#Excerpt from the report ([shutdown or restart](https://royalsociety.org/topics-policy/projects/computing-in-schools/report/))
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.