primary & secondary education

Delivering Outstanding Computing Teaching in Schools

primary & secondary education

08:45 - 15:30

Tuesday 12 March 2019

Central London


This Forum will provide participants with the opportunity to discuss the latest developments in computing teaching, including policy initiatives and funding to enhance teacher development and pupil learning opportunities. Sector leaders will share updates around the National Centre of Computing Education and the roll out of training opportunities for both new and experienced teachers. Attendees will also discuss methods for improving the computing curriculum with best practice case studies, incorporating additional qualifications and skills to offer pupils optimum learning opportunities.


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

  • Heads and Directors of Computer Science and ICT
  • Headteachers
  • Deputy and Assistant Headteachers
  • Faculty Leaders for ICT
  • Teachers of ICT
  • Computer Science Teachers
  • Curriculum Leaders
  • Computer Science Lecturers
  • Computer Science Education Consultants

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

Key Speakers Confirmed:
  • Dr Rosalind Mist, Head of Policy, Education, The Royal Society
  • Simon Humphreys, CAS Coordinator, Computing at 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.


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 Has Access to a High Quality Computing Education

  • Outlining the role of the National Centre for Computing Education (NCCE) in enabling teachers to increase their confidence and enhance their effectiveness in the classroom
  • 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 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: Embedding Cyber Skills in Computing Teaching

  • Developing an approach to computing teaching that balances computer science, IT and the broader concept of digital literacy, including cyber security
  • Responding to pupils’ needs to create a curriculum that teaches how the technology behind what they were originally taught really works, and how to protect it
  • Outlining the range of cyber security fundamentals that can be taught at KS4 and KS5, including network security, detection and prevention methods for attacks, and malicious code
  • Engaging with the GCHQ’s National Cyber Security Challenge to encourage pupils to create solutions to potential cyber-attacks

Jamie Chadwick, Director of Technology Enhanced Learning, Alderley Edge School for Girls and CAS Master Teacher (invited)


Questions and Answers Session


Refreshments and Networking


Case Study: Delivering an Outstanding Computing Curriculum

  • Effectively designing interactive and empowering lessons
  • Offering additional qualifications alongside the computing GCSE to enhance pupil interest, including a Certificate in Digital Applications (CiDA) as pupils learn to create their own digital products
  • 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

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


Case Study: Promoting Extra-Curricular Activities to Attract a More Diverse Student Base into Computing

  • Teaching computing from primary level to ensure year 9 pupils have the necessary computational thinking skills to achieve success at GCSE level Computer Science
  • Adapting teaching and learning resources to pupils’ needs and abilities, ensuring the subject is accessible and enjoyable for all
  • Encouraging female students to engage with activities outside school to increase their interest in the subject, such as North East Digital Girls
  • Arranging extra curricula activities such as Tech Future Girls to increase the skill set and the subject confidence of young girls engaging with computing, and outlining the range of online resources available to support teachers in running such clubs

Jeanette Patterson, Curriculum Team Leader for Computing and Technical Applications Faculty, Kings Priory School (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

Steven Kenny, Head of Curriculum Computer Science and ICT, AQA (invited)


Special Keynote: Evaluating Recent Reforms and Making Recommendations for the Future of Computer Science Education

  • Outlining the key themes and recommendations outlined in the ‘After the Reboot’ report, addressing the role of policymakers, practitioners and researchers in enhancing computing education
  • Highlighting the core role that the CAS NoE plays in enhancing teacher development opportunities, and looking to expand on this with government-funded computing conversion courses for qualified teachers
  • Discussing innovative approaches that can be learned from other subject areas to address the gender imbalance of computing, including by increasing engagement with industry
  • Exploring future possible reforms to the qualification landscape so that information technology and computer science are not siloed throughout the teaching and learning process

Dr Rosalind Mist, Head of Policy, Education, The Royal Society (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


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

  • Outlining the structure of the new National Centre of Computing Education, and how Raspberry Pi Foundation will work with STEM Learning, the British Computing Society and 40 schools as well as industry leaders to provide better support for pupils and teachers
  • 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 different support methods and best practice pedagogy training that will be provided for primary and secondary schools, adapted to pupils learning needs
  • Supporting recent graduates and young industry professionals to undertake a teacher training course, highlighting bursaries available from the British Computing Society
  • 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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