primary & secondary education

Delivering Outstanding Computing Teaching in Schools

primary & secondary education

08:45 - 15:40

Tuesday 12 March 2019

The Hatton- etc Venues, Central London

This Forum will provide participants with the opportunity to discuss the latest developments in computing teaching and what constitutes outstanding teaching and learning. Leading organisations and key stakeholders will discuss recent policy initiatives and funding to enhance teacher development and pupil learning opportunities, including updates around the National Centre of Computing Education and the roll out of training opportunities for both new and experienced teachers. Attendees will also hear from a range of best practice case studies discussing how to provide outstanding teaching, deliver innovating computing curricula and raise attainment in ICT by offering pupils optimum learning opportunities.


This Forum is specifically designed for Secondary Schools, Academies and Sixth Forms. Typical job titles will include:

  • Heads Computer Science and ICT
  • Computing and Computer Science Teacher
  • Teachers of ICT
  • Programme Leaders for ICT
  • Heads of Department
  • Headteachers
  • Deputy and Assistant Headteachers
  • Curriculum Leaders

This Forum is also open to the Further & Higher Education Sector to encourage networking and debate.

Key Speakers Confirmed:
  • Simon Humphreys, CAS Coordinator, Computing at School
  • Marsha Duraku, Head of Faculty Computing, East Barnet School
View the agenda and additional speakers

With the digital sectors contributing £118 billion to the economy in 2015, and an estimated 1.2 million more people with specialist digital skills needed by 2022 to future-proof the UK’s position as a leading global economy, it is vital for schools to act now to enhance learning opportunities for the next generation of technology leaders. As highlighted in the government’s 2017 UK Digital Strategy, high quality computing teaching in schools is key to expanding young people’s computing capabilities.

A number of programmes are receiving investment to support these efforts. By 2022, it is hoped that 12,000 teachers will be adequately trained to deliver the computing curriculum with the help of £84 million of funding to train an additional 8,000 teachers to reach this target. In addition, the National Centre of Computing Education is currently under formation, which will be led by industry professionals in collaboration with 40 schools across the country. The first training available for teachers is expected to be during the 2018/2019 academic year. The Computing at School’s (CAS) Network of Excellence is also working to enhance teachers’ confidence and capability in teaching computer science, while the British Computing Society is encouraging computing graduates into teaching with the help of £25,000 bursaries.

Alongside curriculum and assessment reforms, and enhanced pedagogies to improve the classroom experience for pupils, a national extra-curricula programme focusing on increasing cyber skills is being rolled out across the country. The £20 million Cyber Schools Programme aims to support pupils aged 14 and 18 to develop the skills needed to work in the cyber security sector. Furthermore, to encourage uptake of computing among female pupils in particular, the Tech Future Girls programme has been developed for schools to roll out as an after-school club.

With the vast range of initiatives being introduced, it is of critical importance for all schools to fully engage in efforts to improve the teaching and learning of computing across all key stages, to ensure that pupils are equipped with the skills required to work in an increasingly digital economy.

Tim Brady, Computer Science and ICT Subject Advisor, Pearson

Tim Brady worked as a memory chip designer in the semiconductor industry for twenty years. He trained as a teacher and taught ICT and computer science for ten years in a large comprehensive school in Colchester. For the last four years he has been working for Pearson Education in London supporting teachers that are delivering Pearson Edexcel qualifications.

Simon Humphreys, National Coordinator, Computing At School

Simon is the National Coordinator for Computing At School, which roughly translates to steering the direction and ethos of CAS and managing the day-to-day activities of the CAS community.

Simon taught for 25 years before working for CAS, he ran several music departments before a hearing impairment forced a change in direction and he went back to university. Having graduated with a first-class degree he taught A Level Computing at Hills Road Sixth Form College in Cambridge. One of the founding members of Computing at School he has overseen the development of CAS from a small group of 20 to an organisation of over 31,500 members.

CAS takes the open-source community as a model, that of a community of professional volunteers working towards a common goal. This model has a profound impact on the shape of the organisation based around local communities of practice where teachers enable and empower each other through local, face-to-face professional development and support. CAS is part of BCS, The Chartered Institute for IT.

Marsha Duraku, Head of Faculty Computing, East Barnet School

Marsha Lee Duraku is the Head of faculty for Computing at East Barnet School who obtained a Bachelor’s degree in Computing from the University of East London in 2004. She gained industry-based experience by creating in-house solutions for British Telecom plc, where she undertook the role as a systems developer in 2003. In 2005 having chosen teaching as a vocation, she qualified to teach and has since taught in both the public and private sectors. Her passion for teaching is her driving force, fuelled by a growth mindset ethos to work hard and work smart.

Nik Kelsey, Head of Computer Science, Kings Priory School

Nik Kelsey is a Master Teacher with Computing at School and the Head of Computer Science at Kings Priory School in Tynemouth, Newcastle.  He is a first class graduate of Aberdeen, Newcastle, Southampton and Sunderland University and has a wealth of industry experience from successful careers with Apple and Sage.  He has a deep rooted passion for computer science and in 2014, he decided to enter education with the goal of reducing the skills gap in the north east.  He is committed to improving uptake of computer science and enhancing the outcomes for his pupils working alongside employers and universities.


Registration, Refreshments and Networking


Chair’s Welcome Address

Andrew Paul Csizmadia, Senior Lecturer in ICT, Newman University Birmingham and Member, Assessment and Computational Thinking Working Groups, Computing at School (CONFIRMED)


Morning Keynote: Ensuring Every Child Receives High Quality Computing Education

  • Outlining the role of the National Centre for Computing Education (NCCE) in driving up teaching standards through professional development
  • Ensuring that efforts to improve teaching practices for computer science are both school-led and responsive to the unique requirements of the school
  • Understanding how £84m government funding is being used to recruit 40 school based computing hubs to establish a localised support infrastructure in collaboration with university partners
  • Understanding the role local communities of practice play in both supporting and delivering CPD for teachers

Simon Humphreys, CAS Coordinator, Computing at School (CONFIRMED)


Case Study: Delivering an Outstanding Computing Curriculum

  • Defining outstanding computing teaching and sharing examples of how to effectively design interactive and empowering lessons
  • Understanding why additional qualifications are offered alongside the computing GCSE, and how this can help enhance pupil interest
  • Detailing the practical steps in delivering the Certificate in Digital Applications (CiDA), allowing pupils to create their own digital products, including what teacher expertise is required
  • Embedding the teaching of coding languages across every key stage to develop this crucial skill early on, for enhanced performance during GCSE and A Level assessments
  • Discussing the challenges of broadening the curriculum in this way, and how to overcome them, including finding more staff time to trial these initiatives, and working collaboratively across the faculty on curriculum design

Marsha Duraku, Head of Faculty Computing, East Barnet School (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Increasing Engagement in Computing at Primary Level to Raise Uptake at Secondary Level

  • Outlining the essential link between primary and secondary computing teaching, and the impact that embedding computational thinking skills at an early stage has on later uptake and attainment levels
  • Understanding how to effectively utilise the CAS progression pathways as a basis for KS1-3 curricula and the flexibility this can provide to adapt teaching to pupil needs and interests
  • Sharing lessons from teaching certain content across different age groups, and subsequently teaching Year 6 pupils content that was previously taught in Year 8
  • Involving A-Level pupils in creating teaching and learning resources for primary pupils, offering an alternative teaching approach for younger children, as well as a beneficial experience for older pupils
  • Encouraging female students in Year 5 and 6 to engage with activities outside school to increase their interest in the subject, such as North East Digital Girls

Nik Kelsey, Curriculum Team Leader for Computing and Technical Applications Faculty, Kings Priory School (CONFIRMED)


Case Study: Providing Outstanding Secondary Teaching to Effectively Raise Attainment

  • Developing an approach to computing teaching that balances computer science, IT and broader digital literacy, including daily code club, to ensure the curriculum meets industry need
  • Adapting the KS3 curriculum to include computational thinking skills and programming, and offering lunchtime computing clubs for these pupils, improving skills and increasing interest, and enhancing KS4 and KS5 results
  • Examining how to establish a robust and flowing curriculum to provide a sufficiently grounding in computing to approach GCSE and A-Level Computer Science
  • Sharing expertise as a CAS Master Teacher around how to facilitate the sharing of best practice teaching and learning between local schools, and involving pupils in this

John Feleppa, Head of Computing, Harrow High School and CAS Master Teacher (invited)


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Effectively Assessing the Next Generation of Computer Scientists

  • Highlighting the need to embed vocational skills into the teaching and assessing of computer science
  • Exploring changes to GCSEs and A Levels that have been implemented to reach a gold level standard that will help deliver a skilled workforce for Britain’s digital industry need
  • Discussing how the inclusion of computer programming and coding provides a more challenging learner experience, better preparing pupils for further study
  • Understanding how to build key skills such as computational thinking into the curriculum, and learning lessons from other subjects around adapting to new specifications

Tim Brady, Computer Science and ICT Subject Advisor, Pearson (CONFIRMED)


Case Study: Encouraging Puil Progression into Computing and Careers through Enrichment Opportunities

Aisling Brown, Curriculum Leader of Innovative Learning and Theory of Knowledge, Stephen Perse Foundation (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Forming Partnerships with Industry to Enhance Learning Opportunities

  • Sharing the journey to becoming a Microsoft Showcase School through driving the use of technology across the curriculum, preparing pupils for the modern workplace
  • Understanding the steps in building a relationship with Microsoft to become one of six Microsoft Training Academies in the country, leading innovative learning opportunities for pupils with the latest software
  • Discussing how the partnership with Microsoft has a directly positive impact on the teaching and learning of computing, including with teachers having more opportunities to upskill though the Microsoft Educator Community (MEC)
  • Encouraging all teachers, not only those who teach ICT, to become experts in a technology that inspires them, through the MEC, so that computing skills become embedded across the whole curriculum

Sarah Morgan, Headteacher, Danesfield School (CONFIRMED)


Case Study: Raising Standards of Teaching Across Computing Education Through Better CPD Opportunities

  • Outlining how Raspberry Pi Foundation will work with STEM Learning, the British Computing Society (BCS) and industry leaders to improve support for teachers through the National Centre of Computing Education
  • Exploring how schools can make best use of the government’s £84 million funding to deliver at least 40 hours of CPD for teachers, with the aim of having 12,000 teachers equipped to deliver the new computing curriculum by 2022
  • Outlining the integrated TPD model, and exploring how this has been adapted to implement CAS-led training
  • Discussing the support methods and best practice pedagogy training that will be provided for primary and secondary schools
  • Supporting recent graduates and young industry professionals to undertake a teacher training course, with bursaries available from the BCS
  • Exploring the role of computing education in future proofing the UK’s position as a global digital economy

Dr Sue Sentance, Chief Learning Officer, Raspberry Pi Foundation and Visiting Fellow, King’s College London (CONFIRMED)


Questions and Answers Session


Chair’s Summary and Close

*programme subject to change

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