Really? I didn't know that was an option. Shame, still VB.NET isn't as painful as I'd feared it might be and the important thing is the concepts. Secondary school CS is a whole world better than it was when I was their age.
Having said that I know there are concerns that by focusing on 'real' computer science the course has swung too far away from everyday practical computing skills. Personally I think schools should have a bias towards putting weight on the academic end of the vocational-academic spectrum.
I've avoided pushing Python too hard, they have enough on their plates learning VB, but I have dipped into it with them to show how it does some things differently. I don't want to make them feel resentful about learning VB, that wouldn't be constructive, so I'm learning VB along with them. I do think it's useful to understand what things are pretty fundamental, and which things can vary meaningfully between languages though.
When I did secondary school "technology" which was the overseeing subject, we used BBC basic and 6502 assembly (some of us anyway!) to drive CNC equipment and Lego and spent half of the time with a soldering iron in hand and etching PCBs and stuff. In business studies, a wholly separate subject at the time, we learned how to use spreadsheets, word processors, write letters etc on RiscOS which had just rolled out about then.
I think the education now is abysmal in comparison. Why? A weird reason. None of the technology I learned about then is relevant now. 6502 assembly is dead, BBC BASIC is dead, RiscOS is dead, all the software packages are dead, China makes my PCBs etc. The education it gave me was a mental model of computing and how to approach problems with self sufficiency.
I feel a lot of technology platforms now, including .Net (something I have been using since day one), remove all self sufficiency from you and abstract so much away that it's harmful. I see many younger staff at companies I have worked for who's education has left them with so many gaps that self sufficient problem solving is impossible.
I doubt it (the age thing). RiscOS came out while I was at University. I think you must have come into secondary school camp sci just as it started getting good. When I did it a few years earlier (started - I dropped out) they were still teaching us how core memories and punched cards used to work. They did have a few BCC micros, but hadn't started using them in teaching. Yes, I am THAT old :)
My eldest just did a test where one of the questions was to describe the fetch and execute cycle, so they do cover low level concepts in Comp Sci GCSE.
PCBs and integrated circuits is in GCSE Electronics. Robots and control systems I'm not sure about but they have that stuff and a 3D printer and laser cutter in the Design and Technology lab. I'd have been all over that stuff in my day, but my girls prefer to spend their time in the fully equipped soundproofed music studio practicing 7 Nation Army with their rock band after school. Kids these days! And this at a public school, albeit a really good one.
Having said that I know there are concerns that by focusing on 'real' computer science the course has swung too far away from everyday practical computing skills. Personally I think schools should have a bias towards putting weight on the academic end of the vocational-academic spectrum.
I've avoided pushing Python too hard, they have enough on their plates learning VB, but I have dipped into it with them to show how it does some things differently. I don't want to make them feel resentful about learning VB, that wouldn't be constructive, so I'm learning VB along with them. I do think it's useful to understand what things are pretty fundamental, and which things can vary meaningfully between languages though.