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Empowering School Computing: CAS Initiative Overview

Discover how Computing At School (CAS) started and the impact it has on the education sector. Learn about CAS activities, CPD courses, resources, and how schools can benefit from joining the Network of Excellence. Find out how to support teachers at all levels in adapting to the new curriculum and advancing their skills in computer science education.

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Empowering School Computing: CAS Initiative Overview

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  1. Introducing Computing At SchoolAn Overview Lee Willis Level 1 Master Teacher Computing At School

  2. How CAS Started • Something is wrong • – but I feel powerless • Something is wrong • – but I feel powerless

  3. How CAS started • If we get together, • perhaps we can get • something done

  4. Computing at School • Simply a group of individuals, concerned about the state of computing education in our schools • Including: • Teachers • Industry (eg. Google, Microsoft)‏ • University academics • Members of exam board (eg. AQA)‏ • Members of professional societies (eg. BCS)‏ • Parents • Local educational advisers • Teacher trainers • Varied backgrounds, with common concerns

  5. Computing: a curriculumfor schools • Directly support teachers • “on the ground” • Influencing national policy What is CAS doing?

  6. The Discussion Forum

  7. CAS Regional Hubs

  8. CAS Events

  9. CAS newsletter

  10. Primary Guidance notes

  11. CAS conference

  12. A national programme of professional development • for teachers of Computer Science

  13. Phase 1 • £200k seed fundingSept 2012 • Over 600 schools • 70 universities • 120+ Lead Schools • 28 CAS Master Teachers • 250+ teachers CPD courses • 700+ hours of CPD delivered

  14. Phase 2 • £2 million (2 years – but 5 year project) • 600 Master Teachers • Primary and secondary • Each MT supporting 40 schools • Stability of GCSE numbers • Development of classroom ready resources • Towards a self-sustaining model

  15. Network of Excellence Overview

  16. Scenario 1: Your Computing/ICT Staff need training • Teachers should join CAS (individuals) • Your school should join the NoE (schools) • Teachers should then contact their Master Teacher (contact details on CAS Online) • Schools will be notified about CPD opportunities (or can find them on CAS Online). • Teachers should attend local hub meetings to find support from other teachers • Teachers will need time and support to attend CPD and assimilate new skills

  17. Scenario 2: Your Computing/ICT Staff are Fairly confident • Teachers should join CAS(as before) • Your school should join the NoE(as before) • Offer your school as a venue to a local CAS Master Teacher to run training. This will support your staff in increasing their confidence in supporting others. • The new CAS Certificate in Computer Science teaching can offer teachers recognition for their skills and knowledge in this new curriculum area. • Facilitate discussion at departmental level about curriculum change; allow time to disseminate CPD • Encourage an atmosphere where teachers can try out new resources and approaches ‘safely’ • Apply for the Level 1 Master Teacher

  18. Scenario 3: Your Computing/ICT department have expertise • One of your teachers could apply to become a CAS Level 2 Master Teacher • Your school could apply to become a Lead School • As a Lead School you could support other local schools, particularly primary schools in your area. • You could offer CPD to other local schools, in conjunction with Master Teachers. • Give staff time to support non-specialist staff

  19. Supporting teachers in other ways • Hub meetings – there are 90 CAS Hubs who hold termly meetings after school to support staff and facilitate networking • CAS Online – has a repository of 1200+ teaching resources and discussions on all topics relating to the Computing curriculum • CAS Online – join the discussion

  20. Finally • Look out for a link I will be posting soon on the forum assessing individual needs. • Focused CPD will be created in areas of need and then offered soon. • lee.willis@shhs.org.uk • @MrWillisICT

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