Katharine Childs takes a look at some gender differences in tinkering with software and hardware and how this influences beginner coding activities.

05 August 2020

Since computing was included in the national curriculum in England in 2014, a significant focus in CPD was on supporting teachers to feel confident in topics they had not previously studied.

24 June 2020

An exciting new online course is now available for teachers of all age groups. You will learn how to research, plan, execute, and analyse new pedagogical ideas for your classroom.

09 June 2020

In the next article in our series about gender balance in computing, Katharine Childs explores the use of computing for social good to solve real-world problems.

03 June 2020

Katharine Childs shares a student-centred approach to using role models to help girls feel that computing is a subject where they belong. Gender Balance in Computing is a four-year programme of research to explore ways to increase girls’ participation in computing. During the period of school closures, we have paused

06 May 2020

While curricula have shifted in favour of computer science over the last decade, the subject's success lies in the hands of those teaching it. Educators will soon be able to take part in an action research-focused course, aimed at supporting continuous improvement in the classroom.

05 May 2020

A progression framework is the backbone of any subject curriculum. From our research, we have found that there are two quite different ways of presenting progression that show what should be taught and when it should be taught, as well as information on how or why concepts should be taught.

25 February 2020

This week saw the launch of two Year 7 programming units for the NCCE Resource Repository. We’re very excited that they will be the first of many programming units to appear on the Resource Repository, and want to explain the thinking behind these units.

25 February 2020

Almost a year ago, we began the task of deciding what the ‘best’ approach would be to covering the entire content of the KS1 and 2 Computing National Curriculum. We had the national curriculum, but what it doesn’t show is how to get learners from their starting point, to the predefined end points.

25 February 2020

Just over 15 months ago, we were in the process of planning for the delivery of the NCCE. We began to think about the significant challenge we’d face in organising and talking about our subject. We reviewed many of these and eventually decided upon three principles for our organisational structure.

25 February 2020