computing is far more than
computers
Implementação do programa da ENSICO
à escala nacional.
Enroll Now
National-wide implementation of ENSICO's programme.
A 2.ª fase (manifestação de interesse) decorrerá até dia 28 de fevereiro de 2025 e servirá para
registar o interesse dos agrupamentos de escola em iniciar aulas de computação no 1.º ciclo do EB.
Our Journey
Since 2019 until now.
That helped us to gain enough experience and knowledge to define a comprehensive syllabus for teaching computing as a mandatory subject throughout the basic and secondary levels of the Portuguese educational system.
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Our Methodology
When to start, What to teach and How to teach.
ENSICO's general principle is that initiation to computing can start at early ages, and it does not require much equipment: just a piece of paper, a pencil and, above all, grey matter.
First Cycle
Ages 6 to 9
The learning starts through stories with captivating characters that implicitly link to computing subjects. These characters create emotional connections with the students that allow for the exploration of computational themes in a funny and pedagogically effective way.
In the final two years of the first cycle, the aim is to leverage the teaching of computing in the learning of Mathematics and Portuguese.
In the final two years of the first cycle, the aim is to leverage the teaching of computing in the learning of Mathematics and Portuguese.
First Cycle
Second Cycle
Ages 10 to 11
The second cycle further integrates computing with the study of mathematics and languages. It delves into linguistic concepts essential for mastering the native language and mathematical terminology, laying the groundwork for programming.
Building on their initial computer experiences from the first cycle, students progress to creating their first data models and algorithms.
Building on their initial computer experiences from the first cycle, students progress to creating their first data models and algorithms.
Second Cycle
Third Cycle
Ages 12 to 14
The third cycle aims to consolidate learning going deeper into the function concept alongside the math curriculum, which begins the study of functions at this stage. Consequently, the functional programming paradigm is deliberately embraced.
The frequency of semi-plugged and plugged classes increases, eventually leading up to the beginning of collaborative programming activities and the adoption of multi-paradigm programming languages such as F# and Python.
The frequency of semi-plugged and plugged classes increases, eventually leading up to the beginning of collaborative programming activities and the adoption of multi-paradigm programming languages such as F# and Python.
Third Cycle
Secondary
Ages 15 to 17
ENSICO’s plans at this level are to emphasize the study and exploration of computationally significant fields, including Cybersecurity, Artificial Intelligence, Big Data, the Internet of Things, Blockchain, and more.
This exploration is facilitated by advanced programming environments and languages endowed with extensive and educationally valuable libraries, such as Python. At this stage, one should aim to expand and develop domain-oriented specialised modules in collaboration with various universities, which will be available to students as elective courses tailored to their personal and professional interests.
This exploration is facilitated by advanced programming environments and languages endowed with extensive and educationally valuable libraries, such as Python. At this stage, one should aim to expand and develop domain-oriented specialised modules in collaboration with various universities, which will be available to students as elective courses tailored to their personal and professional interests.
Secondary
Computing and Maths are genuinely symbiotic. Not just a way to do maths better, but a way to do better maths.
Simon Peyton Jones
[...] data precede algorithms: you must have some objects before you can perform operations on them.
Niklaus Wirth
Computational Literacy
As a member of the Informatics for All
coalition, ENSICO follows the Informatics Reference Framework, which advocates that
[…] informatics should exist as a discipline at all stages of the school curriculum, starting early in primary school and continuing to exist and develop through upper secondary school. Moreover, we suggest that education in informatics should be compulsory for all pupils from primary through secondary education, having a status and standing similar to that of language and mathematics. Well-educated teachers and teacher-teachers are essential to realise this vision.
[…] informatics should exist as a discipline at all stages of the school curriculum, starting early in primary school and continuing to exist and develop through upper secondary school. Moreover, we suggest that education in informatics should be compulsory for all pupils from primary through secondary education, having a status and standing similar to that of language and mathematics. Well-educated teachers and teacher-teachers are essential to realise this vision.
Computing is far more than using computers and can be taught without them.
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QUESTIONS?
Whether you’re curious about our mission and goals, we’re here to answer any questions.
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