primary & secondary education

Delivering Outstanding Computing Teaching in Schools

primary & secondary education

08:45 - 16:30

Thursday 5 March 2020

Central London

Early Bird Discount Offer 10% off all advertised rates for a limited time only. Discount available to public / voluntary organisations only.

This Forum will provide participants with the opportunity to discuss the latest developments in computing teaching and how to deliver outstanding learning experience for pupils. Leading organisations, including Raspberry Pi Foundation will discuss the latest efforts to enhance teacher competency, pupil learning and engagement opportunities at KS3-KS5, including new curriculum assessment options and updates on the trial of ‘Gender Balance in Computing’. In addition, best practice case studies will explore how schools can use different types of innovative technologies to enhance teaching and learning, raise computer science attainment and enhance digital literacy across schools.


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

  • Heads Computer Science and ICT
  • Directors of ICT
  • Digital Strategy Leads
  • Computing and Computer Science Teacher
  • Teachers of ICT
  • Programme Leaders for ICT
  • Heads of Department
  • Heads of Digital Learning and Computing
  • 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:
  • Oliver Quinlan, Head of Impact and Research, Raspberry Pi Foundation
  • Senior Representative, OCR
  • Anita Notta, Principal, The Khalsa Academy 
  • Alan Johnson, Headteacher, Newent Community School 
  • Peter Kemp, Lecturer in Computing Education, King’s College London
View the agenda and additional speakers

The 2018 After the Reboot report by the Royal Society has found that computing education across the UK is patchy and fragile, even though 70% of students in England attend schools offering GCSE computer science. In addition to this, findings published in the Annual Computing Education Report 2019 suggests that the provision of computing education is in steep decline, with the number of hours of computing taught in English secondary schools falling by 31% between 2012 and 2017. Moreover, a majority of teachers are teaching and unfamiliar subject without adequate support, with 44% of secondary teachers only feeling confident in teaching the earlier stages of the curriculum that entails less focus on computer science, according to the Royal Society.

The new National Centre for Computing Education (NCCE) funded by DfE aims to provide more support and train teachers to build confidence and deliver excellent teaching and learning through innovative methods. To address the shortage of teachers as well, DfE are investing £84 million over the next four yearsuntil 2022 to upskill 8,000 computer science teachers through CPD opportunities available from the NCCE, and drive up participation in computer science.

To address the lack of engagement in computer science, especially from girls and disadvantaged pupils, the NCCE along with the Raspberry Pi Foundation have also received £2.4 million of funding to launch the ‘Gender Balance in Computing’ project. The trial from 2019-2022 in KS1-4 in 550 schools will addressthe recent findings that 20% of computing candidates for GCSE are girls, and only 10% of A Level Computer Science are girls, according to 2019 Annual Computing Education Report. This will be done by taking approaches that focus on inclusive pedagogy and widening participation that address barriers to girls’ participation.

With 90% of all jobs requiring digital skills within 20 years from now, it is essential for all schools and computing leaders to come together to tackle the national issue of the decline in Computing Education and engagement. Schools must place a bigger emphasis on Computer Science and ICT teaching to ensure every pupils leaves secondary education with high-quality digital skills to enter and succeed in further and higher education and employment. It is no longer enough to teach the minimum requirements from the National Curriculum, schools must now innovate their curriculum and take inclusive pedagogical approaches to teaching computing to deliver outstanding teaching and learning.


Registration, Refreshments and Networking


Chair’s Welcome Address

Peter Kemp, Lecturer in Computing Education, King’s College London, and Co-Author, The Roehampton Annual Computing Education Report (CONFIRMED)


Interactive Slido Session

The day will begin with a 10 minute interactive session, led by the Chair, in which delegates will be able to ask questions, partake in polls, raise key concerns and inform the Chair of what they would like to discuss during the course of the day, guiding the debate and directing the conversation.


Morning Keynote: Outlining the Current Computing Education Landscape in the UK

  • Sharing key takeaways from the 2018 Network of Teaching Excellence (NoE) in Computer Science Final Contract Report to DfE, and discussing how DfE funding will be allocated to ensure higher achievement grades and increased recruitment of computing teachers
  • Discussing how low-confidence teachers can be supported in building up their skills and become active participants in their local communities of practice, through the NoE
  • Elaborating on the NoE aims to inspire, motivate and support teachers by building a high-quality, low-cost, sustainable CPD infrastructure that nurtures long-term collaboration between teachers, schools, and universities
  • Outlining the toolkits and resources available to ensure diversity and inclusion in computing lessons, and enable fair access to resources to study the subject, including maximising opportunities for SEND pupils
  • Exploring how parents and teachers can become involved in shaping and structuring IT learning by joining CAS or encouraging them to get involved in their schools as governors

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


Special Keynote: Exploring the Latest Developments in the Teaching of Computing

  • Outlining the Raspberry Pi Foundation’s learning strategy and its mission to help more people learn about computing and digital making
  • Elaborating on the approach of the National Centre which aims to support teachers in the use of evidence-based approaches, by offering CPD opportunities and providing access to resources and over 40 computing hubs
  • Sharing progress on the ‘Gender Balance in Computing’ trial which aims to involve and increase engagement of girls in computing in KS1-4 to increase uptake at GCSE and A-Level through inclusive pedagogical approaches and informal learning opportunities
  • Offeringthree brand-new online courses that count towards the Computer Science Accelerator Programme Certificate, a professional development programme designed to support teachers from non-specialist backgrounds

Oliver Quinlan, Head of Impact and Research, Raspberry Pi Foundation (CONFIRMED)


Case Study: Partnering with the National Cyber Security Centre to Introduce Cyber Security in the Curriculum

  • Sharing the school’s transformation journey in making computer science more appealing to girls and encouraging them to take up a career in cyber security, as tasked by the National Cyber Security Centre
  • Becoming the country’s first ever standalone ‘Cyber School Hub’, doubling the number of girls taking up computer science and developing invaluable skills for future careers as a result of this working partnership
  • Successfully hosting events such as the Dragon’s Den, which saw the whole year 7 and 8 cohort taking part in Fashion Tech activities, and included the participation of guest speakers from leading organisations
  • Taking a unique approach to enhance Cyber Awareness through the innovative use of PSHE teaching within the school and the use of Internet of Things to make cyber security more relevant and accessible to students
  • Building educational resources to build Cyber Awareness with the support and technical expertise of the NCSC and the Gloucestershire Police to ensure best practice can be developed in other schools

Alan Johnson, Headteacher, Newent Community School (CONFIRMED)

‘Cyber Hero for Innovation 2019’ Award and ‘Cyber School of the Year 2019’ Award


Questions and Answers Session


Refreshments and Networking


Case Study: Taking a Whole School Approach to Delivering the Computing Curriculum

  • Implementing an inclusive, innovative and attractive computing curriculum for girls, achieving a nearly 50% female GCSE cohort, and having all KS4 students chose STEM subject as their GCSE option
  • Taking a whole-school and cross-curricular approach to computer science, particularly by not teaching it as a subject in isolation, but as part of STEM across the entire school, where teachers teach their usual subjects but with a focus on tech and computer science
  • Encouraging pupils from Year 9, boys and girls, to take on roles as digital ambassadors and inform other students on important topics such as how to be safe online
  • Providing engaging and exciting opportunities as part of the teaching curriculum for pupils to go on trips, hear from guest speakers, get involved with Virtual Reality and using drones
  • Running the CAS community for Wolverhampton and the West Midlands Facilitating School for the NCCE West Midlands Hub, and exploring how knowledge is shared and support is provided for Computing teachers across the region

Anita Notta, Principal, The Khalsa Academy (CONFIRMED)

Javier De Las Heras, Associate Assistant Principal and CAS Community Leader, The Khalsa Academy (CONFIRMED)


Case Study: Delivering an Innovative Computing Curriculum at Key Stage 4

  • Implementing a broad curriculum which covers both the requirements for Computer Science and ICT at Key Stage 3, resulting in good student progress in ICT and outstanding in Computer Science, according to the latest department review
  • Teaching the Certificate in Digital Applications, equivalent to a GCSE graded A* – C, focusing on digital content and is externally assessed unit with a practical exam; with 80% achieving C+, 51% B+, and 12% A+
  • Delivering the AQA GCSE in Computer Sciencefocusing on programming and computing, with a built in progression to further study, assessed through two written papers and one non-exam assessment; resulting in 71% achieving 4+, 48% 5+, 19% 6+, and 8% 8/9
  • Running intervention sessions especially for KS4 and KS5 students which allow them to improve their work and ICT/Computer Science skills based on oral and written feedback given during lessons
  • Offering extra-curricular activities, such as the Raspberry Pi Club in which pupils can program Minecraft and make robots; and the Python programming language to write commands and scripts in code

Natalie Graco, Information Technology Subject Leader, Cheam High School (invited)


Questions and Answers Session


Interactive Workshop: Supporting the Computing Teaching Workforce in Delivering Excellence

  • Learning how to access essential resources for new or non-specialist teachers to develop a deep understanding of computing, for example though CPD content provided by National Centre of Computing Education
  • Offering guidance on how to develop a rich and innovative curriculum based on quality assured, mapped resource-sets designed around Key Stage expectations, enabling the delivery of extensive programmes in schools
  • Sharing the key components of what makes computing pedagogy excellent, by finding a system to teach programming, boosting content knowledge and gaining data skills that can be built into the curriculum
  • Developing excellent leadership to support teacher readiness in implementing the Computing Curriculum with effective strategies to delegate responsibilities where appropriate and securing high-quality professional development

Dave Gibbs, Senior Computing and Technology Specialist for STEM Learning, National STEM Centre (invited)


Lunch and Networking


Afternoon Keynote: Exploring the Future of Computing Assessments

  • Highlighting the updates made to the GCSE in Computer Science following the outcomes of the Ofqual consultation, and sharing key pointers for teachers delivering the curriculum for assessment in 2022
  • Outlining in more detail how Computing and Programming skills will be assessed from 2022 onwards, and how the programme of study and curriculum will give students the opportunity to engage in practical programming as part of their course
  • Commenting on the latest results and discussing how teachers can innovate teaching and learning to support future cohorts and increase attainment marks in areas where learners struggled

Senior Representative, OCR (CONFIRMED)


Special Keynote: Effectively Preparing Pupils for New Computing Assessments

  • Commenting on the latest GCSE and A Level results and identifying key trends that surfaced in assessment grading
  • Elaborating on the delivery of the Pearson Edexcel iLowerSecondary programme designed for teaching in September 2019 and assessment in June 2020, and outlining expectations for teaching and outcomes
  • Exploring different ways of delivering the new BTEC Award DIT with a flexible and creative programme of study with a range of learning aims such as designing and using interface and effectively manipulating data
  • Discussing what teachers can expect from the ‘Your Computer Science GCSE’ qualification currently being redeveloped for teaching in September 2020, with the first form of qualification certifying in Summer 2022

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


Questions and Answers Session


Refreshments and Networking


Case Study: Enhancing Digital Literacy at Key Stage 5 to Ensure Pupils Succeed in Further Education or Employment

  • Developing an ICT department comprised of four specialist ICT/Computing teachers and three technicians to ensure students are fully supported during lessons
  • Investing in a learning environment to ensure a high-quality delivery of traditional and vocational courses using up to date technology software in 14 computer room including a specialist Apple Media suite to support the development of digital literacy skills
  • Offering multiple courses at A Level; GCE Computer Science, BTEC National Extended Certificate in IT, BTEC National Extended Certificate in Digital Games Production, and the Cambridge Technical Foundation Diploma in Digital Media
  • Providing students with access to a wide range of learning resources, for IT, Computing and Gaming, to ensure digital literacy during and after education
  • Introducing the Advanced ECDL, the European Computer Driving Licence, which recognised by employers across the globe as the benchmark in digital and IT user skills, as an option at KS5

Hannah Berry, Head of Computing and Subject Lead Tutor Computer Science, Prince Henry’s High School (invited)


Case Study: Maximising the Use of Computer Technologies to Enhance and Enrich the Computing Curriculum

  • Providing powerful tools for students to gain enthusiasm and interest in computer science, and working collaboratively to continually deliver the latest industry innovations through partnerships with industry
  • Introducing KS3 pupils to the computing curriculum after completing an induction test, learning how to use the School’s facilities, including the Gladesmore MLE and the responsible use of the internet, all to form a strong basis to develop strong computing skills
  • Implementing Robotics clubs that KS3 pupils can join to apply all the programming they have learned to undertake and showcase creative projects
  • Achieving 100% A* C grades, achieving 97% Level 5 and above at the end of KS3 and Distinction with BTEC Level 3 in Computing and IT; securing the ICT Mark Award and ICT Excellence Mark

Igli Gjozi, Head of Computing Department, Gladesmore Community School (invited)


Questions and Answers Session


Chair’s Summary and Close

*programme subject to change

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