TLM Unit Qualification for Coding in M:EE

Introduction

We believe these new and innovative short course qualifications provide the most inclusive and cost-effective qualifications available for an introduction to the Computing curriculum emphasis while preserving the necessary rigour for stretching the highest attaining candidates. In addition, there is a clear intention to reduce the bureaucratic overhead on teachers while preserving the benefits of coursework for motivating learners and dealing validly with recognition of practical competence in what are essentially practical and vocational skills and activities. This enables a clear progression route for the weakest mainstream learners through to identifying those that are likely to be successful in full Level 1 and Level 2 qualifications.

The qualifications enable coverage of a wide range of general knowledge, understanding and competencies. Starting at Entry 2 these will support all by leaving progression routes open to Level 1 that will benefit any young person aspiring to progress into a full-size Computing qualification.

This specification is for 3  qualifications, starting at Entry 2, and completing at Level 1. It has the following key benefits.

1.    based on the computing programs of study for Key Stage 2 and Key Stage 3 thus providing an assessment model providing progression to Level 1 and 2.
2.    devised in consultation with  Microsoft and Minecraft Education utilising their knowledge of industry needs and accessibility priorities
3.    clear and flexible unit-based structure referenced to the European Qualifications Framework (EQF).
4.    straightforward assessment of competence in real rather than contrived contexts.
5.    provides a focus for continuing professional development for teachers through moderation/verification feedback.
6.    moderation/verification of coursework on demand.
5.    reduced bureaucracy for teachers and the flexibility for them to target specific interests.

These qualifications lend themselves to formative assessment practices allied to summative differentiation by an outcome that can optimise and motivate attainment for individuals rather than assume all will reach a certain level or grade at a particular time. We do this by providing a coursework component that is competency-based, reflecting the best and most up to date research in assessment in the workplace.
 

Qualification entry requirements

The qualification is available at Entry 2, Entry 3 and Level 1. It is founded in programmes of study for Computing and is available for all learners with no prerequisite for any other qualification to be completed prior to entry. Learners are able to join the course at the level most appropriate to their ability allowing flexibility and control to be maintained by the centres. 

Knowledge and understanding

The following knowledge and understanding will be required to support learning for each qualification. At each level, the understanding needed is in keeping with the RQF general description of the qualification level.

1.    Demonstrate knowledge and understanding associated with the computing terms as shown within the units Learning Outcomes.

Assessment

All centres have an assigned Account Manager who will be very pleased to help at any time. Our aim is to give professional assessors, most of whom are qualified teachers, the confidence to make judgements with a minimum of bureaucracy so that they can focus their time on maintaining their professional knowledge and skills and support learning through effective teaching rather than “chasing paper”. There is often a confusion between bureaucracy and rigour since unnecessarily complex bureaucracy can actually detract from rigour by obscuring the importance of the outcomes in the unnecessary process. We also encourage coursework to be carried out in valid and real contexts rather than as contrived simulations. Competence is best assessed in context. All assessors must sign an agreement to uphold standards and feedback from moderation/verification will support consistency.

Therefore Coursework assessed in terms of competence in practical areas where knowledge and understanding can be applied in real and motivating contexts.

Evidence has to be provided against the unit assessment criteria from practical tasks related to the learners’ everyday work. This is likely to be from specialist lessons related to computing but can and should include evidence from across the curriculum. This will ensure that what is learnt in Computing has some chance of contributing to raised standards in all subjects. The way evidence is gathered is up to the assessor, but example workbooks are available, the only requirement is that it clearly supports the judgements against the assessment criteria and the relevant learning outcomes. If on moderation the account manager finds gaps in evidence related to a particular candidate they will request more evidence before approving the award of the unit certificate. Assessors must then adjust their work to ensure all their learners are providing the appropriate level and breadth of evidence. We encourage early submission of at least some evidence so that assessors are confident from the feedback that what they are providing is sufficient (and indeed not over-kill). In this way, we can maintain standards while supporting improved efficiency.

Units information

Support pages for the delivery of M:EE Coding:

Student logbook for Introduction to Coding using MakeCode

Student logbook for Intermediate Coding in MakeCode