Responding to the draft Computing PoS
What do you think about the draft Computing PoS? Do you agree or disagree with my analysis? Why? How would you improve the PoS?
There may be a whole lot of other issues you want to discuss (I have not touched on professional development for example). Feel free to share any views you have on the draft Computing PoS - as always in a constructively critical professional manner! (I added that last bit cos I was in danger of starting to rant in my bliki post - I suspect that many of us feel quite strongly about all of this) ...
I've posted a few thoughts of my own, subsequent to a similar analysis of what had been changed, at 
Thanks both for your useful summaries of the changes. One of the big issues for KS1/2 is how to adequately get the increased content/subject knowledge (programming, computer science etc) over to our PGCE students who now have even less time in University. There is less and less contact time with these students with more time spent in school.
ITE certainly faces some challenges at the moment and it will be interesting to see how Teach Direct and other 'non-traditional' routes develop.
The TA has set up a 'Primary expert group' to provide advice in the form of resources to help ITE cope with the requirements of the new Computing PoS. That group has met twice and is developing a website of resources organised around key elements within the current draft PoS. I believe that the website will be made public in late March, and there will be links to it from the ITTE website.
Yes certainly useful Peter but giving the students extra web-based resources is only part of the issue I think. Once they get into school getting them to do extra enrichment activities is difficult if they are not integrated into module requirements I find. Interesting challenges ahead.
I think the resources are aimed at tutors, though some may be 'self-study' materials they can pass on to students.
I agree that given proportion of 'on the job' training, what happens in 'placements' is critical - which brins us back to the even bigger challenge of CPD (and teacher professionalism).