Aitchison College, Lahore.
August 20, 2018

Dear Parents,

Re: Compulsory Coding for Boys K2 to M2.

Aitchison has decided to make coding a compulsory component of the curriculum from K2 to M2. We have already been doing this in some sections, but we will now look at ways in which the youngest to upper Prep can benefit from a seamless curriculum in this essential and developing technology. Obviously, senior computing is driven by Cambridge curriculum. It is now crucial in modern education to do this while also molding children’s minds to reading and writing brining to them three key literacies.

The practice of programming is one of teaching the computer to do something. The purpose of programming is to create. The computer version of programming, (coding) is mostly used for process automation/communication facilitation, and is a fast growing and in-demand skill in a future world increasingly controlled by the language of technology. Our IT staff is currently planning this introduction to coding taking into consideration age related interest and capabilities; ranging from concepts and ideas to actual coding itself. We are aware this is a ‘moving feast’ with children’s capabilities growing all the time.  

Various ways can be employed to create computational thinking and our meetings are revolving around the following in line with other advanced international school thinking.

K2 & K4- Coding concepts can be introduced from K2, when children learn how to follow and describe a sequence of steps (computational thinking) and about the ways data is represented as pictures, symbols and diagrams can learn the different forms that data can take such as text, numerical, animation, sound and video. They may also learn the difference between data and information.  It is, however, complex to understand the coding of sound and videos at this stage.

K-5 & K6- Beginning to use procedural programming language. Visual programming can be used at an introductory level.

E2-M1- Boys may start producing useful programming such as calculating areas of and perimeters of various geometrical shapes. They may also be able to produce programs that may help them solving math problems.

M2- Boys may be given concepts such as SEQUENCE, ASSIGNMENT, SELECTION, LOOPS (both conditional and fixed) and they may also be taught to deal with data structures such as ARRAYS at least at basic level.

This year, we will, therefore, be developing a fluent curriculum that will interest boys and prepare them in line with top schools of the world. Parental feedback is always welcome.

Michael Thomson M.A., Dip. Ed., M.A.C.E