Tag Archives: computing education

How social learning can lead to better outcomes in your computing classroom

Post Syndicated from Sean Sayers original https://www.raspberrypi.org/blog/how-social-learning-can-lead-to-better-outcomes-in-your-computing-classroom/

Throughout our lives, we’re constantly learning from others. Whether we’re interacting with teachers or trainers, or observing friends or strangers, we’re learning either deliberately or inadvertently. This process is known as ‘social learning’. 

In today’s blog, you’ll dive into what social learning is and how you can use it to create more engaging and effective learning experiences in your computing classroom.

Image of our latest Pedagogy Quick Read

You’ll also find our latest Pedagogy Quick Read, which explores social learning. It’s free to download and includes: 

  • Practical tips for how to use social learning and related approaches with your learners
  • A summary of the research behind social learning

What is social learning?

Social learning is simply any learning that involves other people. It can take any form, from watching a video, to taking part in a classroom discussion. It can take place in person or online, and it can happen without people realising they’re learning something.

Social learning is based on modelling and involves people observing and imitating the behaviours that others model. Albert Bandura, the acknowledged originator of social learning theory, suggested that social learning is guided by four related processes:

  • Attention: Recognising and focusing on someone’s behaviour and its vital elements
  • Retention: Creating a mental image and description to help you recall what you observed; practising responses (mentally or actively)
  • Reproduction: Translating the mental image back into actions
  • Motivation: Having a good reason to repeat (or avoid) the behaviours, depending on the rewards or punishments involved

How can I enable social learning?

There’s lots of ways you can involve social learning in your computing classroom, including through other teaching approaches and frameworks. 

4 children social learning in the classroom

To help your learners get the most out of social learning, it’s best to:

  • Create a safe environment for learners to share learnings, ask questions, and actively engage in the learning process
  • Include a mix of resources and activities to ensure inclusion and accessibility
  • Set clear expectations and instructions, and ensure that social learning is key to achieve learning objectives

Applying social learning: Some teaching approaches

Among our pedagogy resources, you’ll find lots of practical advice for teaching approaches that promote social learning. The approaches we recommend for the pedagogy principles ‘Work together’ and ‘Model everything’ are especially suitable.

Work together:

Model everything:

Using a PRIMM (PDF) approach for structuring programming lessons, and encouraging students to talk about code as part of these, also works well for social learning.

Applying social learning: Practical examples

Let’s look at pair programming as an example. In this activity, pairs of learners work together to create a computer program, taking on distinct roles that they swap regularly. One learner acts as the ‘driver’, writing the code, while the other is the ‘navigator’, guiding the process, reviewing the code, and identifying potential issues. 

As they work, each learner is able to observe the other person’s approach, learning with and from their partner throughout the activity. This constant interaction and shared problem solving can help them to understand programming concepts better and to build stronger teamwork skills.

Children in the classroom social learning

Another example is setting your class the task to create shared digital resources on several topics everyone needs to learn about. In this activity, you split learners into small groups or pairs, and assign them a topic to later explain to the whole group. Grouped learners work together to create a resource explaining their topic. As the facilitator, you can either provide the information they need, or let them conduct their own research. At the end of the activity, each group presents their resource to the wider class.

An activity like this helps learners develop their knowledge through working together and talking to each other, and also provides the class with resources they can keep using.

The benefits of social learning

Potential benefits for teachers:

  • Improved student engagement and learning
  • Enhanced professional development experiences, leading to more confident teaching

Potential benefits for students:

  • Improved social skills
  • Opportunities to build higher-level thinking skills
  • Deeper understanding and a greater ability to remember knowledge in the long term
Download the Quick Read on social learning

A social approach to shaping the future

In a world filled with complex challenges, there’s more need than ever for people to work together. By using social learning approaches in your classroom, you help your students to engage more deeply with your teaching and to develop the skills to succeed in collaboration with others. In this way, you’ll prepare them for navigating technological change as well as for shaping a common future where everyone can thrive.

The post How social learning can lead to better outcomes in your computing classroom appeared first on Raspberry Pi Foundation.

How to rapidly design and adapt quality learning experiences for your students

Post Syndicated from Sean Sayers original https://www.raspberrypi.org/blog/how-to-rapidly-design-and-adapt-quality-learning-experiences-for-your-students/

At this time of year, many educators are considering ways to update their content ahead of the new school term. Whether you’re a teaching assistant or head of department, it’s important to ensure that the content you’re updating — or even designing anew — is relevant and high quality, and meet learners’ needs. In today’s blog we’re highlighting ‘ABC learning design’, and how it can be used to rapidly design and improve learning experiences.

Educators in the classroom

We also share our new ABC-focused Pedagogy Quick Read, which you can download for free to: 

  • Find practical tips on how to use the ABC process and related approaches with your learners
  • Read a summary of the research behind the framework

What is ABC learning design?

ABC learning design is a rapid, hands-on approach to design and develop blended learning experiences. The framework has traditionally been used at undergrad level, and had a lot of success when used in response to the global pandemic in 2020, when learning experiences had to quickly transition from being delivered in-person to being accessible remotely. 

The model is centred around six learning types:

  • Acquisition: Learning by reading, listening, or watching
  • Collaboration: Learning by working with others towards a common goal, involving co-creation and shared outputs
  • Discussion: Learning through dialogue, sharing ideas, and responding to others
  • Investigation: Learning by exploring, comparing, and evaluating new information or experiences
  • Practice: Learning by applying knowledge and skills, receiving feedback, and refining understanding
  • Production: Learning by expressing understanding or creating something to demonstrate knowledge and skills

Before continuing, it’s important to distinguish between ‘learning types’ and the widely discredited concept of ‘learning styles’. Whilst learning styles refer to fixed characteristics or preferences of learners, learning types refer to different kinds of learning activities and pedagogical approaches that can be designed into a course.

Copy of the ABC learning design Pedagogy Quick Read

These learning types are representative simplifications of pre-existing learning theories. For each learning type, educators can use different activities to deliver that type of learning. The activities will depend on your context and what’s right and applicable for your students.

How can I apply ABC learning design?

ABC learning design is often done in a team-based workshop setting (you can do it by yourself as well). Firstly, you analyse your existing content. Consider the goal of your current learning sequence, and assess how your learners are going to reach that goal with the different learning types.

Educators in the classroom

By analysing existing content and activities, you can then identify what’s missing from your sequence. This allows you to build on existing gaps and consider different types of activities you could implement. You then create a set of learning cards, which help you to storyboard and plan your new learning sequence.

Learning cards are typically postcard-sized and colour-coded to one of the six learning types. Colour coding helps you to tell the cards apart, and to easily see which learning types are or aren’t included in your sequence. 

Each card has the name and a short description of the learning type on the front, with examples of associated digital or in-person learning activities on the back. The learning cards:

  • Make the design process more engaging
  • Help with decision making
  • Support discussions if you’re working in a team
ABC Learning design cards and their application to an ABC storyboard plan

Adapting ABC learning design for your context

ABC design can be contextualised to your classroom, practices, and school, and to the technologies you have available. For example, on the back of each learning card you could include a set of activities that have been tried and tested in, or approved by, your school. Alternatively, you could link to other frameworks or teaching approaches that work for you and your students. 

Learning cards can also be used to collect other insights about teaching and learning within your context, and used as reminders of pedagogies to implement, as well as practical concerns. They can also help you to consider if there are opportunities for cross-curricular links within your learning sequence.

A shared toolkit you can reuse

In a computing department, ABC learning cards can become a shared resource that give fellow educators an understanding of what’s possible. The cards can be used again and again to help plan future learning experiences. 

Educators sharing ideas on a whiteboard

By running an ABC workshop and creating these learning cards, you and your team will put together a contextualised learning sequence toolkit specific to your school and learners.

Integration with universal design for learning to improve accessibility

In our blog How to build young people’s agency through accessible learning, we explored the universal design for learning (UDL) framework. UDL aims to support educators to reduce barriers for learners. It helps educators to create learning environments that are accessible and effective for all learners by providing multiple means of engagement, representation, and action and expression.

Gormley et al. (2022) described an initiative to integrate UDL within ABC learning design. They developed adapted ABC learning cards where the reverse side included specific UDL prompts, in addition to the usual example activities. For example:

  • An acquisition card could include the prompt “Will materials be available in a variety of formats (text, audio, and visual)? Will videos be captioned and transcribed?”
  • A production card could include the prompt “Are there multiple ways for learners to demonstrate their understanding? Can they choose between writing, presenting, or creating?”

By including these UDL considerations directly on the ABC cards, the design team ensured that accessibility and inclusivity were central to learning design conversations.

Adding UDL prompts to your learning cards is a fantastic way to help you design accessible learning sequences.

Applying ABC learning design: Some ideas for computing educators

In 2020, during the pandemic, the Computing at School (CAS) Research Working Group worked with classroom teachers to apply ABC learning design in their own contexts. 

Following some training, teachers analysed their existing classroom activities and then developed a range of suitable alternatives for remote learning, categorising them into low-tech, mid-tech, and high-tech options. 
The different activity options were then added to their own sets of ABC learning cards and used to help adapt lessons for remote teaching. You can read more about the project and view example cards on the CAS website.

The benefits of using ABC learning design

Potential benefits for educators:

  • Enables more rapid creation and delivery of high-quality content
  • Allows you to audit your current learning sequence and identify gaps that can be improved upon
  • Provides a shared, contextualised toolkit for curriculum design

Potential benefits for students:

  • Tailored, engaging, high-quality learning experiences

Want to hear more about ABC learning design?

If you’d like to find out more about ABC learning design, you can download our Quick Read for free.

Download the ABC learning design Pedagogy Quick Read

You can also listen to a thought-provoking discussion on the topic between James Robinson, Carrie Anne Philbin, Jane Waite, and Matthew Wimpenny-Smith in season 1, episode 6 of the Hello World podcast: Could curriculum design be as simple as ABC?

The post How to rapidly design and adapt quality learning experiences for your students appeared first on Raspberry Pi Foundation.

How to build young people’s agency through accessible learning

Post Syndicated from Sean Sayers original https://www.raspberrypi.org/blog/how-to-build-young-peoples-agency-through-accessible-learning/

We think computing or computer science (CS) needs to be accessible to all learners, and we know that teachers work hard towards this. Traditional CS approaches can lack flexibility, creating barriers to learning and excluding some young people. In today’s blog, we’re highlighting the ‘Universal design for learning’ (UDL) framework and how you can use it to make computing education more accessible to all your learners.

Children in the classroom learning Computer Science

We also share our new UDL-focused Pedagogy Quick Read, which you can download for free to:

  • Find practical tips for how to use the UDL framework and related approaches with your learners
  • Read a summary of the research behind the framework

Universal Design for Learning: Because one size does not fit all

Everyone is different and has their own way of learning. What works for one young person may not work for the next. So why should we expect learners to be taught the same material in the same way? 

Todd Rose, a contributor to the UDL framework, highlights the factors involved with a young person’s ability to engage and participate in learning. These include cognitive, social-emotional, family background and academic factors. He dispels the idea of an “average” learner, and instead suggests the concept of learner variability. 

Picture of our new UDL-focused Pedagogy Quick Read
The new Quick Read

As educators, it’s important to consider that students will likely be at different stages of understanding, and a one-size-fits-all approach isn’t suitable. The UDL framework avoids this mindset and provides teachers with structured guidelines to design accessible lessons from the beginning. 

What is the UDL framework?

The UDL framework encourages educators to provide flexibility for learners in three areas: 

  • Multiple means of engagement: The “why of learning”, which helps to pique students’ curiosity and motivates them to stay engaged
  • Multiple means of representation: The “what of learning”, which focuses on presenting information in different ways to make the content accessible
  • Multiple means of action and expression: The “how of learning”, which relates to different ways for students to access learning and express their understanding

How can I apply the UDL framework?

Two things are key while you are planning how to apply the UDL framework with your learners:

  • Try not to introduce all three areas at once to your practice. Instead, focus on one area of the framework at a time and reflect to identify where there might be gaps. Focus on these first and make changes one by one.
  • Consider how different approaches will work for different groups and individuals. Try to identify what works for your learners and vary or adapt your approach as necessary.

Applying UDL: Some ideas for teaching programming

Multiple means of engagement — show learners different reasons for engaging in programming. For example:

  • Solving real-life problems
  • Interest in technology or logical thinking
  • Creative expression

Multiple means of representation — teach programming concepts in multiple ways. For example:

  • Demonstrate through live coding
  • Write on a blackboard with a flowchart
  • Let learners label and assemble bits of paper into a ‘program’

Multiple means of action and expression — teach with accessibility in mind. For example:

  • Use tools appropriate for learners’ mouse and keyboard skills
  • Let learners demonstrate their understanding in different ways (e.g. verbally, by writing/drawing, by creating a program)

The UDL framework aligns closely with several key research-supported pedagogies that you can use for effective instruction in computational thinking and programming. For example, the pedagogy approach ‘Use-Modify-Create’ (UMC) can be paired with the UDL categories. The new Quick Read explores these connections in more detail.

Students in the classroom

The benefits of the UDL framework

Potential benefits for teachers:

  • The framework provides a clear structure for designing learning activities that appeal to and engage the widest set of learners
  • It can help you consider all the ways you might engage your learners and make CS lessons more accessible.
  • UDL encourages you to reflect on the different ways in which you might represent concepts and ideas
  • It can help you to build learner agency and independence in your students by offering them different ways to express their learning in CS topics. 

Potential benefits for learners:

  • The framework promotes a sense of ownership over their learning. Which can boost their motivation and resilience to sticking with difficult challenges. 
  • They will likely find content that resonates with them, leading to higher engagement and therefore learning.
  • They will be able to demonstrate their CS knowledge confidently and engage limitlessly in CS contexts.

Our new Quick Read shares tips on how to best use the framework in your teaching. 

Download the Quick Read 

Inclusive computer science: The wider context

We know there is a lack of representation within the field of CS. Our recent position paper ‘Why kids still need to learn to code in the age of AI’ and an episode of the  Hello World podcast, ‘How can we empower girls in computing’ touched on this. Both highlight why it’s important that learners from all backgrounds are empowered to contribute their perspectives and experiences and shape the future with computing.

Photo from the Hello World podcast, ‘How can we empower girls in computing
Guests and host during the recording of our ‘How can we empower girls in computing’ episode

“The reality is that access to the opportunities to learn about computer science, programming, and coding has remained deeply unequal, both within and between countries. That has helped create a technology sector that doesn’t reflect the broad diversity of human backgrounds, perspectives, and experiences. And we are all living with the consequences.” – Philip Colligan, Mark Griffiths, Veronica Cucuiat

“If we don’t have a diverse range of people designing and implementing that tech, then we are going to come across issues.” – Becky Patel, Tech She Can, Hello World podcast”

By embracing the principles of ‘Universal design for learning’ and similar approaches, we can create a more inclusive and equitable learning environment in computer science for everyone.

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Experience CS: A free integrated curriculum for computer science

Post Syndicated from Sofia Mohammed original https://www.raspberrypi.org/blog/experience-cs-a-free-integrated-curriculum-for-computer-science/

Experience CS is a brand-new, free, integrated computer science curriculum for elementary and middle school educators and anyone working with students aged 8 to 14. A key design principle for Experience CS is that any educator can use it. You don’t need a computer science qualification or previous experience in teaching computer science classes to deliver engaging and creative learning experiences for your students. That’s why, as US Executive Director, I’m especially pleased to announce the launch of the first six units in the curriculum today.

A vibrant yellow background with the text "Introducing Experience CS" centered. Four colorful, abstract shapes resembling coding blocks in purple, yellow, orange, and blue are placed around the text.

Read on to explore the new learning materials available and how you can start using them in your school.  

Six integrated computer science units 

Experience CS enables educators to teach computer science through a curriculum that integrates CS concepts and knowledge into core subjects such as math, science, and social studies. Ashly Tritch, computer science immersion specialist at Olson Middle School in Bloomington, MN, USA, said, “Cross-curricular computer science is important because it shows students how coding and tech skills can be used in other subjects like math, science, or even art. It helps make learning more interesting and helps kids understand how computer science connects to real life. The lessons that the Raspberry Pi Foundation is creating will be super engaging, with fun and creative activities that keep students curious and excited to learn.”

Six integrated computer science units are available to access, with more on the way. The units have been released in beta, and we would love to hear your feedback as we continue to make updates to the lesson materials. Each of the units includes an overview with a summary of the topics covered and a series of six to eight lessons, including lesson plans, slide decks, student-facing materials, and starter projects within our Code Editor for Education. 

We have designed the units to be cross-curricular, so students can learn about computer science concepts while deepening their understanding of related subject area content. For example, in “The me project,” grade 4 students (ages 9–10) explore the basics of Scratch, personalise sprites, and develop programs to create an animation that tells a story all about them. The project could be integrated into language arts lessons, enabling young learners to explore visual representation and write their own unique stories. In the “Smart communities” unit, students in grade 6 (ages 11–12) explore ways in which computing and technology can be used to create environments that are responsive to the needs of community members; this could be included within science or technology lessons.

Three educational unit cards are displayed: "Weather watchers", "The me project" and "Take a tour”.

Initially, the curriculum and resources have been mapped to national and local standards in the US and Canada, including the K–12 Computer Science Teachers Association Standards for Students, but they are available for teachers and students anywhere in the world to use.

You can register for a free Raspberry Pi Foundation account to start downloading the learning materials, including lesson plans, slide decks, student activity sheets and assessment criteria. 

A version of Scratch built especially for schools 

Experience CS has been built from the ground up to support safe, confident computing lessons in real classrooms. It includes self-directed creative projects using the popular programming language Scratch. We have built a version of Scratch that is especially for schools. That means it doesn’t have the community and sharing features that are central to the full Scratch platform. Instead, everything runs in a closed, classroom-ready environment that supports safeguarding policies and fits with school filtering systems. Simple and intuitive learning management features enable teachers to create accounts, set assignments, and review progress.

How to get started 

On the “Getting Started” page, teachers will find everything they need, including helpful videos and tutorials. The next webinar takes place on 16th July, where we will walk you through all six units available at launch and show you how easy it is to get started with the learning materials. Whether you’re a CS teacher, general education teacher, administrator, or someone who works with school-aged young people, this session will give you the practical tools and guidance you need to bring Experience CS to life in your classroom or program.

Professional development 

No matter your experience or skill level, the Experience CS content has been designed to be easy to use. However, we also provide professional development (PD) opportunities to help build confidence in teaching computer science. 

Teachers anywhere in the world can access free online courses offering flexible, self-paced learning to help you confidently teach block-based programming with effective, inclusive computing pedagogy. Our new course will develop your understanding of semantic waves while highlighting research-backed activities and examples directly from Experience CS units. 

Help shape Experience CS

Experience CS is supported by Google and builds on the fantastic work they have done to support educators and students through CS First. The team behind Experience CS includes educators with significant experience in teaching CS in elementary and middle school settings, and it is based on extensive classroom testing and research. We will continue to develop and improve the curriculum and resources in response to feedback from teachers and students. If you would like to help shape the future of Experience CS by testing new features and providing valuable feedback to improve the programme, sign up for the mailing list. 

What next? 

We can’t wait for you to explore Experience CS. We will continue to release more curriculum units as well as make the materials available in French and Spanish. Get a head start ready for the next school year by registering for a free Raspberry Pi Foundation account, which will allow you immediate access to all the lesson materials, and then create your school account to begin creating classes, add a scratch project to a class, manage student accounts and view student work.

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Why kids still need to learn to code in the age of AI 

Post Syndicated from Philip Colligan original https://www.raspberrypi.org/blog/why-kids-still-need-to-learn-to-code-in-the-age-of-ai/

Today we’re publishing a position paper setting out five arguments for why we think that kids still need to learn to code in the age of artificial intelligence.

A whimsical cartoon of someone struggling with vibe coding at a desktop computer and a second person with a superhero cape and a t-shirt saying 'programmer' coming to their rescue.
Generated using ChatGPT.

Just like every wave of technological innovation that has come before, the advances in artificial intelligence (AI) are raising profound questions about the future of human work. History teaches us that technology has the potential to both automate and augment human effort, destroying some jobs and creating new ones. The only thing we know for sure is that it is impossible to predict the precise nature and pace of the changes that are coming. 

One of the fastest-moving applications of generative AI technologies are the systems that can generate code. What started as the coding equivalent of autocomplete has quickly progressed to tools that can generate increasingly complex code from natural language prompts. 

This has given birth to the notion of “vibe-coding” and led some commentators to predict the end of the software development industry as we know it. It shouldn’t be a surprise then that there is a vigorous debate about whether kids still need to learn to code. 

In the position paper we put forward five arguments for why we think the answer is an unequivocal yes.

Download the paper

We need humans who are skilled programmers 

First, we argue that even in a world where AI can generate code, we need skilled human programmers who can think critically, solve problems, and make ethical decisions. The large language models that underpin these tools are probabilistic systems designed to provide statistically acceptable outputs and, as any skilled software engineer will tell you, simply writing more code faster isn’t necessarily a good thing. 

Learning to code is an essential part of learning to program

Learning to code is the most effective way we know for a young person to develop the mental models and fluency to become a skilled human programmer. The hard cognitive work of reading, modifying, writing, explaining, and testing code is precisely how young people develop a deep understanding of programming and computational thinking. 

Learning to code will open up even more opportunities in the age of AI 

While there’s no doubt that AI is going to reshape the labour market, the evidence from history suggests that it will increase the reach of programming and computational approaches across the economy and into new domains, creating demand for humans who are skilled programmers. We also argue that coding is no longer just for software engineers, it’s becoming a core skill that enables people to work effectively and think critically in a world shaped by intelligent machines. From healthcare to agriculture, we are already seeing demand for people who can combine programming with domain-specific skills and craft knowledge. 

Coding is a literacy that helps young people have agency in a digital world

Alongside the arguments for coding as a route to opening up economic opportunities, we argue that coding and programming gives young people a way to express themselves, to learn, and to make sense of the world. 

And perhaps most importantly, that learning to code is about power. Providing young people with a solid grounding in computational literacy, developed through coding, helps ensure that they have agency. Without it, they risk being manipulated by systems they don’t understand. As Rushkoff said: “Program, or be programmed”.  

The kids who learn to code will shape the future

Finally, we argue that the power to create with technology is already concentrated in too small and homogenous a group of people. We need to open up the opportunity to learn to code to all young people because it will help us mobilise the full potential of human talent, will lead to more inclusive and effective digital solutions to the big global challenges we face, and will help ensure that everyone can share in the societal and economic benefits of technological progress. 

The work we need to do 

We end the paper with a call to action for all of us working in education. We need to challenge the false narrative that AI is removing the need for kids to learn to code, and redouble our efforts to ensure that all young people are equipped to take advantage of the opportunities in a world where AI is ubiquitous.

You can read the full paper here:

“Why kids still need to learn to code in the age of AI”Download the paper

The cartoon image for this blog was created using ChatGPT-4o, which was prompted to produce a “whimsical cartoon that expresses some of the key ideas in the position paper”. It took several iterations.

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Experience CS: A safe, creative way to teach computing

Post Syndicated from Laura Kirsop original https://www.raspberrypi.org/blog/experience-cs-a-safe-creative-way-to-teach-computing/

Experience CS is our new free curriculum that helps elementary and middle school educators (working with students aged 8 to 14) teach computer science with confidence through creative, cross-curricular lessons and projects. Designed for teachers, by teachers, Experience CS is built to be easy to use in classrooms, with everything you need integrated into one safe, school-friendly platform.

A group of young people and educators smiling while engaging with a computer

In this blog post, we will share more about the safety features of Experience CS, and the steps we’ve taken to make the platform a great fit for your school.

A safe, teacher-managed environment

Experience CS supports young people to develop their understanding of computer science through engaging, interactive projects using the programming language Scratch. Scratch is a popular block-based language that helps young people get started with coding, and Experience CS includes a version of Scratch that we have built especially for schools. With our version, which is fully integrated into the Experience CS platform, students can explore coding in a teacher-managed, closed environment that aligns with schools’ safeguarding policies and gives you full control over what your students see and do.

Scratch coding within Experience CS. If you've used our Code Editor, you'll recognise this interface.
Scratch coding within Experience CS. If you’ve used our Code Editor, you’ll recognise this interface.

Student safety and privacy are at the forefront in Experience CS, which means:

  • A private, closed environment. Projects are kept within the classroom and cannot be published to a public gallery.
  • Teacher-controlled access. Students don’t need to create or manage their own accounts. Teachers manage their students’ access, with no student email addresses required.
  • No social features. Students don’t create public profiles or follow other users, and there are no chat or comment features for young people.
  • Curated content. Students can only access the projects and materials you share with them, not content from other users.

Tailor-made for schools

We have designed every part of the Experience CS platform with school environments in mind, making it easier for teachers to manage and for students to use.

Here’s how:

  • Fully integrated platform. Everything students need is built into the Experience CS platform, including Scratch, lesson resources, student materials, and project templates. There is no need to visit other websites.
  • Simple access. Teachers generate class codes so learners can jump straight into activities, with no student email address required.
  • Automatic progress saving. Students’ projects are saved in the platform and linked to their class. Teachers can see students’ progress at a glance.
  • Teacher control. Teachers have full visibility of students’ activity, and what students see and do stays within the classroom environment.

Experience CS gives you the tools and peace of mind to deliver creative, engaging computer science lessons and activities in a way that works for your school. You will be able to effortlessly manage students’ work, with everything you and your students need provided within a simple, intuitive interface.

A computing educator with three students at laptops in a classroom.

Be the first to try Experience CS

Experience CS is launching soon, and we can’t wait to see what you and your students create with it.

If you would like early access, want to stay up to date, or are interested in trying Experience CS out in your classroom, sign up for updates and we’ll keep you in the loop.

We’re also planning ahead: in the coming months, we’ll make our version of Scratch available to all schools and clubs via our Code Editor. That means whether or not you use the Experience CS curriculum, you’ll be able to run safe, creative coding sessions using Scratch in a school-friendly environment.

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What do we even mean by digital literacy?

Post Syndicated from Rachel Arthur original https://www.raspberrypi.org/blog/what-do-we-even-mean-by-digital-literacy/

’Digital literacy’ is a term that seems to pop up everywhere. In the early 2000s, it was the next big thing; some even suggested it might replace traditional literacy and numeracy. But, like many educational trends, it soon faded from the spotlight, and became something that schools ‘should’ do, or something left to the lone teacher who had been handed the role of IT coordinator. 

For many teachers, at least in the UK, digital literacy meant booking a set of laptops (and hoping the last class had remembered to charge them) and ticking off history learning objectives by making a PowerPoint about Henry VIII’s wives. It became a bit of an afterthought. 

More recently, digital literacy seems to have been rebranded as ‘digital skills’, often framed as the capabilities young people need for the workplace of tomorrow. But I don’t think that tells the full story. 

Digital literacy beyond employability

Digital literacy isn’t just about employability; it’s about fairness and access. It’s about more than just learning to use spreadsheets (though my love for Excel remains strong); it’s about ensuring that all young people have the knowledge and confidence to navigate the digital world we live in today.

Digital literacy is about understanding the digital tools we rely on every day, securely accessing online services, making informed decisions about sharing personal information, and critically evaluating the endless stream of news and misinformation online. 

It’s also about artificial intelligence: not just playing with the latest tools, but understanding how they work, the biases built into them, and the ways they shape our lives.

Three ways to help students learn about the impact of technology

True digital literacy empowers young people to engage with technology thoughtfully, critically, and confidently. And that’s something worth making space for. To truly ensure that young people have fair access to the digitally enabled world we live in, we must equip them with the skills to understand and use technology effectively. This means making space for digital literacy within the curriculum and ensuring that all teachers feel confident in delivering it.

Digital literacy as a core part of teaching

Every teacher has a role to play in helping students develop these essential skills. This requires high-quality curriculum resources that integrate digital tools meaningfully into different subjects, as well as comprehensive teacher training to ensure every educator feels empowered to teach digital literacy as part of their everyday practice. 

So, let’s not treat digital literacy like that forgotten box of tangled charging cables in the staffroom (important, but nobody is quite sure what to do with it). Instead, let’s make it a core part of teaching, just like reading, writing, and knowing how to keep a straight face when a student asks if they really need to save their work.

Two girls code at a desktop computer while a female mentor observes them.

If we get this right, we’re not just preparing young people for the jobs of tomorrow, we’re making sure they can navigate today’s digital world safely, confidently, and with the critical thinking skills to tell fact from fiction (because let’s face it, the internet isn’t exactly short on absolute nonsense). 

Now, who’s up for making a PowerPoint about Henry VIII’s wives? 

More on digital literacy

You can discover our free teacher training and classroom resources, and read about how we’ve integrated digital literacy in The Computing Curriculum.

A version of this article appears in the newest issue of Hello World magazine, which is all about digital literacy. Explore issue 26 and download your free PDF copy today.

You can also listen to our recent Hello World podcast episode exploring three teachers’ digital literacy tips for the classroom.

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Pedagogy Quick Reads: turning abstract ideas into classroom practice

Post Syndicated from James Robinson original https://www.raspberrypi.org/blog/pedagogy-quick-reads-turning-abstract-ideas-into-classroom-practice/

What does outstanding computing education look like in the age of AI? We’ve just released a new series of Pedagogy Quick Reads exploring this vital question. Focusing on three aspects of AI in computing education, these short guides offer practical insights and new strategies for your classroom practice.

In a computing classroom, a smiling girl raises her hand.

Each Pedagogy Quick Read is designed to help educators explore, understand, and apply one area of research evidence.

You get:

  • An introduction to the topic or idea, putting it into context
  • A summary of the key concepts and takeaways for educators
  • Sections elaborating on each key concept and relevant research
  • A diagram presenting the same ideas in visual form
  • Links to referenced resources for further reading

Introducing our AI Pedagogy Quick Reads

Computational Thinking 2.0

This Quick Read explores how the concept of computational thinking is evolving, particularly in the context of AI. It offers guidance on how to teach computational thinking skills that are relevant to and enhanced by AI technologies.

“Without CT2.0, today’s learners will remain passive consumers rather than informed participants in a world increasingly shaped by data-driven AI technologies.”

Download

Anthropomorphism

As AI becomes widely used, it’s important to consider how students understand and view these technologies. This Quick Read discusses anthropomorphism (attributing human-like qualities to AI) and provides strategies for teaching about AI in a way that avoids common misconceptions.

“If young people see this technology as innately human-like, we run the risk of impacting their…sense of agency…safety…social connection…curiosity.”

Download

Feedback Literacy

Effective feedback is important for student learning, especially in a rapidly changing field like AI. This Quick Read examines how to develop “feedback literacy” in both educators and students, enabling them to give, receive, and use feedback more effectively.

“How do we ensure that all students get the most out of AI system-produced feedback? Feedback literacy is a theory-driven framework that can help…answer this question.”

Download

Browse our library of pedagogy resources

The new AI-themed reads join our bank of other Pedagogy Quick Reads, which cover a wide range of topics related to computing education. You can find these resources and more on our pedagogy page, all organised around our 12 pedagogy principles for computing education.

a teenage boy does coding during a computer science lesson.

Other resources 

As well as our Pedagogy Quick Reads, we also offer lots of other resources to support computing educators:

  • The Hello World Big Book of Computing Pedagogy is an in-depth guide to research-backed computing education pedagogy, covering a wide range of topics and offering practical advice for teachers.
  • The Hello World magazine and podcast feature insights from educators in computing education, exploring current research, best classroom practices, and innovative teaching strategies.
  • Our AI literacy programme, Experience AI, provides teachers with cutting-edge resources on AI and machine learning, based on proven pedagogical principles to support effective learning and teaching.

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Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

Post Syndicated from Ben Garside original https://www.raspberrypi.org/blog/raspberry-pi-foundation-joins-unescos-global-education-coalition/

Introduction

We are thrilled to announce that the Raspberry Pi Foundation (RPF) has been accepted as a member of UNESCO’s Global Education Coalition (GEC). 

Global Education Coalition.

Initiated during the COVID-19 pandemic, when 1.6 billion learners were shut out of the classroom, the GEC aimed to provide continuity of education in times of crisis. Since then, the Coalition has grown into a global multistakeholder network, and we are proud to help drive education transformation and accelerate the path to achieving UNESCO’s Sustainable Development Goal 4 (SDG 4 – Quality Education).

UNESCO’s vision to transform education for the world’s most underserved aligns with our mission at the Raspberry Pi Foundation. Being part of the Coalition enables us to work together to achieve this shared aim. 

In addition to being part of the GEC, we have been invited to join the Digital Transformation Collaborative (DTC), a tech-focused subgroup that empowers educators and education leaders to include emerging technologies in their teaching practices and decision-making through capacity building and training.

Coalition achievements

We’re joining a coalition that has already achieved a lot. Having attended the GEC annual conference last week in Paris, Ms Stefania Giannini, UNESCO Assistant Director-General for Education, stated that to date the GTC has:

  • Helped over 858,898 youth develop skills that make them more employable
  • Trained 794,580 teachers
  • Offered learning resources to more than 1,000,000 learners studying foundational subjects, such as science, technology, engineering, and mathematics
  • Reached 2,459,192 of the most marginalised girls and women

Source: https://www.unesco.org/en/global-education-coalition

Whilst these are amazing achievements to celebrate, there is still more work to do, with Ms Giannini also highlighting that there are currently 251 million children and youth out of school and that 44 million more teachers are needed for universal primary and secondary education by 2030. 

A group of educators at a conference.

Digital Transformation Collaborative

Our commitment to the Coalition

The Digital Transformation Collaborative (DTC), which the Foundation has committed to support, aims to play a crucial role in shaping the future of education through technology. The group has established a framework structured around six core pillars:

  1. Coordination and leadership
  2. Connectivity and infrastructure
  3. Cost and sustainability
  4. Capacity and culture
  5. Content and solutions
  6. Data and evidence

Through our work at the Foundation, we believe we have the expertise to provide meaningful support through the sharing of our expertise across these issues. Many of these are challenges we work to overcome through the delivery of our programmes. 

Six pillars for the digital transformation of education.

Conclusion

Joining UNESCO’s Global Education Coalition marks a significant milestone for the Raspberry Pi Foundation. Our mission to empower the underserved aligns with the Coalition’s goals. We are excited to contribute our expertise and resources to this global effort, driving forward the agenda for inclusive and equitable quality education for all.

I’m looking forward to writing more on our projects and initiatives within the GEC as we move forward and work together to transform global education.

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Hello World #26 out now: Digital Literacy

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-26-out-now-digital-literacy/

We often believe we understand the meaning of ‘digital literacy’, but it can be a misleading term. Do we mean digital skills? Online safety? Where does AI fit in? As computer science education evolves to meet the needs of our increasingly digital world, we believe that true digital literacy empowers young people to engage with technology thoughtfully, critically, and confidently.

In this issue of Hello World, out today for free, we discuss what digital literacy means, how it is taught in different countries around the world, and how educators are rethinking digital literacy for their students and themselves.

Digital image of Hello World, issue 26 'digital literacy' displayed at an angle.

Digital literacy

As the use of digital technology grows, a broader view of digital literacy is necessary. Digital literacy is more than knowing how to use software. It’s the ability to use digital technologies effectively, safely, and responsibly.

In Issue 26 of Hello World, we explore this topic in detail and hear insights from educators across the world, including:

  • Becci Peters shares how Computing at School (CAS) in the UK is supporting digital literacy skills for students and educators
  • Sourav Pattanayak discusses how digital literacy is defined in India, and the formal and informal ways educators are teaching digital literacy
  • Sandra Hartman explores strategies for enhancing digital literacy in the US
  • Gavin Davenport asks what would happen if we considered digital literacy in the same way as we consider traditional literacy
Photo of young people sitting at a desk, working on small computers.

This issue also includes inspiring articles from the world of computer science education:

  • Leah Dungay tells us about a programme combining physics, video games, and the Large Hadron Collider to engage young people in particle physics 
  • Gina Fugate shares how digital accessibility enhances digital experiences for all
  • Halima Bhayat shares her inspiring journey in computer science

And there is lots more for you to discover in issue 26.

Download your free digital copy

New podcast series in audio and video

We’re also pleased to announce that the Hello World podcast has returned alongside the magazine with a miniseries also focused on digital literacy.

We asked for your thoughts on the podcast in our previous annual survey, and you kindly sent us lots of helpful feedback. Based on that, we’re trialling new episode formats, welcoming additional hosts, and bringing in more expert voices from around the world.

On Tuesday 15 April we’ll be releasing our first teacher tips episode, a shorter podcast with 3 teachers sharing practical, actionable tips for improving digital literacy in the classroom. 

Image featuring Dr. Jessica Hamer, Becky Patel and Rachel Arthur after recording an episode of the Hello World podcast.

The week after, Tuesday 22 April, you’ll be able to hear a brilliant conversation between the Raspberry Pi Foundation’s Chief Learning Officer, Rachel Arthur, and two special guests: Dr Jessica Hamer from King’s College London’s School of Education and Becky Patel from Tech She Can. They’ll be discussing the current state of girls’ engagement in computing — a wide-reaching and important conversation exploring how we can empower more girls in computing through school, university and their careers.

Then on Tuesday 29 April the final episode in the miniseries will be a panel debate about “digital natives” where we’ll be asking, ‘Are young people who grew up with technology around them truly tech-savvy, or are they dependent on digital tools without understanding how they work?’ James Robinson — Senior Learning Manager here at the Raspberry Pi Foundation and regular host of the podcast — will lead this discussion as global educators debate the myth of the “digital native,” uncover how it could overlook complex issues of access, skills, and education, and consider what it really takes to be tech-smart in the modern world.

More information and links to listen can be found inside the magazine.

Share your thoughts & subscribe to Hello World

We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.

  • Share your thoughts and ideas about Hello World and the new issue with us via the Raspberry PI Foundation social media channels
  • Find out how you can write for the magazine

Subscribe to Hello World for free to never miss an issue.

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Empowering India’s digital future: Our computing curriculum’s impact

Post Syndicated from Ben Durbin original https://www.raspberrypi.org/blog/empowering-indias-digital-future-our-computing-curriculums-impact/

The Raspberry Pi Foundation has been working in India since 2018 to enable young people to realise their potential through the power of computing and digital technologies. 

We’ve supported Code Clubs, partnered with government organisations, and designed and delivered a complete computing curriculum for students in grades 6 to 12 and at the undergraduate level. Our curriculum is tailored to the Indian context, and we provide extensive support to help teachers deliver it effectively.

Three female students at the Coding Academy in Telangana.

In another recent blog, we shared in detail how we’ve created an impactful curriculum for India. We’re now excited to share our new report evaluating how our curriculum is being taught in Telangana and Odisha. This report demonstrates the impact we’ve had so far, highlighting our successes and the key lessons we have learnt.

Key findings from the evaluation

Our evaluations of how the curriculum is being taught show that teachers are well-equipped to deliver the curriculum and provide high-quality and accessible learning experiences that develop students’ computing knowledge and skills.

A group of students in a classroom.

In Telangana, we partnered with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) to introduce our curriculum at the Coding Academy School and Coding Academy College. Our report found that all school and college teachers we trained agreed they felt confident teaching students using the resources provided. Students were very positive about the classes, and their assessment scores demonstrated strong learning outcomes: 77% of school students and 70% of college students achieved at least 60% of available marks.

In Odisha, we worked with Learning Links Foundation and Quest Alliance, in partnership with Panchasakha Sikhya Setu (PSS) Abhiyan, to deliver the IT and Coding Curriculum (Kaushali) to students in grades 9 and 10. Our findings were also very positive:

  • 87% of teacher respondents agreed that the curriculum resources were high quality and useful for their teaching
  • 91% felt more confident about teaching IT and coding due to the curriculum resources
  • 93% of teachers agreed that the training helped them understand the curriculum’s structure, content, and objectives
  • 89% felt confident in teaching the curriculum after the training
  • Teachers also reported a positive impact on their students, with almost all agreeing that it improved students’ coding skills, digital literacy, and understanding of responsible digital citizenship

The report also highlights how students better understood how computing and coding are used in the world and developed an increased interest in pursuing careers in these fields.

Key factors for effective implementation

Our evaluations show the importance of several factors when launching a computing curriculum:

  • Aligning content with students’ experience and interests: Content should be tailored to students’ existing knowledge, culturally relevant, and follow industry standards to prepare them for employment
  • Providing extensive support to teachers: This includes careful selection and training of master teachers, comprehensive training for teachers that considers their knowledge and experience, and ongoing support through webinars, calls, and classroom observations
  • Ensuring sufficient quantity and quality of infrastructure: Adequate equipment and internet access are crucial for effective teaching and learning

We are committed to always improving our approach to ensure that all young people in India have the opportunity to learn about computing.

Join us in shaping the future

You can read our new report here. If you are interested in partnering with us or want to learn more about our mission, please contact [email protected].

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Experience CS: a new way to teach computer science

Post Syndicated from Philip Colligan original https://www.raspberrypi.org/blog/experience-cs-a-new-way-to-teach-computer-science/

I am delighted to announce Experience CS, a free, integrated computer science curriculum for elementary and middle school students (8–14 years old) that will be available in June 2025. 

Experience CS enables educators to teach computer science through a standards-aligned curriculum that integrates computer science concepts and knowledge into core subjects like maths, science, languages, and the arts. 

An educator helps students with a coding task.

This cross-curricular and integrated approach is one of the most effective ways to provide younger students with an introduction to computer science and is increasingly important as the impact of digital technology reaches every corner of our lives. We also know that embedding CS in real-world contexts helps make it meaningful and relevant for students, which is essential if we are going to inspire kids from different backgrounds to want to learn more about computer science and technology. 

Built by educators, for educators 

The team behind Experience CS includes educators with significant experience of teaching CS in elementary and middle school settings and everything we do is being informed by the world’s leading research into effective pedagogy as well as extensive testing and research in classrooms. This won’t stop when we launch. We will continue to develop and improve the curriculum and resources in response to feedback from teachers and students. 

Two students use computers in a classroom.

One of the most important design principles for Experience CS is that it can be used by any educator. You don’t need a CS qualification or any previous experience in teaching CS classes to deliver engaging and creative learning experiences for your students. 

We will provide lesson plans, classroom resources, and an online platform that is designed to be easy and safe to use. We will also provide educators with professional development to help build their confidence, knowledge, and skills. You don’t need to adapt or amend the resources to use them, but you will be able to if you want to. We trust teachers to know what is best for their classrooms.

A creative and safe learning experience 

Crucially, Experience CS will be a creative learning experience. We’ve all seen those apps and platforms that purport to teach computer science by having young people direct their favourite pop culture character around a maze. While those types of games can be fun, we think that they fail to convey the creative potential of computer science and leave more students feeling “why bother” rather than being inspired to learn more. 

That’s why Experience CS includes self-directed creative projects using the popular programming platform Scratch, with clear instructions and endless opportunities for young people to express themselves creatively. 

Students use their laptops in a classroom, supervised by a teacher.

We know that online safety is the most important consideration for schools, teachers, and parents, which is why we have built a version of Scratch that is safe for schools. That means it won’t have the community and sharing features that are so central to the full Scratch platform. It will come with simple and intuitive classroom management features that enable teachers to create accounts, set assignments, review progress, and provide feedback to students. 

Free forever, for everyone

Our promise is that Experience CS will be available for teachers and students anywhere in the world to use for free, for as long as you need it. 

Initially, we are developing the curriculum and resources for the US and Canadian education systems and we will be mapping the lessons to national and local standards in both countries. The materials will all be available in English, French, and Spanish. We will also be focusing our professional development and support for schools in the US and Canada, including working with a fantastic network of educational partners. 

Building on the legacy of CS First 

We are delighted that Experience CS is supported by Google and that we are able to build on the fantastic work that they have done over many years to support educators and students through CS First. 

Google has today announced that CS First will no longer be available from June 30, 2025 and that they are recommending that their users should move over to Experience CS for the next school year. That is a huge vote of confidence from a team that really knows what they are talking about. I want to pay tribute to everyone at Google who has worked so hard over the years to support teachers and inspire students through CS First. 

We are looking forward to working with all of the CS First community to make sure that you are supported through the transition and set up ready to go for the start of the new school year. You can find out more about the support we will be offering by registering here.

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Translating educational content: four key principles

Post Syndicated from Vicente Forcada original https://www.raspberrypi.org/blog/translating-educational-content-four-key-principles/

As an organisation with global reach, translation and localisation have been part of the Raspberry Pi Foundation’s activities from the start. Code Clubs and educational partners all over the world are helping young people learn about computing in their own language. We’ve already published over 1,900 translated learning resources, covering up to 32 languages, thanks to the work of our talented localisation team and our amazing community of volunteer translators.

How our approach to translation considers design, process and people

English is seen by many as the language of computing, and in many countries, it’s also either the language of education or a language that young people aspire to learn. However, English is, in some instances, a barrier to learning: young people in many communities don’t have enough knowledge of English to use it to learn about digital technologies, or even if they do, the language of communication with other students, teachers, or volunteers may not be English.

Our ‘Space Talk’ project in Latin American Spanish
Our ‘Space Talk’ project in Latin American Spanish

In a world where browsers can instantly translate web pages and large language models can power seemingly perfect conversations in virtually any language, it’s easy to assume that translation just happens and that somehow, technology takes care of it. Unfortunately, that’s not the case. Technology is certainly crucial to translation, but there’s much more to it than that. Our approach to translation involves considering design, process, and people to ensure that localised materials truly help young people with their learning journey. 

Localisation or translation?

Localisation and translation are similar terms that are often used interchangeably. Localisation normally refers to adapting a product to suit a local market, whereas translation is a subset of localisation that involves changing the language of the text. For instance, localisation includes currencies, measurements, formatting dates and numbers, and contextual references. Meanwhile, translation involves only changing the language of the text, such as from English to French.

Learners at a Code Club.

At the Raspberry Pi Foundation, we see translation as an enabler. It enables volunteers to reach learners, learners to succeed in their educational goals, and the Foundation to achieve its mission all over the world.

Four key ways the Foundation maximises the impact and reach of our translated materials

1. Create with localisation in mind

Regardless of whether learning materials are intended for English-speaking or global audiences, it’s important to create and design them with localisation in mind. That way, they can be used in a variety of places, and any piece of content (text, graphics, or illustrations) can be modified to meet the needs of the target audience. Keeping localisation in mind might include allowing space for text expansion, being mindful of any text embedded in graphic elements, and even making sure the context is understandable for a variety of audiences. Making a piece of content localisable at the creation stage is virtually cost-free. Modifying fully built assets to translate them or to use them in other markets can be expensive and extremely time-consuming!

2. Always have user needs and priorities upfront

Before investing in localising or translating any materials, we seek to understand the needs and priorities of our users. In many countries where English is not the usual language of communication, materials in English are a barrier, even if some of the users have a working knowledge of English. Making materials available in local languages directly results in additional reach and enhanced learning outcomes. In other communities where English has a certain status, a more selective approach may be more appropriate. A full translation may not be expected, but translating or adapting elements within them, such as introductions, videos, infographics, or glossaries, can help engage new learners.

Photo of a young person coding on a desktop computer.

3. Maximise the use of technology

While it’s possible to translate with pen and paper, translation is only scalable with the use of technology. Computer-assisted translation tools, translation memories, terminology databases, machine translation, large language models, and so on are all technologies that play their part in making the translation process more efficient and scalable. 

At the Foundation, we make use of a variety of translation technologies and also, crucially, work very closely with our content and development teams to integrate their tools and processes into the overall localisation workflow. 

4. Take great care of the people

Even with the best technology and the smoothest integrations, there is a human element that is absolutely essential. Our amazing community of volunteers and partners work very closely with learners in their communities. They understand the needs of those learners and have a wealth of information and insights. We work with them to prioritise, translate, review and test the learning materials. They are key to ensuring that our learning materials help our users reach their learning goals.

In summary

Thinking about localisation from the moment we start creating learning materials, understanding the needs of users when creating our end goals, maximising the use of technology, and taking good care of our people and partners are the key principles that drive our translation effort. 

If you’d like to find out more about translation at the Raspberry Pi Foundation or would like to contribute to the translation of our learning materials, feel free to contact us at [email protected].  

A version of this article also appears in Hello World issue 23.

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Addressing the digital skills gap

Post Syndicated from Rachel Arthur original https://www.raspberrypi.org/blog/addressing-the-digital-skills-gap/

The digital skills gap is one of the biggest challenges for today’s workforce. It’s a growing concern for educators, employers, and anyone passionate about helping young people succeed.

Digital literacy is essential in today’s world, whether or not you’re aiming for a tech career — yet too many young people are entering adulthood without the skills to navigate it confidently and recent research shows that many young people finish school without formal digital qualifications.

Whilst this challenge is a global one, we’re exploring solutions in England where computing has been part of the national curriculum for a decade and the option of studying for a qualification (GCSE) in computer science is available to many 14-year-olds.

The SCARI report shows that GCSE computer science isn’t available in every school in England, and even where it is available, only a fraction of students opt to study it. Where GCSE computer science is offered, the focus is not on broader digital skills, but more on programming and theoretical knowledge which, while important, doesn’t support young people with the knowledge they need to succeed in the modern workplace.

How the Manchester Baccalaureate will help tackle the digital divide

At the Raspberry Pi Foundation, we’re working with the Greater Manchester Combined Authority to tackle this challenge head-on. Together, as part of their Manchester Baccalaureate initiative, we’re developing a self-paced course and certification to tackle the digital skills gap directly. 

Teachers listening to a presentation at a recent workshop the Raspberry Pi Foundation held in Manchester.

The Raspberry Pi Foundation Certificate in Applied Computing is designed to be accessed by any pupil, anywhere. It includes a series of flexible modules that students can work through at their own pace. Targeted at young people ages 14 and up, the certificate covers three stages:

  • Stage 1 – Students gain essential digital skills, preparing them for a wide range of careers
  • Stages 2 and 3 – Students dive into specialisations in key tech areas, building expertise aligned with in-demand roles

What we’ve learnt in Manchester so far

We recently visited Oasis Academy Media City to hold a workshop on digital skills and get input on the certificate. We welcomed educators and industry experts to share their insights, and their feedback has been invaluable.

Teachers pointed out a common challenge: while they see the importance of digital skills, they often lack the time and resources to add new material to an already packed curriculum. By offering the certification as bite-sized modules that focus on specific skills, it makes it easier to slot the content into the timetable, and helps students with limited access to school (due to illness, for example) engage with the course.

Teachers listening to a presentation at a recent workshop the Raspberry Pi Foundation held in Manchester.

Educators were particularly excited about the opportunity for students to specialise in areas tied to in-demand roles that are currently being recruited for and our goal is to make the qualification engaging and relevant, helping students see how their learning applies in the real world.  

Next steps

We are currently piloting this qualification in schools throughout Manchester, gathering invaluable feedback from young people as they embark on this learning experience, which will help us refine the course.
Our full qualification will launch later this year, and we can’t wait to help students approach their futures with curiosity and confidence.

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Computing Curriculum Framework: Adapting to India’s diverse landscapes

Post Syndicated from Mamta Manaktala original https://www.raspberrypi.org/blog/computing-curriculum-framework-adapting-to-indias-diverse-landscapes/

The digital revolution has reshaped every facet of our lives, underscoring the need for robust computing education. At the Raspberry Pi Foundation our mission is to enable young people to realise their full potential through the power of computing and digital technologies. Since starting out in 2008 as a UK-based educational charity, we’ve grown into a global leader in advancing computing literacy.

An educator and students working on a coding task.

At the heart of our efforts lies a simple yet powerful vision: to ensure every young person develops the knowledge, skills, and confidence to use digital technologies effectively. This includes understanding societal and ethical issues, using technology for creative problem solving, and fostering a mindset of adaptability that will enable them to thrive amid rapid technological change.

A vision for global computing education

To realise this vision, we developed The Computing Curriculum (TCC). Launched in 2018 as part of the UK’s National Centre for Computing Education, TCC is a comprehensive set of free teaching resources tailored for students aged 5–16. Over the years, the curriculum has evolved through rigorous testing and teacher feedback, which has helped to make it one of the most effective and inclusive computing education tools globally.

A group of students in a classroom.

Contextualising computing education for India

India’s vast diversity — in languages, social and economic contexts, and educational infrastructure — creates unique challenges and opportunities. As a result, we at the Raspberry Pi Foundation have adapted and localised our computing curriculum to meet the needs of Indian students. Collaborations with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) and the Odisha Mo School programme have been pivotal in this endeavour.

Modelling data using a spreadsheet (Grade 9)
Creating media — audio production (Grade 7)

In Telangana, we adapted TCC to create a 70+ hour computing curriculum designed for government schools with limited resources. Similarly, in Odisha, elements of this curriculum have been tailored to develop Kaushali, an IT and coding curriculum for over 8,000 state schools. This localised approach ensures that computing education becomes accessible and relevant for students across India.

A curriculum designed for impact

The computing curriculum for India spans Grades 6 to 10 (age group 11-16) and is structured to ensure progressive learning. Students revisit foundational concepts repeatedly, building on prior knowledge as they advance through the grades. The curriculum emphasises forming a strong understanding of concepts over rote learning and integrates research-informed pedagogical approaches.

Students using computers in a classroom.

We tested our localised curriculum resources in Telangana Coding Academy, and there was lots of positive feedback from educators and observers. Overall, the educators were happy with the content format, and the observers noted that students enjoyed learning and completing the activities. This was also evident from the student discussion notes and student survey responses.

“[…] this content is more than what we are expecting for the school years[…] this time they [are] having [a] practical session. So they are very happy to do it and whenever they are free[,] they will come and ask us. ‘[C]an you take [an] extra class for us?’” – Educator

“[…] They are very [appreciative of] the content and [t]hey [are] learning very well, and the response is very good.” – Educator

Key features of the curriculum:

  • Tailored content: Materials are customised to align with the proficiency levels and contexts of Indian students, ensuring accessibility
  • Localised examples: By incorporating culturally relevant examples, students find the learning experience relatable and engaging
  • Simplified language: Designed for students who may lack confidence in English, the curriculum employs clear and concise language for better comprehension
  • Hands-on learning: Practical activities, including projects and model creation, solidify understanding and foster creativity
  • Ready-to-use resources: Teachers are equipped with lesson plans, presentations, worksheets, and activity sheets, reducing preparation time and enhancing delivery

Learning objectives:
The curriculum focuses on equipping students with:

  • An understanding of digital systems and their impact on people and society
  • Computational thinking and problem-solving skills for real-world applications
  • Confidence and knowledge to become creators and innovators
  • Awareness of digital citizenship and responsible technology use

Curriculum structure:
Each academic year includes 30–34 sessions, each lasting 45–60 minutes. Lessons are structured into deliverable units comprising detailed plans, presentations, and worksheets. Both plugged (computer-based) and unplugged (activity-based) learning methods are used, with a 60:40 ratio, ensuring balanced and inclusive learning experiences.

Sample progression across grades:

Curriculum highlights

Grade 6: Building a foundation

Students develop foundational computer skills, learn basic text formatting, and explore introductory programming concepts using Scratch. They also begin to understand how to group and describe objects based on their properties.  

Grade 7: Expanding horizons

Students delve into computer networks, the internet, and the World Wide Web. They learn to use loops in Scratch programming and explore data organisation using flat-file databases and spreadsheets.  

Grade 8: Deepening understanding

Students gain a deeper understanding of how computer systems function and use spreadsheets for data analysis. They continue to build their programming skills in Scratch, focusing on sequences, variables, and selection. They are also introduced to HTML and CSS for basic web development.  

Grade 9: Exploring advanced concepts

Students learn about data representation, including binary and character coding schemes. They design and create websites using HTML and CSS, incorporating accessibility and good web design principles. They also explore the layers of computing systems, including hardware, operating systems, and logic circuits.  

Grade 10: Applying knowledge and skills

Students explore advanced data representation, including image and sound representation. They are introduced to cybersecurity concepts and delve deeper into Python programming, focusing on selection and iteration. They also learn about data science and how to create a blog to support a cause.

Assessment framework:
To measure student progress effectively, the curriculum incorporates both formative and summative assessments:

  • Formative assessments: Embedded in lessons to monitor progress and identify misconceptions early.
  • Summative assessments: Provide a holistic overview of learning outcomes through tools like multiple-choice quizzes and rubrics. These assessments focus on understanding concepts and skills, moving beyond mere code writing.

Bridging the digital divide

Our localised computing curriculum is more than a technical education initiative — it is helping to bridge the digital divide. By empowering students with essential digital skills, it fosters innovation, enhances employability, and enables young people to participate actively in the global digital economy.

The road ahead

As technology continues to evolve, so does the need for adaptive and inclusive computing education. We remain committed to supporting governments, educators, and students in this journey. By fostering a generation of digitally literate and empowered individuals, we can create a future where technology serves as a force for good in society.

Through collaborations and localised efforts, the dream of making computing education accessible to every corner of India is steadily becoming a reality. Together, we can equip students with the skills and mindset needed to navigate the complexities of the digital age and shape a brighter, more inclusive future.

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Addressing the digital skills gap

Post Syndicated from Rachel Arthur original https://www.raspberrypi.org/blog/addressing-the-digital-skills-gap/

The digital skills gap is one of the biggest challenges for today’s workforce. It’s a growing concern for educators, employers, and anyone passionate about helping young people succeed.

Digital literacy is essential in today’s world, whether or not you’re aiming for a tech career — yet too many young people are entering adulthood without the skills to navigate it confidently and recent research shows that many young people finish school without formal digital qualifications.

Whilst this challenge is a global one, we’re exploring solutions in England where computing has been part of the national curriculum for a decade and the option of studying for a qualification (GCSE) in computer science is available to many 14-year-olds.

The SCARI report shows that GCSE computer science isn’t available in every school in England, and even where it is available, only a fraction of students opt to study it. Where GCSE computer science is offered, the focus is not on broader digital skills, but more on programming and theoretical knowledge which, while important, doesn’t support young people with the knowledge they need to succeed in the modern workplace.

How the Manchester Baccalaureate will help tackle the digital divide

At the Raspberry Pi Foundation, we’re working with the Greater Manchester Combined Authority to tackle this challenge head-on. Together, as part of their Manchester Baccalaureate initiative, we’re developing a self-paced course and certification to tackle the digital skills gap directly. 

Teachers listening to a presentation at a recent workshop the Raspberry Pi Foundation held in Manchester.

The Raspberry Pi Foundation Certificate in Applied Computing is designed to be accessed by any pupil, anywhere. It includes a series of flexible modules that students can work through at their own pace. Targeted at young people ages 14 and up, the certificate covers three stages:

  • Stage 1 – Students gain essential digital skills, preparing them for a wide range of careers
  • Stages 2 and 3 – Students dive into specialisations in key tech areas, building expertise aligned with in-demand roles

What we’ve learnt in Manchester so far

We recently visited Oasis Academy Media City to hold a workshop on digital skills and get input on the certificate. We welcomed educators and industry experts to share their insights, and their feedback has been invaluable.

Teachers pointed out a common challenge: while they see the importance of digital skills, they often lack the time and resources to add new material to an already packed curriculum. By offering the certification as bite-sized modules that focus on specific skills, it makes it easier to slot the content into the timetable, and helps students with limited access to school (due to illness, for example) engage with the course.

Teachers listening to a presentation at a recent workshop the Raspberry Pi Foundation held in Manchester.

Educators were particularly excited about the opportunity for students to specialise in areas tied to in-demand roles that are currently being recruited for and our goal is to make the qualification engaging and relevant, helping students see how their learning applies in the real world.  

Next steps

We’re thrilled to share that, in November, we’ll be piloting this qualification in schools throughout Manchester. We’ll gather invaluable feedback from young people as they embark on this learning experience, which will help us refine the course. 

Our full qualification will launch in 2025, and we can’t wait to help students approach their futures with curiosity and confidence.

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Ada Computer Science: What have we learnt so far

Post Syndicated from Ben Durbin original https://www.raspberrypi.org/blog/ada-computer-science-what-have-we-learnt-so-far/

It’s been over a year since we launched Ada Computer Science, and we continue to see the numbers of students and teachers using the platform all around the world grow. Our recent year in review shared some of the key developments we’ve made since launching, many of which are a direct result of feedback from our community.

Today, we are publishing an impact report that includes some of this feedback, along with what users are saying about the impact Ada Computer Science is having.

Computer science students at a desktop computer in a classroom.

Evaluating Ada Computer Science

Ada Computer Science is a free learning platform for computer science students and teachers. It provides high-quality, online learning materials to use in the classroom, for homework, and for revision. Our experienced team has created resources that cover every topic in the leading GCSE and A level computer science specifications.

From May to July 2024, we invited users to provide feedback via an online survey, and we got responses from 163 students and 27 teachers. To explore the feedback further, we also conducted in-depth interviews with three computer science teachers in September 2024.

How is Ada being used?

The most common ways students use Ada Computer Science — as reported by more than two thirds of respondents — is for revision and/or to complete work set by their teacher. Similarly, teachers most commonly said that they direct students to use Ada outside the classroom.

“I recommend my students use Ada Computer Science as their main textbook.” — Teacher

What is users’ experience of using Ada?

Most respondents agreed or strongly agreed that Ada is useful for learning (82%) and high quality (79%).

“Ada Computer Science has been very effective for independent revision, I like how it provides hints and pointers if you answer a question incorrectly.” — Student

Ada users were generally positive about their overall experience of the platform and using it to find the information they were looking for.

“Ada is one of the best for hitting the nail on the head. They’ve really got it in tune with the depth that exam boards want.” — Ian Robinson, computer science teacher (St Alban’s Catholic High School, UK)

What impact is Ada having?

Around half of the teachers agreed that Ada had reduced their workload and/or increased their subject knowledge. Across all respondents, teachers estimated that the average weekly time saving was 1 hour 8 minutes.

Additionally, 81% of students agreed that as a result of using Ada, they had become better at understanding computer science concepts. Other benefits were reported too, with most students agreeing that they had become better problem-solvers, for example.

“I love Ada! It is an extremely helpful resource… The content featured is very comprehensive and detailed, and the visual guides… are particularly helpful to aid my understanding.” — Student

Future developments

Since receiving this feedback, we have already released updated site navigation and new question finder designs. In 2025, we are planning improvements to the markbook (for example, giving teachers an overview of the assignments they’ve set) and to how assignments can be created.

If you’d like to read more about the findings, there’s a full report for you to download. Thank you to everyone who took the time to take part — we really value your feedback!

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Implementing a computing curriculum in Telangana

Post Syndicated from Fiona Coventry original https://www.raspberrypi.org/blog/implementing-a-computing-curriculum-in-telangana/

Last year we launched a partnership with the Government of Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) in Telangana, India to develop and implement a computing curriculum at their Coding Academy School and Coding Academy College. Our impact team is conducting an evaluation. Read on to find out more about the partnership and what we’ve learned so far.

Aim of the partnership 

The aim of our partnership is to enable students in the school and undergraduate college to learn about coding and computing by providing the best possible curriculum, resources, and training for teachers. 

Students sit in a classroom and watch the lecture slides.

As both institutions are government institutions, education is provided for free, with approximately 800 high-performing students from disadvantaged backgrounds currently benefiting. The school is co-educational up to grade 10 and the college is for female undergraduate students only. 

The partnership is strategically important for us at the Raspberry Pi Foundation because it helps us to test curriculum content in an Indian context, and specifically with learners from historically marginalised communities with limited resources.

Adapting our curriculum content for use in Telangana

Since our partnership began, we’ve developed curriculum content for students in grades 6–12 in the school, which is in line with India’s national education policy requiring coding to be introduced from grade 6. We’ve also developed curriculum content for the undergraduate students at the college. 

Students and educators engage in digital making.

In both cases, the content was developed based on an initial needs assessment — we used the assessment to adapt content from our previous work on The Computing Curriculum. Local examples were integrated to make the content relatable and culturally relevant for students in Telangana. Additionally, we tailored the content for different lesson durations and to allow a higher frequency of lessons. We captured impact and learning data through assessments, lesson observations, educator interviews, student surveys, and student focus groups.

Curriculum well received by educators and students

We have found that the partnership is succeeding in meeting many of its objectives. The curriculum resources have received lots of positive feedback from students, educators, and observers.

Students and educators engage in digital making.

In our recent survey, 96% of school students and 85% of college students reported that they’ve learned new things in their computing classes. This was backed up by assessment marks, with students scoring an average of 70% in the school and 69% in the college for each assessment, compared to a pass mark of 40%. Students were also positive about their experiences of the computing and coding classes, and particularly enjoyed the practical components.

“My favourite thing in this computing classes [sic] is doing practical projects. By doing [things] practically we learnt a lot.” – Third year undergraduate student, Coding Academy College

“Since their last SA [summative assessment] exam, students have learnt spreadsheet [concepts] and have enjoyed applying them in activities. Their favourite part has been example codes, programming, and web-designing activities.” – Student focus group facilitator, grade 9 students, Coding Academy School

However, we also found some variation in outcomes for different groups of students and identified some improvements that are needed to ensure the content is appropriate for all. For example, educators and students felt improvements were needed to the content for undergraduates specialising in data science — there was a wish for the content to be more challenging and to more effectively prepare students for the workplace. Some amendments have been made to this content and we will continue to keep this under review. 

In addition, we faced some challenges with the equipment and infrastructure available. For example, there were instances of power cuts and unstable internet connections. These issues have been addressed as far as possible with Wi-Fi dongles and educators adapting their delivery to work with the equipment available.

Our ambition for India

Our team has already made some improvements to our curriculum content in preparation for the new academic year. We will also make further improvements based on the feedback received. 

Students and educators engage in digital making.

The long-term vision for our work in India is to enable any school in India to teach students about computing and creating with digital technologies. Over our five-year partnership, we plan to work with TGSWREIS to roll out a computing curriculum to other government schools within the state. 

Through our work in Telangana and Odisha, we are learning about the unique challenges faced by government schools. We’re designing our curriculum to address these challenges and ensure that every student in India has the opportunity to thrive in the 21st century. If you would like to know more about our work and impact in India, please reach out to us at [email protected].

We take the evaluation of our work seriously and are always looking to understand how we can improve and increase the impact we have on the lives of young people. To find out more about our approach to impact, you can read about our recently updated theory of change, which supports how we evaluate what we do.

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Ada Computer Science: A year in review

Post Syndicated from Dan Fisher original https://www.raspberrypi.org/blog/ada-computer-science-a-year-in-review/

With the new academic year fully under way in many parts of the world, it’s the perfect time to reflect on the growth and innovations we’ve achieved with the Ada Computer Science platform. Your feedback has helped us make improvements to better support teachers and students — here’s a look back at some of the key developments for Ada from the past 12 months.

Teachers in discussion at a table.
Teachers in discussion at a Raspberry Pi Foundation teacher training event.

Supporting students through personalised learning, new resources, and new questions

We made significant improvements throughout the year to support students with exam preparation and personalised learning. We introduced over 145 new self-marking questions and updated 50 existing ones, bringing the total to more than 1000. A new type of question was also launched to help students practise writing longer responses: they label parts of a sample answer and apply a mark scheme, simulating a peer review process. You can read more about this work in the AI section below.

We updated the question finder tool with an intuitive new design. Instead of seeing ten questions at random, students can now see all the questions we have on any given topic, and can use the filters to refine their searches by qualification and difficulty level. This enables students to better personalise their revision and progress tracking

“Ada Computer Science has been very effective for my revision. I like how it provides hints and pointers if you answer a question incorrectly.” 

– Ada Computer Science student

The ‘Representation of sound’ topic received a major update, with clearer explanations, new diagrams, and improved feedback to support students as they tackle common misconceptions in sound physics. We also refreshed the ‘Representation of numbers’ topic, adding new content and interactive quizzes to support teachers in assessing students’ understanding more effectively. 

We introduced a new database scenario titled ‘Repair & Reform’, offering an entity relationship diagram, a data dictionary, and a new SQL editor and question set to help students prepare for project-based assessments. We’ve further expanded this scenario into a full project covering all stages of development, including requirements analysis and evaluation. 

April was dedicated to gearing up for the exam season, with the introduction of revision flashcards and ready-made quizzes on key topics like bitmapped graphics and sorting algorithms. We also launched a student revision challenge, which ran from April to June and attracted over 600 participants.

“Ada Computer Science is an excellent resource to help support teachers and students. The explanations are clear and relevant, and the questions help students test their knowledge and understanding in a structured way, providing links to help them reconcile any discrepancies or misunderstandings.” 

– Patrick Kennedy, Computer Science teacher

Supporting teachers  

We expanded our efforts to support new computer science teachers with the launch of a teacher mentoring programme that offers free online drop-in sessions. We also hosted a teacher training event at the Raspberry Pi Foundation office in Cambridge (as seen in the picture below), where educators saw previews of upcoming content on AI and machine learning and contributed their own questions to the platform.

Group photo featuring computer science teachers and colleagues from the Raspberry PI Foundation.

AI content and AI features

We continued our focus on AI and machine learning, releasing new learning resources that explore the ethical and social implications of AI alongside the practical applications of AI and machine learning models. 

To expand the Ada platform’s features, we also made considerable progress in integrating a large language model (LLM) to mark free-text responses. Our research showed that, as of June, LLM marks matched real teachers’ marks 82% of the time. In July, we received ethics approval from the University of Cambridge to add LLM-marked questions to the Ada platform. 

Computer science education in Scotland

We made significant strides towards supporting Scottish teachers and students with resources tailored to the SQA Computing Science curriculum. From September to November last year, we piloted a new set of materials specifically designed for Scottish teachers, receiving valuable feedback that we’ve used in 2024 to develop new content. More than half of the theory content for the National 5 and Higher specifications is now available on the platform. 

Teacher, in the middle of a computing lesson.

Our ‘Reform & Repair’ database scenario and project align with both SQA Higher and A level standards, providing a comprehensive resource for students preparing for project-based assessments.

Looking ahead: New resources for September and beyond

We have big plans for Ada for the next 12 months. Our focus will remain on continuously improving our resources and supporting the needs of both educators and students. 

After the positive response to our ‘Repair & Reform’ database project, our content experts are planning additional practical projects to support students and teachers. The next one will be a web project that covers HTML, CSS, JavaScript, and PHP, supporting students taking SQA qualifications in Scotland or undertaking the non-examined assessment (NEA) at A level.

We’ll be working on a number of teacher-focused improvements to the platform, which you’ll also see on Ada’s sibling site, Isaac Physics. These will include an overhaul of the markbook to make it more user-friendly, and updates to the ‘Assignments’ tool so assignments better meet the needs of teachers in schools.

We’ll be welcoming the next cohort of computer science students to the STEM SMART programme in January 2025 where, in partnership with the University of Cambridge, we’ll offer free, complementary teaching and support to UK students at state schools. Applications are now open.

Thank you to every teacher and student who has given their time in the last year to share feedback about Ada Computer Science — your insights are invaluable as we work to make high-quality computer science materials easily accessible. Here’s to another fantastic year of learning and growth!

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The Computing Curriculum: Three global perspectives

Post Syndicated from Dan Fisher original https://www.raspberrypi.org/blog/the-computing-curriculum-global-perspectives/

Across continents and cultural contexts, our free Computing Curriculum serves as a common thread that connects educators. Read the stories of 3 educators who share their thoughts on the curriculum’s application, adaptability, and the impact it’s had on their educational settings. 

I’m Freda, and I co-founded a non-profit organisation called Waloyo in South Africa.

Photo of Freda, co-founder of the non-profit organisation called Waloyo.

Coming from a background of technology consulting, I know the value of computing education. I have a real drive to teach young kids coding so they can get ahead and find jobs in our digital economy.

Our role at Waloyo is to work with non-profit organisations that work with young people and want to expand their services to include computing skills training. Waloyo trains non-profit facilitators, who in turn teach computing skills to youth between the ages of 6 and 18. A unique challenge is that the majority of facilitators we train don’t have any previous computing experience. The resources we use need to be clear and easy to follow.

What I really love about The Computing Curriculum resources is the facilitator guides.

Our initial plan was to run the training programmes after school and outside the school curriculum, but we were getting requests from schools to support them too. South Africa doesn’t have a national computing curriculum, so there aren’t many subject specialist teachers. So we looked for curriculum resources from other countries to support our work and that’s how we found The Computing Curriculum. 

In rural Africa where we work, students have low levels of exposure to computers and computing. So whether they are 6 or 18 years old, we usually start with Scratch. The younger kids then continue with Scratch and the older kids move quickly on to Python as they build confidence.

Screenshot of Scratch 3 interface

What I really love about The Computing Curriculum resources is the facilitator guides. They fit in well with our process of training NGO facilitators to work directly with the kids. I love the comprehensiveness and flexibility of what your curriculum provides to enable this method of delivery.

So far we’ve launched 3 programmes in communities in South Africa, impacting around 150 young people, and it’s worked beautifully. It’s phenomenal to see how excited the kids get when the computer does what they want it to do!

I’m Al, and I’ve been a secondary science teacher since 1991.

Photo of Al out hiking in rocky terrain.

For the past 13 years, I’ve taught in international schools. Two years ago, I decided to retrain in teaching computing. My wife and I are currently teaching in Kazakhstan. I now teach at primary level but still handle some secondary classes. For primary, there’s significant time pressure, especially with extra lessons for the local language, making it challenging to fit computing into the schedule.

The private schools where I work are starting to implement the UK computer science curriculum. At one of the schools, they have a robotics course which has given rise to a misconception that everything in computing is about robotics! My role, therefore, involves expanding the concept of robotics to include a broader range of computing activities and finding efficient ways to integrate these new materials into the curriculum with minimal effort from the staff. I focus on selecting appropriate units to fit into what the schools are already doing rather than implementing a comprehensive new program.

Workshop attendees at a table.
Photo of educators collaborating on various projects at a desk, with laptops open displaying the Scratch Editor.

The Raspberry Pi Foundation’s curriculum resources are valuable because they provide comprehensive lists of programs and ideas that I can adapt for my colleagues. I adapt resources to make them more accessible for primary teachers, simplifying and customising them for ease of use.

The Raspberry Pi Foundation’s curriculum resources are valuable because they provide comprehensive lists of programs and ideas that I can adapt for my colleagues.

Once students understand that computing is a tool for developing skills rather than just passive consumption, they take ownership of their learning which boosts their confidence. Culturally relevant materials are particularly effective, especially in diverse international classrooms. Adapting resources to be culturally relevant and incorporating students’ examples enhances their usefulness and impact. The resources are excellent, but by tailoring them, they can be even more effective, particularly in an international context with diverse nationalities and learning concepts.

Head of ICT at an international school in Egypt

In a computing classroom, a boy looks down at a keyboard.

As Head of Department, I am responsible for what all the different age groups learn, from year 1 to year 12. We use the Cambridge International (CIE) curriculum, so I was looking for supplementary resources that build from the basics, have a clear progression map, and complement the resources we already had.

With The Computing Curriculum, it is easy to pick out individual lesson resources to use. I love that it doesn’t need a licence and that the students don’t face any problems when they download it to practise at home. I’m covering curriculums for both computing and digital literacy, so I use resources that are relevant to my curriculum maps.

With The Computing Curriculum, it is easy to pick out individual lesson resources to use.

In some schools, their idea of an ICT lesson is getting students to play games, use Word documents, make PowerPoint presentations, and that’s it. But this generation of students love coding and making their own games. So instead of playing the game, we teach them how to develop a game and how to add the characters themselves.

From year 1 to year 2, students take part in a wide range of computing activities and develop a lot of new skills. They find these skills amazing. It makes them feel engaged, excited, and that they are doing something valuable.

Using The Computing Curriculum 

These educators’ stories show how easy it is to adapt our Computing Curriculum to your unique context, enhancing students’ technical skills and inspiring creativity, critical thinking, and a passion for problem-solving. We look forward to continuing this journey with these and other educators as they transform computing education for their learners.

If you’re looking for new computing resources to teach with, why not give The Computing Curriculum a try? You can also read our culturally relevant pedagogy research that Al mentions in his interview.

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