Queen Mary University of London

The project ran a range of CPD courses and also individual sessions on controlled assessment, and those demonstrating unplugged computing teaching techniques that focus on core concepts of the computing syllabus. They also created a range of linked resources including activity sheets, booklets and magazines showing the wider context of computing.

Impact evidence has demonstrated that the approach of using unplugged activities embedded in contextually rich stories is an effective way to introduce computational thinking to teachers. Despite the project being aimed at KS3+, primary school teachers who attended the workshops particularly benefitted as demonstrations provided simple and accessible activities that young children could enjoy and understand back in the classroom.

Qualitative evidence shows the courses and resources developed increase confidence and are being used to increase interest and enthusiasm in schools, DfE data is now showing that more pupils are choosing computing as a study option.

QMUL and KCL now run the London regional centre for the Computing at School (CAS) organisation, working with schools and teachers across London to aid delivery of the computing curriculum and embed learning within school systems.

I am also passing it along to other teachers, I do weekly sessions with the ones below me to share what Sophie has taught me. I have done two sessions and they said “oh my god, I get it now!” And it has helped with our GCSE delivery, as I have looked at that and changed the way we teach programming in GCSE.

Queen Mary, University of London was warded further funding through the Subject Knowledge Hubs programme.