Page 41 - Getting the Picture Modeling and Simulation in Secondary Computer Science Education

Twenty Years of Computer Science in Dutch Secondary Education
Taking these recommendations into account, the four themes were broken
down into 53 specific terms, which would then comprise the CS curriculum7
(College voor Toetsen en Examens, 1998). A list of these terms is not included
in this thesis because their description is quite extensive and substantial, but,
more importantly, because they were in the process of becoming obsolete. They 2 were being condensed into a shorter list of eighteen terms that comprised the
curriculum for students entering the tenth grade from the fall of 2007 onwards
(Schmidt, 2006). Here we give a short overview of the four themes and the eighteen
terms comprising the curriculum. The full description of the 2007 curriculum is
listed in appendix A.
2.2.1.4 Computer Science Curriculum HAVO/VWO (senior secondary education/ pre-university education)
Theme A: Computer science in perspective
A1: Science and Technology A2: Society
A3: Study and Career
A4: The Individual
Theme B: Terminology and skills
B1: Data representation in a computer B2: Hardware
B3: Software
B4: Organizations
Theme C: Systems and their structures
C1: Communication and Networks
C2: Operating Systems
C3: Systems in Practice
C4: Development of Information Systems C5: Information Flow
C6: Information Analysis
7 The 1998 curricula for the two types of secondary school mentioned in this chapter, as far as the content is concerned, differed only in the details of a small number of terms. However, it was suggested that in the HAVO type of school the emphasis should be placed on practical work, while in the VWO type of school the approach should be more abstract and theoretical (Stuurgroep Profiel Tweede Fase Voortgezet Onderwijs, 1995)
39