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Network of Excellence Universities Meeting. Thursday 19 th September BCS London Sue Sentance & Simon Humphreys. Objectives of today. Understand the way the Network of Excellence CPD will work 2013-2015 Update you on progress in the NOE this year

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Network of excellence universities meeting

Network of Excellence Universities Meeting

Thursday 19th September

BCS London

Sue Sentance & Simon Humphreys

Objectives of today
Objectives of today

  • Understand the way the Network of Excellence CPD will work 2013-2015

  • Update you on progress in the NOE this year

  • Understand the contribution your institution can make

  • Share/introduce strategies/materials for delivering CPD

  • Meet colleagues with similar aims

Update on the network of excellence simon humphreys
Update on the Network of Excellence Simon Humphreys

  • The NOE team

  • Where are we now?

  • Recruitment of Master Teachers

The network of excellence team
The Network of Excellence Team

Simon Humphreys

Mark Dorling

Sue Sentance

Nick Cook

Debbie Smith

… plus 8 regional coordinators and 1 primary coordinator

Network of Teaching Excellence

of Computer Science

Key providers

CPD Functions



Master Teacher

IT Professional

CAS Hub Leader (Regional)

Lead School

Education Dept



Provide Subject Knowledge Enhancement (pre-training)

Provide Professional Development courses


Build community of practice

Pre-service teachers

Secondary and Primary Teachers

In Network of Excellence registered schools


  • 770 registered schools

  • 200 Lead Schools

  • 79 Master Teachers

  • 33 Trainee Master Teachers

  • Further support from both industry and the education sector

Regional coordinators
Regional Coordinators

Role is to:

  • Provide support to the Master Teachers as they plan, prepare, deliver and reflect on their CPD interventions.

  • Oversee the overall provision of CPD opportunities and activities in their region in association with other training partners especially the Universities in their patch.

Quality assurance feedback
Quality Assurance - feedback

Our feedback loop will involve:

  • Participants

  • Trainers

  • Peers

  • Pupils

Issues with primary schools
Issues with Primary Schools

  • Head teachers in primary schools are currently very focussed on maths and English, which means they are likely to delay changes in other areas

  • CAS network has extensive secondary school membership compared to primary, which may have left primary schoolteachers feeling less inclined to join

  • Computing is one of many curriculum areas for which a primary teacher has responsibility and is not yet a priority area for consideration

  • Fewer teachers in primary who might regard themselves as subject specialists in this area or lack confidence in their own subject knowledge to commit to the programme

  • Budget constraints on primary schools making teacher release to be a Master Teacher more difficult

Primary task force
Primary Task Force

  • Primary Guidance document

  • Autumn 2013 CAS newsletter which focuses on resources and support for specifically primary schools

  • Arranging, in association with university partners, a number of regional conferences for primary teachers during this academic year.

  • Ensuring that all messages and communications from the Network are worded to be equally attractive to primary teachers

  • Working with other partner organisations

Make it happen
“Make it Happen”

A non-executive board has been formed to support the work of the NoE Team.

  • Simon Peyton Jones (Chair CAS, Microsoft Research)

  • Lance Howarth (CEO Raspberry Pi Foundation, former VP ARM)

  • Bill Mitchell (Director, BCS Academy)Chris Mairs (Chief Scientist and former CTO Metaswitch Networks)

  • John Cooper (Chairman, Ensoft)

  • Achim Jung (Professor Computer Science, Birmingham University)

  • Clare Riley (Group Manager, Education Relations, Microsoft UK)

  • Andrea Carr (CEO Rising Stars, BESA)

  • Simon Humphreys (Coordinator Network of Excellence)

    The group have oversight of the direction of the Network, how it connects and supports both Computing At School and other partner groups in this same space.

Universities and the network of excellence sue sentance
Universities and the Network of ExcellenceSue Sentance

New programme of study

Different ways universities can contribute

New systems for running NOE-badged CPD events

New programme of study
New programme of study

Finalised 11th September

The national curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

  • are responsible, competent, confident and creative users of information and communication technology

Key stage 1
Key Stage 1

Pupils should be taught to:

  • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions

  • create and debug simple programs

  • use logical reasoning to predict the behaviour of simple programs

  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • recognise common uses of information technology beyond school

  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key stage 2
Key Stage 2

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output

  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

  • understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Key stage 3
Key Stage 3

Pupils should be taught to:

  • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

  • understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

  • use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

  • understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

  • understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

  • understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

  • undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

  • create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

  • understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

Key stage 4
Key Stage 4

All pupils should be taught to:

  • develop their capability, creativity and knowledge in computer science, digital media and information technology

  • develop and apply their analytic, problem-solving, design, and computational thinking skills

  • understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

What do teachers need to know
What do teachers need to know?

Document published by Teaching Agency

Range and Content becomes a itemised checklist of what (all) Computing teachers should know about Computer Science

Network of excellence cpd events
Network of Excellence CPD events

University CPD Events

Master Teacher CPD Events

  • Benefits to NOE:

  • Quality Assurance

  • Minimise duplication

  • Evaluation of impact

  • Self-sustaining

Common Booking and Feedback systems


Small fee for admin support

University CPD events procedure

NOE Admin


Before CPD event

After CPD event

On the day

NOE Admin: Update database with register to show attendees


Log into Event Brite using university login to locate register


Plan CPD event

NOE Admin: Share completed feedback with university


Complete online data entry form describing event here


Run CPD Session

NOE Admin: Prepare and send e-certificates to teachers

NOE Admin:

Create event using Event Brite


Ask delegates to complete online feedback form here

NOE Admin (10 weeks later):

Send out follow up feedback forms

NOE Admin:

Promote event to local schools/Course is advertised on CAS Online


Complete Event Brite register for Admin

NOE Admin: Share completed feedback with university

Steps to running an noe badged cpd session
Steps to running an NOE-badged CPD session

  • Fill in form if you wish your event to be NOE-badged and submit online to NOE team

  • NOE Team will do the administration. Fees from booking will go directly to you (if you allow pay by invoice, you will need to chase these).

  • Remember to take register on EventBrite

  • Ensure that delegates fill in online feedback forms

  • Tell delegates that they will receive e-certificates from NOE

  • NOE team will share feedback with you for your university’s records

  • NOE team will invoice you for 10% of the booking fee for providing the administration for you every 3 months.

Purpose of evaluation of noe programme
Purpose of Evaluation of NoE programme

Numbers How many courses/teachers/length?

Satisfaction Feedback of teachers on course delivery

Effectiveness Feedback of teachers on their professional development

Impact Impact of CPD events on classroom practice

Students Take-up of Computing coursesfrom KS4 (longer term)

… what else? …

Most important

Being an approved noe cpd provider
Being an “Approved NOE CPD Provider”

CAS will approve all organisations who run good quality events which are NOE-badged.

To be an approved CPD provider:

Run regular NOE-badged events

Receive good feedback from delegates

Take part in quality assurance systems

Send us a short report each year of work with teachers

Regions for this exercise only
Regions (for this exercise only!!)





What makes effective cpd
What makes effective CPD?

CUREE (2012) “Understanding What Enables High Quality Professional Learning”

  • “CPD is more likely to benefit teachers if it is:

  • Collaborative

  • Supported by specialist expertise

  • Sustained over time

  • Focused on aspirations for students

  • Exploring evidence from trying new things”

Off the peg courses
“Off-the-peg” courses

We have written two short (6 hour) courses, both of which would hopefully lead to further courses and building up your relationship with the teachers – encourage teachers to share their use of the course with the group several weeks later.

  • Introduction to Python Programming

  • How a computer works (including low-level programming)

    Take/use/adapt as you would like.

    It would be great to see as many universities as possible offer at least one course this academic term.

Discussion three four groups
Discussion: Three/four groups

More of you!


Computer Science

Computer Science

Computer Science

Activity strategies and misconceptions
Activity – Strategies and misconceptions

  • Choose one or more topics (see “What a teacher should know”) , e.g.

    • Using a boolean variable in a while loop

    • Using a for loop to iterate through an array/list

    • IP addresses and domain names

  • For your topic can you think of

    • Strategies for teaching this topic (involving active learning)

    • Resourcesyou could make available to help and support teachers

    • Common misconceptions from your own experience that you think might affect teachers

  • Education group

    • Follow up with some ideas for practitioner research projects that teachers could do to help them become more reflective and research-oriented in the classroom

  • Feedback

    • Write up suggestions on flip chart paper and share

Model of teacher professional development in the UK


Hubs &

Online forums

Working towards




Network of Excellence

Model (from university to school to school)

Community of Practice



Action Research


Modeling good practice

CAS Master Teacher

(model inspired by Kennedy, 2005)

Model of teacher professional development in the UK


Hubs &

Online forums

Working towards




Network of Excellence

Model (from university to school to school)

Community of Practice



Action Research


Modeling good practice

CAS Master Teacher

(model inspired by Kennedy, 2005)

Practitioner research appeal
Practitioner Research appeal

  • Teachers may like to get involved in small-scale practitioner research projects

  • Universities (Education departments?) assist with

    • Design of study

    • Finding literature

    • research methods

    • Writing up

  • Research-oriented practice has been shown to add impact to student learning

  • If interested, please contact Sue