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01 - Why has this resource been created?

The History of Computing resource represents a strategic response from LGfL and other members of the National Education Network to the change to the Computing element of the National Curriculum and the shift away from the ICT curriculum. The resource aims to provide a unique, high quality and relevant resource for teachers. Please note: It does not try and support all aspects of the Computing Curriculum.

02 - Who can access this resource?

This resource is made available to all LGfL Schools and schools connected to the National Education Network through their Regional Learning Grid. The resource will be accessible to any teacher or student viewing it from their school network connection. When viewed outside of the school network – a LGfL USO login prompt will appear.

LGfL connected schools will be able to access the resource when 'off grid' using the LGfL USO log in. If a teacher is from a NEN connected school, but it is not an LGfL connectionm, and would like to access this resource when 'off grid', they should contact contentsupport.lgfl.org.uk to discuss their requirements.

03 - Who has helped create this resource?

A wide range of practicing teachers, local authority consultants, and experts from the world of Computing History have been involved in the creation of this resource. Not all the organisations contacted were able to offer their direct input into the resource creation, but a broad range of potential partners were sought to produce this unique resource. The National Museum of Computing at Bletchley Park has been the main development partner for the resource creation.

04 - Which parts of the Computing Curriculum does this resource cover?

A comprehensive mapping of how the different elements of this resource relate to the new computing curriculum has been provided. It features a detailed analysis of how the different sections of the resource link in with the new programmes of study.

There are sections of the resource that do not directly link to the National Curriculum – but have been included to support the development of a student's understanding of the issues and concepts behind many parts of the curriculum related material.

05 - Is this resource aimed at teachers or for students to use independently?

The resource is designed to support both of these approaches. In particular, teachers are encouraged to show the resource during school learning sessions, and then students will view the resources in their own time and 'immerse' themselves with the wider background material, outside of lesson time.

06 - What are the different ways in which I can use this resource?

The video material is used to support a broad range of complete lesson activities to cover Key Stages 2 to 5, however teachers are encouraged to modify the suggested activities and tailor to support the needs of their particular teaching context.

Video 'embed' codes allow teachers to disaggregate the video material into a learning platform and build their own learning pathways through the curriculum linked activities.

The resource has also been built to support independent research activities for students into the topics covered.

07 - I have a suggestion on how the resource can be improved – how can I feedback my ideas?

We really do want to know what teachers think, and where appropriate, improve the resource based on feedback from end users. Use the online feedback form to send us your thoughts.

08 - My students have created high quality work as a result of using this resource, how can I share the achievement?

We would like to hear from teachers that have used the resource and have examples of student achievement that has occurred as a result.

Please contact contentsupport@lgfl.org.uk

09 - Is this resource for Primary or Secondary teachers?

The resource has been created to support both primary and secondary teachers. There are sections in the resource that have notionally been divided up between different Key Stages. However, all teachers are strongly recommended to look through all the sections of the resource. Many teachers may find that sections that are for a different Key Stage to those they are directly supporting offer use differentiated material for different abilities within their learning groups. The overlap between sections in terms of concepts and curriculum coverage is deliberate to offer a flexible resource for teachers to work with.

10 - Why does the resource only feature certain computer systems from Britain?

There are too many computer systems, technologies, developments and individuals to be able to cover within a focused resource such as the History of Computing. Under guidance from The National Museum of Computing, the featured resource offers a broad representation of the main elements of the last 70 years of computing developments in Britain.

Due to the limited resources available when creating this resource, it has not been possible to create an 'international dimension' to the computing developments featured. This element can be covered by teachers students in further research activities.

11 - Why does the timeline stop at 1998?

The pace of computer developments is relentless and featuring more recent computer developments has not been attempted within the scope of this resource.

12 - There are many key individuals, hardware and software developments that have not featured in the resource – why is this?

The History of Computing represents the largest and most ambitious resource creation project ever undertaken at LGfL. For this reason, there has had to be an acknowledgement that the resource cannot possibly feature every aspect of this large topic, however it is hoped that the elements featured offer a suitable framework to enthuse further research by learners.