially those that have a short shelf-life.

Computer Science is a discipline with all of these characteristics 10. It encompasses foundational principles (such as the theory of computation) and widely applicable ideas and concepts (such as the use of relational models to capture structure in data). It incorporates techniques and methods for solving problems and advancing knowledge (such as abstraction and logical reasoning), and a distinct way of thinking (computational thinking) and working that sets it apart from other disciplines. It has longevity (most of the ideas and concepts that were current 50 or more years ago are still applicable today), and every core principle can be taught or illustrated without relying on the use of a specific technology.

Concepts include:

• Programs: these tell a computer exactly what to do. Every program is written in some programming language, each with different strengths. Good languages embody many abstraction mechanisms that allow a piece of code to be written once, and reused repeatedly. This abstraction is the key to controlling the enormous complexity of real programs (e.g. a web browser), which consists of dozens of layers of such abstractions.
• Algorithms: re-usable procedures (often a sequence of steps) for getting something done. For example, plan the shortest delivery route for a lorry, given the required stops on the route.
• Data structures: ways to organise data so that a program can operate quickly on it. For example, there are many different ways to represent numbers (twos-complement, floating point, arbitrary precision, etc) with different trade-offs. Another example: a lookup table might be organised as a sorted array or as a hash table, depending on the size of the table and key distribution.
• Architecture: this is the term used to describe the large scale structure of computer systems. At the bottom is real physical hardware. On top of that are layered virtual machines. Compilers translate from a high level programming language to the low-level binary that the hardware or virtual machine executes. Operating systems manage the resources of the machine.
• Communication: almost all computer systems consist of a collection of sub-computers, each running one or more programs, and communicating with the others by sending messages or modifying shared memory. The internet itself is a large-scale example of such a collection.

Alongside these concepts are a set of Computer Science ‘methods’ or ways of thinking, including:

• Modelling: representing chosen aspects of a real-world situation in a computer.
• Decomposing problems into sub-problems, and decomposing data into its components.
• Generalising particular cases of algorithm or data into a more general-purpose, re-useable version.
• Designing, writing, testing, explaining, and debugging programs.

These ways of thinking have much in common with other sciences and mathematics.

Moreover, Computer Science is an ‘underpinning’ subject, in the sense that its concepts are useful to many other science and engineering disciplines, particularly physics, and in some cases they are relied upon to such an extent that they can be considered to be part of that subject too. For example, algorithms are sometimes considered to be an element of discrete mathematics, and the logical and rigorous approach of Computer Science has much in common with mathematics in general 11. Indeed, the use of digital technologies in the teaching of mathematics (given the overlap in areas such as algorithms, and the need for technology to teach mathematical modelling in particular) is the subject of a report from the Joint Mathematical Council of the UK released in November 2011.

Establishing territorial boundaries between subjects is problematic, and in common with other fundamental disciplines, Computer Science can sometimes suffer from being assumed to be primarily a ‘tool’ for other sciences rather than a subject in its own right. It is both of these, and in particular it is a science and an engineering discipline. However most STEM initiatives do not explicitly refer to Computer Science as a STEM discipline.

#2.5 The Nature of Information Technology Information Technology is the application of computer systems and the use of pre-existing software to meet user needs. It is the assembly, deployment and configuration of digital systems to meet user needs for specific purposes. Information Technology involves:

• Using software for storing and manipulating data (sorting, searching and reordering), file systems (naming, categorising and organising), and the effective application of databases and spreadsheets for particular tasks.
• Creating and presenting information within a variety of contexts with a sense of audience, fitness for purpose and drafting and redrafting as key considerations.
• Designing and configuring systems for others to use including spreadsheets, databases, web- based interfaces such as quizzes, forum, wiki and profile pages.
• Project planning and management including the identification of need, writing specifications, designing and creating products, evaluating their effectiveness and so identifying the further development to meets the needs of the user.
• Security, safety, and etiquette online, in particular when using email, forums, virtual worlds and social networks.
• The social, economic, ethical, moral, legal and political issues raised by the pervasive use of technology in the home, at work and for leisure.

Technology has evolved rapidly in recent years with the emergence of multimedia computers, the internet and worldwide web, mobile Computing and web 2.0 applications, and will continue to evolve in the future. Despite these changes, the critical elements of Information Technology as a subject will remain:

• handling and communicating information,
• designing and creating resources,
• evaluating and sensing fitness for purpose, and
• being aware of the implications of the pervasive use of technology in society.

2.6 The nature of digital literacy

Digital literacy is the analogue of being able to read and write – a fundamental skill which it is necessary to possess in order to access all subjects across the curriculum, including Computer Science and Information Technology. Digital literacy is not a ‘subject’ in itself – neither are reading and writing – but is an essential skill for all in the modern age.

Digital literacy is the ability to use computer systems confidently and effectively, including:

• ‘Office’ applications such as word processing, presentations and spreadsheets
• The use of the Internet, including browsing, searching and creating content for the Web and communication and collaboration via e-mail, social networks, collaborative workspace and discussion forums
• Creative applications such as digital photography, video editing, audio editing.

We intend “digital literacy” to connote those skills that (say) a history teacher can assume his / her students have, just as s/he assumes they can spell (literacy) and do simple mental arithmetic (numeracy). Higher level information handling skills are part of Information Technology.

Digital literacy does need to be taught: young people have usually acquired some knowledge of computer systems, but their knowledge is patchy. The idea that teaching this is unnecessary because of the sheer ubiquity of technology that surrounds young people as they are growing up – the ‘digital native’ – should be treated with great caution.

In terms of delivery, digital literacy can be treated much like literacy and numeracy are dealt with at school:

• Discrete lessons and teaching embedded within the broader curriculum throughout primary education and in the early part of secondary education.
• Opportunities for pupils to apply and develop these skills through authentic, purposeful and collaborative projects in most or all subject areas throughout primary and secondary education.

Whilst digital literacy skills can be taught and assessed using online systems, at the pupil’s own pace, teacher- led lessons and project work allow the teacher to focus on developing pupils’ knowledge and understanding of the systems pupils use, and provide opportunity for collaborative work.

#Conclusion Information Technology and Computer Science are distinct subjects, with different purposes, although they have areas of synergy. Computer Science is an academic discipline, in the same way that mathematics and physics are.

Digital literacy is a core skill for accessing subjects across the curriculum, including Computer Science and Information Technology themselves.

#Definitions of terms used in this report

##Computer Science should be interpreted as referring to the scientific discipline of Computer Science, covering principles such as algorithms, data structures, programming, systems architecture design, problem solving etc.

##Information Technology should be understood to mean the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes. We elaborate this definition in Chapter 2, section 2.5.

Often we use the phrase Computer Science and Information Technology to indicate the union of the two, as this report reflects issues in both areas. We avoid using the term ‘ICT’, except when referring to existing curricula or qualifications that are labelled as such. We elaborate on this definition in Chapter 2, section 2.4.

##Digital literacy should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines. These are the skills that teachers of other subjects at secondary school should be able to assume that their pupils have, as an analogue of being able to read and write. We elaborate on this definition in Chapter 2, section 2.6.

Inevitably there will be topics that test the extent to which the three areas above can be effectively disaggregated – there will always be some blurring at the boundaries. Nevertheless, we maintain that it is useful to make these distinctions as an aid to effective communication between stakeholders.

2.4 The Nature of Computer Science It is the firm belief of the Advisory Group to this project that Computer Science is a rigorous

subject discipline, in the same way that Mathematics or Physics are. The ‘Computing at School’ group8 characterises a ‘discipline’ as a subject that has9:

• A body of knowledge, including widely applicable ideas and concepts, and a theoretical framework into which these ideas and concepts fit.
• A set of rigorous techniques and methods that may be applied in the solution of problems, and in the advancement of knowledge.
• A way of thinking and working that provides a perspective on the world that is distinct from other disciplines.
• A stable set of concepts: a discipline does not ‘date’ quickly. Although the subject advances, the underlying concepts and processes remain relevant and enlightening.
• An existence that is independent from specific technologies especially those that have a short shelf-life.

Computer Science is a discipline with all of these characteristics 10. It encompasses foundational principles (such as the theory of computation) and widely applicable ideas and concepts (such as the use of relational models to capture structure in data). It incorporates techniques and methods for solving problems and advancing knowledge (such as abstraction and logical reasoning), and a distinct way of thinking (computational thinking) and working that sets it apart from other disciplines. It has longevity (most of the ideas and concepts that were current 50 or more years ago are still applicable today), and every core principle can be taught or illustrated without relying on the use of a specific technology.

Concepts include:

• Programs: these tell a computer exactly what to do. Every program is written in some programming language, each with different strengths. Good languages embody many abstraction mechanisms that allow a piece of code to be written once, and reused repeatedly. This abstraction is the key to controlling the enormous complexity of real programs (e.g. a web browser), which consists of dozens of layers of such abstractions.
• Algorithms: re-usable procedures (often a sequence of steps) for getting something done. For example, plan the shortest delivery route for a lorry, given the required stops on the route.
• Data structures: ways to organise data so that a program can operate quickly on it. For example, there are many different ways to represent numbers (twos-complement, floating point, arbitrary precision, etc) with different trade-offs. Another example: a lookup table might be organised as a sorted array or as a hash table, depending on the size of the table and key distribution.
• Architecture: this is the term used to describe the large scale structure of computer systems. At the bottom is real physical hardware. On top of that are layered virtual machines. Compilers translate from a high level programming language to the low-level binary that the hardware or virtual machine executes. Operating systems manage the resources of the machine.
• Communication: almost all computer systems consist of a collection of sub-computers, each running one or more programs, and communicating with the others by sending messages or modifying shared memory. The internet itself is a large-scale example of such a collection.

Alongside these concepts are a set of Computer Science ‘methods’ or ways of thinking, including:

• Modelling: representing chosen aspects of a real-world situation in a computer.
• Decomposing problems into sub-problems, and decomposing data into its components.
• Generalising particular cases of algorithm or data into a more general-purpose, re-useable version.
• Designing, writing, testing, explaining, and debugging programs.

These ways of thinking have much in common with other sciences and mathematics.

Moreover, Computer Science is an ‘underpinning’ subject, in the sense that its concepts are useful to many other science and engineering disciplines, particularly physics, and in some cases they are relied upon to such an extent that they can be considered to be part of that subject too. For example, algorithms are sometimes considered to be an element of discrete mathematics, and the logical and rigorous approach of Computer Science has much in common with mathematics in general 11. Indeed, the use of digital technologies in the teaching of mathematics (given the overlap in areas such as algorithms, and the need for technology to teach mathematical modelling in particular) is the subject of a report from the Joint Mathematical Council of the UK released in November 2011.

Establishing territorial boundaries between subjects is problematic, and in common with other fundamental disciplines, Computer Science can sometimes suffer from being assumed to be primarily a ‘tool’ for other sciences rather than a subject in its own right. It is both of these, and in particular it is a science and an engineering discipline. However most STEM initiatives do not explicitly refer to Computer Science as a STEM discipline.

#2.5 The Nature of Information Technology Information Technology is the application of computer systems and the use of pre-existing software to meet user needs. It is the assembly, deployment and configuration of digital systems to meet user needs for specific purposes. Information Technology involves:

• Using software for storing and manipulating data (sorting, searching and reordering), file systems (naming, categorising and organising), and the effective application of databases and spreadsheets for particular tasks.
• Creating and presenting information within a variety of contexts with a sense of audience, fitness for purpose and drafting and redrafting as key considerations.
• Designing and configuring systems for others to use including spreadsheets, databases, web- based interfaces such as quizzes, forum, wiki and profile pages.
• Project planning and management including the identification of need, writing specifications, designing and creating products, evaluating their effectiveness and so identifying the further development to meets the needs of the user.
• Security, safety, and etiquette online, in particular when using email, forums, virtual worlds and social networks.
• The social, economic, ethical, moral, legal and political issues raised by the pervasive use of technology in the home, at work and for leisure.

Technology has evolved rapidly in recent years with the emergence of multimedia computers, the internet and worldwide web, mobile Computing and web 2.0 applications, and will continue to evolve in the future. Despite these changes, the critical elements of Information Technology as a subject will remain:

• handling and communicating information,
• designing and creating resources,
• evaluating and sensing fitness for purpose, and
• being aware of the implications of the pervasive use of technology in society.

2.6 The nature of digital literacy Digital literacy is the analogue of being able to read and write – a fundamental skill which it is

necessary to possess in order to access all subjects across the curriculum, including Computer Science and Information Technology. Digital literacy is not a ‘subject’ in itself – neither are reading and writing – but is an essential skill for all in the modern age.

Digital literacy is the ability to use computer systems confidently and effectively, including:

• ‘Office’ applications such as word processing, presentations and spreadsheets
• The use of the Internet, including browsing, searching and creating content for the Web and communication and collaboration via e-mail, social networks, collaborative workspace and discussion forums
• Creative applications such as digital photography, video editing, audio editing.

We intend “digital literacy” to connote those skills that (say) a history teacher can assume his / her students have, just as s/he assumes they can spell (literacy) and do simple mental arithmetic (numeracy). Higher level information handling skills are part of Information Technology.

Digital literacy does need to be taught: young people have usually acquired some knowledge of computer systems, but their knowledge is patchy. The idea that teaching this is unnecessary because of the sheer ubiquity of technology that surrounds young people as they are growing up – the ‘digital native’ – should be treated with great caution.

In terms of delivery, digital literacy can be treated much like literacy and numeracy are dealt with at school:

• Discrete lessons and teaching embedded within the broader curriculum throughout primary education and in the early part of secondary education.
• Opportunities for pupils to apply and develop these skills through authentic, purposeful and collaborative projects in most or all subject areas throughout primary and secondary education.

Whilst digital literacy skills can be taught and assessed using online systems, at the pupil’s own pace, teacher- led lessons and project work allow the teacher to focus on developing pupils’ knowledge and understanding of the systems pupils use, and provide opportunity for collaborative work.

#Conclusion Information Technology and Computer Science are distinct subjects, with different purposes, although they have areas of synergy. Computer Science is an academic discipline, in the same way that mathematics and physics are.

Digital literacy is a core skill for accessing subjects across the curriculum, including Computer Science and Information Technology themselves.