Commissioned by the Department for Education in England and led by the 在你的身边 as part of our National Centre for 本子+无码+日本 Education work, the GBIC programme was a collaborative effort involving the Behavioural Insights Team, Apps for Good, and the WISE Campaign.

Gender Balance in 本子+无码+日本 ran from 2019 to 2022 and comprised seven studies relating to five different 本子+无码+日本 areas:

• Teaching Approach:
  • Peer Instruction: Collaborative teaching approach in lower secondary
  • Pair Programming: Working collaboratively in upper primary
  • Storytelling: Connecting 本子+无码+日本 to storytelling with 6- to 7-year-olds
• Belonging: Supporting learners to feel that they “belong” in computer science
• Non-formal Learning: Establishing the connections between in-school and out-of-school 本子+无码+日本
• Relevance: Making 本子+无码+日本 relatable to everyday life
• Subject Choice: How computer science is presented to young people as a subject choice 

In December we published the last of seven reports describing the results of the programme. In this blog post I summarise our overall findings and reflect on what we’ve learned through doing this 本子+无码+日本.

Gender balance in 本子+无码+日本 is not a new problem

I was fascinated to read a paper by Deborah Butler from 2000 which starts by summarising themes from 本子+无码+日本 into gender balance in 本子+无码+日本 from the 1980s and 1990s, for example that boys may have access to more role models in 本子+无码+日本 and may receive more encouragement to pursue the subject, and that software may be developed with a bias towards interests traditionally considered to be male. Butler’s paper summarises 本子+无码+日本 from at least two decades ago — have we really made progress?

In England, it’s true that making 本子+无码+日本 a mandatory subject from age 5 means we have taken great strides forward; the need for young people to make a choice about studying the subject only arises at age 14. However, statistics for England’s externally assessed high-stakes Computer Science courses taken at ages 14–16 (GCSE) and 16–18 (A level) clearly show that, although there is a small upwards trend in the proportion of female students, particularly for A level, gender balance among the students achieving GCSE/A level qualifications remains an issue:

What did we do in the Gender Balance in 本子+无码+日本 programme?

In GBIC, we carried out a range of 本子+无码+日本 studies involving more than 14,500 pupils and 725 teachers in England. Implementation teams came from the 乱暴tubesex中国妞, Apps For Good, the WISE Campaign, and the Behavioural Insights Team (BIT). A separate team at BIT acted as the independent evaluators of all the studies.

In total we conducted the following studies:

• Two feasibility studies: Storytelling; Relevance, which led to a full randomised controlled trial (RCT)
• Five RCTs: Belonging; Peer Instruction; Pair Programming; Relevance, which was preceded by a feasibility study; Non-formal Learning (primary)
• One quasi-experimental study: Non-formal Learning (secondary)
• One exploratory 本子+无码+日本 study: Subject Choice (Subject choice evenings and option booklets)

Each study (apart from the exploratory 本子+无码+日本 study) involved a 12-week intervention in schools. Bespoke materials were developed for all the studies, and teachers received training on how to deliver the intervention they were a part of. For the RCTs, randomisation was done at school level: schools were randomly divided into treatment and control groups. The independent evaluators collected both quantitative and qualitative data to ensure that we gained comprehensive insights from the schools’ 乱暴tubesex中国妞s of the interventions. The evaluators’ reports and our associated blog posts give full details of each study.

The impact of the pandemic

The 本子+无码+日本 programme ran from 2019 to 2022, and as it was based in schools, we faced a lot of challenges due to the coronavirus pandemic. Many 本子+无码+日本 programmes meant to take place in school were cancelled as soon as schools shut during the pandemic.

Although we were fortunate that GBIC was allowed to continue, we were not allowed to extend the end date of the programme. Thus our studies were compressed into the period after schools reopened and primarily delivered in the academic year 2021/2022. When schools were open again, the implementation of the studies was affected by teacher and pupil absences, and by schools necessarily focusing on making up some of the lost time for learning.

The overall results of Gender Balance in 本子+无码+日本

Quantitatively, none of the RCTs showed a statistically significant impact on the primary outcome measured, which was different in different trials but related to either learners’ attitudes to computer science or their intention to study computer science. Most of the RCTs showed a positive impact that fell just short of statistical significance. The evaluators went to great lengths to control for pandemic-related attrition, and the implementation teams worked hard to support teachers in still delivering the interventions as designed, but attrition and disruptions due to the pandemic may have played a part in the results.

The qualitative 本子+无码+日本 results were more encouraging. Teachers were enthusiastic about the approaches we had chosen in order to address known barriers to gender balance, and the qualitative data indicated that pupils reacted positively to the interventions. One key theme across the Teaching Approach (and other) studies was that girls valued collaboration and teamwork. The data also offered insights that enable us to improve on the interventions.

We designed the studies so they could act as pilots that may be rolled out at a national scale. While we have gained sufficient understanding of what works to be able to run the interventions at a larger scale, two particular learnings shape our view of what a large-scale study should look like:

1. A single intervention may not be enough to have an impact

The GBIC results highlight that there is no quick fix and suggest that we should combine some of the approaches we’ve been trialling to provide a more holistic approach to teaching 本子+无码+日本 in an equitable way. We would recommend that schools adopt several of the approaches we’ve tested; the materials associated with each intervention are freely available (see our blog posts for links).

2. Age matters

One of the very interesting overall findings from this 本子+无码+日本 programme was the difference in intent to study 本子+无码+日本 between primary school and secondary school learners; fewer secondary school learners reported intent to study the subject further. This difference was observed for both girls and boys, but was more marked for girls, as shown in the graph below. This suggests that we need to double down on supporting children, especially girls, to maintain their interest in 本子+无码+日本 as they enter secondary school at age 11. It also points to a need for more longitudinal 本子+无码+日本 to understand more about the transition period from primary to secondary school and how it impacts children’s engagement with computer science and technology in general.

What’s next?

We think that more time (in excess of 12 weeks) is needed to both deliver the interventions and measure their outcome, as the change in learners’ attitudes may be slow to appear, and we’re hoping to engage in more longitudinal 本子+无码+日本 moving forward.

We know that an understanding of computer science can improve young people’s access to highly skilled jobs involving technology and their understanding of societal issues, and we need that to be available to all. However, gender balance relating to 本子+无码+日本 and technology is a deeply structural issue that has existed for decades throughout the 本子+无码+日本 education and workplace ecosystem. That’s why we intend to pursue more work around a holistic approach to improving gender balance, aligning with our ongoing 本子+无码+日本 into making 本子+无码+日本 education culturally relevant.

Stay in touch

We are very keen to continue to build on our 本子+无码+日本 on gender balance in 本子+无码+日本. If you’d like to support us in any way, we’d love to hear from you. To explore the 本子+无码+日本 projects we’re currently involved in, check out our 本子+无码+日本 pages and visit the website of the 本子+无码+日本 Pi 本子+无码+日本 Education 本子+无码+日本 Centre at the University of Cambridge.

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The premise of the teaching approach 本子+无码+日本 is that the way 本子+无码+日本 is taught may not always match the teaching approaches to which girls are most likely to respond positively [1]. As with the Storytelling project and the Pair Programming project, this project aimed to find new contexts and approaches to help increase the number of girls choosing to study and work in 本子+无码+日本. 

What is peer instruction? 

Peer instruction is a structured, collaborative teaching approach. It has been shown to be an effective pedagogy for novice programmers and those studying computer science at a university level because the interactive, cooperative activities help learners to perceive the topics as less stressful and less difficult [2]. 

Multiple-choice questions (MCQs) and peer conversations about the question answers are at the core of the peer instruction approach. Through talking to each other about MCQs, pupils can deepen their understanding about why a particular concept or fact is correct, and correct any misconceptions.

In England, the 本子+无码+日本 乱暴tubesex中国妞 at Key Stage 3 (ages 11–14) introduces learners to some new concepts, such as data representation, and moves learners to text-based programming languages. Towards the end of this Key Stage, learners will make choices about the subjects that they go onto study for GCSEs. These choices are influenced by learners’ attitudes towards the subject, and so we decided to trial whether the peer instruction teaching approach might lead to more positive attitudes towards 本子+无码+日本 among girls.

The Peer Instruction intervention

The initial pilot of this trial ran from January to March 2020 with 15 secondary schools. We then used teacher feedback to develop resources to use in a full randomised controlled trial which ran from October 2021 to February 2022 in more than 60 secondary schools in England. Due to the COVID-19 pandemic, we changed our original plan to run face-to-face training and instead developed an online course to train teachers in the peer instruction approach. After taking part in the training, the teachers delivered 12 weeks of 本子+无码+日本 lessons in data representation and Python programming. The two six-week units of work covered 本子+无码+日本 concepts for Key Stage 3 learners such as: 

• Understanding how numbers can be represented in binary format
• Understanding how data of various types can be represented and manipulated digitally in the form of binary digits
• Using a text-based programming language to solve a variety of computational problems 

The study was run as a randomised controlled trial where participating schools were randomly divided into two groups. Schools in the treatment group used the peer instruction resources, and schools in the control group taught their normal 本子+无码+日本 lessons. The independent evaluators from the Behavioural Insights Team used pupil surveys to measure the impact of the resources and supported this with lesson observations and teacher interviews to better understand the  themes emerging from the data. 

“I think peer instruction lessons are actually better than the normal lessons because you can ask other people around you to help more.”

– Female pupil who took part in the peer instruction lessons (report, p. 45)

Findings from the evaluation

The outcome measures of the peer instruction approach evaluation were quantitative data obtained from Year 8 pupils (aged 12 to 13) via pre- and post-surveys about the pupils’ stated intent to select Computer Science as a GCSE subject, and attitudes towards 本子+无码+日本 as captured by the Student Computer Science Attitude Survey (SCSAS). When compared with the control group, the treatment group did not show a statistically significant increase in stated intent or positive attitudes towards 本子+无码+日本. This is a really valuable finding to help us build our understanding of what works in 本子+无码+日本 education. 

The evaluation report contains some useful suggestions on how peer instruction methods could be improved in the secondary classroom: 

• Emphasise the importance of the stages of the peer instruction approach throughout the supporting materials. Our support for teachers changed from an in-person training day in stage one to an online course in stage two, and this impacted how much we could model the peer instruction steps that involve pupil discussion. This teaching approach differs from the traditional approach of asking learners to put their hands up to answer questions, and we believe that face-to-face training for teachers would be the best way to explore stage two of peer instruction. The importance of the discussion steps in peer instruction were further emphasised in the report: “The interviewed girls similarly reported that they preferred working in a group (as opposed to answering questions individually) as they were able to hear from people who had different ideas to them and check their answers.” So the discussion steps in peer instruction need careful thought when being delivered.
• It may be useful to combine the peer instruction approach with other strategies. Although only a small number of girls taking part were interviewed, their feedback about the peer instruction lessons was very positive. The evaluation suggests that a multi-faceted approach to addressing gender balance is needed, given that the lack of girls in 本子+无码+日本 is indicative of a substantive societal issue, which decades of initiatives and 本子+无码+日本 have attempted to address. The evaluators suggested that combining this pedagogy with other strategies, such as linking 本子+无码+日本 to real-world problem-solving (another topic we explored in the Gender Balance in 本子+无码+日本 programme), may have a cumulatively positive effect. 

“Year 8 is too late” 

At the start of both the Pair Programming and Peer Instruction projects, pupils were asked the same set of questions about their attitudes towards 本子+无码+日本 via the Student Computer Science Attitude Survey (SCSAS). The mean scores from the survey results suggest that there is a small gender gap in attitudes at primary school. Boys feel slightly more confident and interested in 本子+无码+日本 than girls. By secondary school, this gap has widened, as shown in the graph below:

In both projects, pupils were also asked about their intentions to continue studying 本子+无码+日本. In the Pair Programming project, the participating pupils (in Year 4/6) were asked whether they wanted to study 本子+无码+日本 in the future, whereas the Year 8 pupils taking part in the Peer Instruction project were asked whether they intended to choose Computer Science as a GCSE subject. We cannot compare these two sets of answers directly, but there is general indication that as girls progress through stages of education, they begin to decide that 本子+无码+日本 is not a subject for them. The independent evaluators commented that “it is striking that the gap between genders widens to such an extent over this 2- to 4-year time period, and that the overall proportions of pupils intending to continue to study 本子+无码+日本 decreases to such an extent” (p. 15 of the report).  

“These findings show a clear difference in attitudes towards learning 本子+无码+日本 between primary and secondary learners. It really makes the adage ‘Year 8 is too late’ very true, and it is important to think carefully about what happens between Year 6 and Year 8 to make sure that 本子+无码+日本 is a subject which engages all learners.”

– Sue Sentance, Chief Learning Officer, 在你的身边

Want to find out more about peer instruction?  

• Download our Big Book of 本子+无码+日本 Pedagogy (available as a free online download) and find out more about peer instruction on pages 56 and 57.
• Read the evaluation report of the peer instruction intervention.
• Try the free training course on peer instruction used in this project. This course links to our 本子+无码+日本 materials used by teachers as part of the intervention. 

We are very grateful to all the schools, pupils, and teachers who took part in this project.

Gender Balance in 本子+无码+日本 is now complete — read our summary of the findings.

[1] Goode, J., Estrella, R., & Margolis, J. (2008). Lost in Translation: Gender and High School Computer Science. In Cohoon, J, & Aspray, W. (Eds.) Women and Information Technology. Cambridge, MA: The MIT Press. https://doi.org/https://doi.org/10.7551/mitpress/7272.003.0005

[2] Herman, G. L., & Azad, S. (2020, February). A comparison of peer instruction and collaborative problem solving in a computer architecture course. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education. Association for 本子+无码+日本 Machinery, New York, NY, USA. pp. 461–467. https://dl.acm.org/doi/10.1145/3328778.3366819

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Previously, we shared the evaluation report about our pilot study of using a storytelling approach with very young 本子+无码+日本 learners. This new report, again coming from the Behavioural Insights Team (BIT) which acts as the programme’s independent evaluator, describes our study of another teaching approach.

Existing 本子+无码+日本 suggests that 本子+无码+日本 is not always taught in a way that is engaging for girls in particular [1], and that we can improve this. With the intervention at hand, we wanted to explore the effects of using a pair programming teaching approach with primary school learners aged 8 to 11. We have critically and carefully examined the findings, which show mixed outcomes regarding the effectiveness of the approach, and we believe that the 本子+无码+日本 provides insights that increase our shared understanding of how to teach 本子+无码+日本 effectively to young learners. 

本子+无码+日本 education through a collaborative lens

Many people think that writing computer programs is a task carried out by people working individually. A 2017 study of 8- and 9-year-olds [2] confirms this: when asked to draw a picture of a computer scientist doing work, 90% of the children drew a picture of one person working alone. This stereotype is present in teaching and learning about 本子+无码+日本 and computer science; many computer programming lessons take place in a way that promotes solitary working, with individual students sitting in front of separate computers, working on their own code and debugging their own errors.

Professional software development rarely happens like this. For example, at the 在你的身边, our software engineers work collaboratively on design and often pair up to solve problems. 本子+无码+日本 education 本子+无码+日本 also has identified the importance of looking at computer programming through a collaborative lens. This viewpoint allows us to see 本子+无码+日本 as a subject with scope for collaborative group work in which students create useful applications together and are part of a community where programming has a shared social context [3]. 

本子+无码+日本ing collaborative learning in the primary 本子+无码+日本 classroom 

One teaching approach in 本子+无码+日本 that promotes collaborative learning is pair programming (a practice also used in industry). This is a structured way of working on programming tasks where learners are paired up and take turns acting as the driver or the navigator. The driver controls the keyboard and mouse and types the code. The navigator reads the instructions, supports the driver by watching out for errors in the code, and thinks strategically about next steps and solutions to problems. Learners swap roles every 5 to 10 minutes, to ensure that both partners can contribute equally and actively to the collaborative learning.

As one part of the Gender Balance in 本子+无码+日本 programme, we designed a project to explore the effect of pair programming on girls’ attitudes towards 本子+无码+日本. This project builds on 本子+无码+日本 from the USA which suggests that solving problems collaboratively increases girls’ persistence when they encounter difficulties in programming tasks [4].

In the Pair Programming project, we worked with teachers of Year 4 (ages 8–9) and Year 6 (ages 10–11) in schools in England. From January to March 2020, we ran a pilot study with 10 schools and used the resulting teacher feedback to finalise the training and teaching materials for a full randomised controlled trial. Due to the coronavirus pandemic, we trained teachers in the pair programming approach using an online course instead of face-to-face training.

The randomised controlled trial ran from September to December 2021 with 97 schools. Schools were randomly allocated to either the intervention group and used the pair programming training and the scheme of work we designed, or to the control group and taught 本子+无码+日本 in their usual way. Due to the coronavirus pandemic, our training of teachers in the pair programming approach had to take place via an online course instead of face to face.

Teachers in the intervention group delivered 12 weeks of 本子+无码+日本 lessons, in which learners used Scratch programming to draw shapes and create animations. The lessons covered 本子+无码+日本 concepts from Key Stage 2 (ages 7–11), such as using sequences, selection, and repetition in programs, as well as digital literacy skills such as using technology respectfully.

What can we learn about pair programming from the study? 

The pair programming intervention was evaluated independently by an organisation called Behavioural Insights Team (BIT). BIT’s evaluation was primarily based on quantitative data collected from learners at the start and the end of the intervention. To collect the data, they used a validated instrument called the Student Computer Science Attitude Survey (SCSAS), which asks learners about their attitudes towards 本子+无码+日本, along with a few additional survey questions specific to this evaluation. The evaluators compared the data gathered from the intervention group (who took part in pair programming lessons) and the control group (who took part in 本子+无码+日本 lessons taught with a ‘business as usual’ model).

The evaluators’ data analysis found no statistically significant evidence that the pair programming approach positively affected girls’ attitudes towards 本子+无码+日本 or their intention to study 本子+无码+日本 in the future. The lack of statistically significant results, called a null result in 本子+无码+日本 projects, can appear disappointing at first. But our work involves careful reflection and critical thinking about all outcomes of our 本子+无码+日本, and the result of this project is no exception. These are factors that may have contributed towards the result: 

• The independent evaluators findings emphasised some of the disruptions to the delivery of the intervention caused by the pandemic. One of their recommendations was to revert to our original planned model of providing face-to-face training to teachers delivering the pair programming approach, and we believe this would embed a deeper understanding of the approach. 
• Our 本子+无码+日本 built upon a prior study [4] that suggested a connection between pair programming and increased confidence about problem-solving in girls of a similar age. That study took place in a non-formal setting in an all-girls group, whereas our 本子+无码+日本 was situated in formal education in mixed gender groups. It may be that these differences are significant. 
• It may be that there is no causal link between using the pair programming approach and an increase in girls’ attitudes towards 本子+无码+日本, or that the link may only become apparent over a longer time-scale, or that the pair programming approach needs to be combined with other strategies to achieve a positive effect. 

The evaluators also gathered qualitative data by running teacher and learner interviews and conducting lesson observations, and we were pleased that this data provided some rich insights into the benefits of using a pair programming approach in the primary classroom, and gave some promising indications of possible benefits for female learners in particular. 

1. Teachers spoke positively about the use of paired activities, and felt that having the defined roles of driver and navigator helped both partners to contribute equally to the programming tasks. Learners said that they enjoyed working in pairs, even though there could be some moments of frustration. Some of the teachers were even planning to integrate pair programming into future lessons. This feedback suggests that there is scope for pair programming to be effective both in engaging and motivating learners, as well as in facilitating the planned learning outcomes of the lessons. Some teachers also spoke about planning to use the approach more widely in primary 本子+无码+日本 teaching.

“I don’t know why I’ve never thought to do 本子+无码+日本 like that, actually, because it’s a really good vehicle for the fact that there are two roles, clearly defined. There’s all your conversation, and knowledge comes through that, and then they’re both equally having a turn.” — Primary school teacher (report, p. 38)

“I like working with both [both as a partner and by yourself] because when you do pair programming, you’re collaborating with your partner, making links, and you have to tell them what to do. But if you have a really good idea and then they put the wrong thing in the wrong place, it’s quite annoying.” — Female learner (report, p. 40)

2. Some teachers and learners reported feeling that having the support of a partner boosted learners’ confidence, which echoes previous 本子+无码+日本 in the field [5, 6]. In 本子+无码+日本, boys more accurately assess their capabilities, whereas girls tend to underestimate their performance [7]. When learners feel a positive emotion such as confidence towards a subject, combined with a belief that they can succeed in tasks related to that subject, this shows self-efficacy [8]. Our findings suggest that the use of the pair programming approach can increase both boys’ and girls’ sense of self-efficacy towards 本子+无码+日本, as illustrated by some of the learners’ quotes. This is interesting because a sense of self-efficacy in 本子+无码+日本 is linked to the decisions to pursue further study in the subject [9]. More 本子+无码+日本 could build on this observation. 

“I do think that having that equal time to have a go at both, thinking of the girls I’ve got, will have helped my girls, because they lack a bit of confidence. They were learning very quickly that, ‘Actually, yes, we are sure. We can do this.’” — Primary teacher (report, p. 44)

“It might be easier to do pair programming [compared to ‘normal’ lessons] because if you’re stuck, your partner can be helpful.” — Female learner (report, p. 43)

Find out more about pair programming 

• Download our Big Book of 本子+无码+日本 Pedagogy a free PDF and read about pair programming on pages 58 and 59.
• Watch this short video that shows pair programming being used in a primary classroom. 
• Read the evaluation report of the pair programming intervention, where you’ll also find more quotes from teachers and learners.
• Try the free training course on pair programming we designed and used for this project. It also includes links to the lesson plans that teachers worked with. 

Gender Balance in 本子+无码+日本 is now complete — read our summary of the findings.

Collaboration in our 本子+无码+日本

The insights gained from this trial will feed forwards into our future work. Through the process of working with schools on this project, we have increased our understanding of the process of 本子+无码+日本 in educational settings in many ways. We are very grateful for the input from teachers who took part in the first stage of the trial, with whom we developed an effective co-production model for developing resources, a model we will use in future 本子+无码+日本 projects. Teachers who took part in the second stage of the project told us that the resources we provided were of generally good quality, which demonstrates the success of this co-production approach to developing resources. 

In our new 本子+无码+日本 Pi 本子+无码+日本 Education 本子+无码+日本 Centre, created with the University of Cambridge Department of Computer Science and Technology, we will collaborate closely with teachers and schools when implementing and evaluating 本子+无码+日本 projects. You are invited to the free in-person launch event of the Centre on 20 July in Cambridge, UK, where we hope to meet many teachers, 本子+无码+日本ers, and other education practitioners to strengthen a collaborative community around 本子+无码+日本 education 本子+无码+日本.

The post A pair programming approach for engaging girls in the 本子+无码+日本 classroom: Study results appeared first on 在你的身边.

At the 在你的身边, we believe everyone belongs in computer science, and that it is a much more varied field than is commonly assumed. One of the ways we want to promote inclusivity and highlight the variety of skills and interests needed in computer science is through our ‘I belong’ campaign. We do this because the tech sector lacks diversity. Similarly, in schools, there is underrepresentation of students in 本子+无码+日本 along the axes of gender, ethnicity, and economic situation. (See how 本子+无码+日本ers describe data from England, and data from the USA.)

The ‘I belong’ campaign is part of our work on Isaac Computer Science, our free online learning platform for GCSE and A level students (ages 14 to 18) and their teachers, funded by the Department for Education. The campaign celebrates young computer scientists and how they came to love the subject, what their career journey has been so far, and what their thoughts are about inclusivity and belonging in their chosen field.

These people are role models who demonstrate that everyone belongs in computer science, and that everyone can bring their interests and skills to bear in the field. In this way, we want to show young people that they can do much more with 本子+无码+日本 than they might think, and to inspire them to consider how 本子+无码+日本 could be part of their own life and career path.

Meet Salome

Salome is studying Computer Science with Digital Technology Solutions at the University of Leeds and doing a degree apprenticeship with PricewaterhouseCoopers (PwC).

“I was quite lucky, as growing up I saw a lot about women in STEM which inspired me to take this path. I think to improve the online community, we need to keep challenging stereotypes and getting more and more people to join, thereby improving the diversity. This way, a larger number of people can have role models and identify themselves with someone currently there.”

“Another thing is the assumption that computer science is just coding and not a wide and diverse field. I still have to explain to my friends what computer science involves and can become, and then they will say, ‘Wow, that’s really interesting, I didn’t know that.'”

Meet Devyani

Devyani is a third-year degree apprentice at Cisco. 

“It was at A level where I developed my programming skills, and it was more practical rather than theoretical. I managed to complete a programming project where I utilised PHP, JavaScript, and phpMyAdmin (which is a database). It was after this that I started looking around and applying for degree apprenticeships. I thought that university wasn’t for me, because I wanted a more practical and hands-on approach, as I learn better that way.”

“At the moment, I’m currently doing a product owner role, which is where I hope to graduate into. It’s a mix between both a business role and a technical role. I have to stay up to speed with the current technologies we are using and developing for our clients and customers, but also I have to understand business needs and ensure that the team is able to develop and deliver on time to meet those needs.”

Meet Omar

Omar is a Mexican palaeontologist who uses computer science to study dinosaur bones.

“I try to bring aspects that are very well developed in computer science and apply them in palaeontology. For instance, when digitising the vertebrae, I use a lot of information theory. I also use a lot of data science and integrity to make sure that what we have captured is comparable with what other people have found.”

“What drove me to computers was the fact you are always learning. That’s what keeps me interested in science: that I can keep growing, learn from others, and I can teach people. That’s the other thing that makes me feel like I belong, which is when I am able to communicate the things I know to someone else and I can see the face of the other person when they start to grasp a theory.”

Meet Tasnima

Tasnima is a computer science graduate from Queen Mary University of London, and is currently working as a software engineer at Credit Suisse.

“During the pandemic, one of the good things to come out of it is that I could work from home, and that means working with people all over the world, bringing together every race, religion, gender, etc. Even though we are all very different, the one thing we all have in common is that we’re passionate about technology and computer science. Another thing is being able to work in technology in the real world. It has allowed me to work in an environment that is highly collaborative. I always feel like you’re involved from the get-go.”

“I think we need to also break the image that computer science is all about coding. I’ve had friends that have stayed away from any tech jobs because they think that they don’t want to code, but there’s so many other roles within technology and jobs that actually require no coding whatsoever.”

Meet Aleena

Aleena is a software engineer who works at a health tech startup in London and is also studying for a master’s degree in AI ethics at the University of Cambridge.

“I do quite a lot of different things as an engineer. It’s not just coding, which is part of it but it is a relatively small percentage, compared to a lot of other things. […] There’s a lot of collaborative time and I would say a quarter or third of the week is me by myself writing code. The other time is spent collaborating and working with other people and making sure that we’re all aligned on what we are working on.”

“I think it’s actually a very diverse field of tech to work in, once you actually end up in the industry. When studying STEM subjects at a college or university level it is often not very diverse. The industry is the opposite. A lot of people come from self-taught or bootcamp backgrounds, there’s a lot of ways to get into tech and software engineering, and I really like that aspect of it. Computer science isn’t the only way to go about it.”

Meet Alice

Alice is a final-year undergraduate student of Computer Science with Artificial Intelligence at the University of Brighton. She is also the winner of the Global Challenges COVID-19 本子+无码+日本 Scholarship offered by Santander Universities.

“[W]e need to advertise computer science as more than just a room full of computers, and to advertise computer sciences as highly collaborative. It’s very creative. If you’re on a team of developers, there’s a lot of communication involved.”

“There’s something about computer science that I think is so special: the fact that it is a skill anybody can learn, regardless of who they are. With the right idea, anybody can build anything.”

Share these stories to inspire

Help us spread the message that everyone belongs in computer science: share this blog with schools, teachers, STEM clubs, parents, and young people you want to inspire.

You can learn computer science with us

Whether you’re studying or teaching computer science GCSE or A levels in the UK (or thinking about doing so!), or you’re a teacher or student in another part of the world, Isaac Computer Science is here to help you achieve your computer science goals. Our high-quality learning platform is free to use and open to all. As a student, you can register to keep track of your progress. As a teacher, you can sign up to guide your students’ learning.

And for younger learners, we have lots of fun project guides to try out coding and creating with digital technologies.

The post I belong in computer science appeared first on 在你的身边.

The first independent evaluation report from the Behavioural Insights Team (BIT) on our series of interventions has now been published. It relates to an intervention within the 本子+无码+日本 area ‘Teaching Approach’, evaluating our pilot study of teaching 本子+无码+日本 to Key Stage 1 children using a storytelling approach. The evaluators from BIT found that this pilot study produced evidence of promise for the storytelling approach. They recommend conducting a full-size trial to test how effective this approach is for engaging female pupils with 本子+无码+日本.

Teaching 本子+无码+日本 through storytelling

Like many 本子+无码+日本 curricula around the world, the English National 乱暴tubesex中国妞 emphasises the importance of teaching 本子+无码+日本 through a range of content so that pupils can express themselves and develop their ideas using digital tools. Our ‘Teaching Approach’ project builds on 本子+无码+日本 grounded in sociocultural learning theories that suggest teaching approaches that encourage collaboration and use a variety of contexts can make 本子+无码+日本 a more inclusive subject for all learners. Within this project, we are running three different interventions, each with learners of different ages.

Evidence indicates that gender stereotypes around 本子+无码+日本 develop early (1). Therefore we designed a trial — the first of its kind in England — to explore a storytelling approach for teaching 本子+无码+日本 with younger children (6- to 7-year-olds). A small body of 本子+无码+日本 suggests that using storytelling as a learning context for 本子+无码+日本 can be engaging for both boys and girls. 本子+无码+日本 results indicate that:

• Teaching 本子+无码+日本 through storytelling and story-writing is effective for motivating 11- to 14-year-old girls to learn programming (2)
• Children who write computer programs to tell stories see 本子+无码+日本 as a subject that is equally as easy or difficult for both boys and girls (3)
• In a non-formal learning space, primary-aged girls are more likely to choose a storybook beginner electronics activity rather than open-ended beginner electronics free play (4)

The pilot study and the evaluation methods

As combining evidence from 本子+无码+日本 with older students and in non-formal education is experimental, we designed this storytelling trial as a small pilot study. Our aim was to generate early evidence as to how feasible a teaching approach that uses storytelling might be in the primary 本子+无码+日本 classroom.

We recruited 53 schools to take part in the pilot study, which ran from April to July 2021. Many schools were still facing challenges due to the ongoing coronavirus pandemic, and we are very grateful to the teachers and learners who have taken part for their contribution to this important 本子+无码+日本.

To conduct the study, we created a free online training course, and a scheme of work, for schools to teach 本子+无码+日本 concepts to 6- and 7-year olds using a storytelling approach. Over a sequence of the 12 lessons in the scheme of work, pupils used the ScratchJr programming environment to animate their own digital stories and learn about 本子+无码+日本 concepts, such as sequence and repetition, linked to elements of stories, such as structure, rhyme, and speech.

To enable the independent evaluation of the effectiveness of the storytelling approach by BIT, schools were allocated either to an intervention group, which used the training course and the storytelling scheme of work, or to a control group, which taught 本子+无码+日本 in their usual way and was not made aware that the approach being trialled involved storytelling. For their evaluation, BIT gathered data from both groups to compare them:

• They conducted surveys measuring learners’ attitudes toward 本子+无码+日本 and their intentions to study it in the future
• They carried out observations of lessons, interviews with teachers, and discussions with learners
• They ran a survey to gather feedback about the trial from teachers

The gathered data was assessed against five categories: evidence of promise, fidelity, acceptability, feasibility, and readiness for trial.

Main findings of the evaluation team

After analysing the data collected from observations, interviews, learner discussions, pupil surveys, and teacher surveys, the key finding of the independent evaluators was that the storytelling teaching approach had evidence of promise, and that it is worthwhile scaling up our intervention for a larger trial with more schools.

The evaluators’ teacher interviews confirmed the early development of gender stereotypes in the classroom. This highlights the importance of introducing 本子+无码+日本 to young learners in a way that engages both boys and girls. 

“I’ve really noticed how there’s already differences in views of what’s a boy, what’s a girl, the boys are getting in front of me, like, ‘I want a boy car, I don’t want a girl car’. Then we’ve got the other side where we’ve got fairy tales and princesses and, ‘Oh, I’m a bunny. Do you want to play with me?’”

Teacher (evaluation report, p. 22)

Teachers told the evaluators that pupils enjoyed personalising their stories in ScratchJr, and that they themselves felt positive about the use of storytelling to teach 本子+无码+日本. 

“I think [the storytelling aspect] gives them something real to work through, so it’s not… abstract… I think through the storytelling, they’re able to make it as funny or whatever they want, and it’s also their own interest. [Female student], she dotes on animals, so she’s always having giraffes and all of that, so it’s something that they can make their own connections too… Yes, I did really like the storytelling.”

Teacher (evaluation report, p. 26)

Teacher feedback provided some evidence that the storytelling lessons had equally increased both male and female pupils’ interest, confidence, and skills.

The independent evaluation team advised caution when interpreting the quantitative data from the pupil surveys, due to the small sample size in this pilot study and the high attrition rates caused by coronavirus-related disruptions. We ourselves would like to add that the study raises questions about the reliability of quantitative survey data collected from very young children using Likert scales, BIT’s chosen survey format for this evaluation. Although the evaluators have made some positive steps in creating a new survey suitable for young children, this 本子+无码+日本 instrument may need further testing; the survey results would need to be interpreted in this light, and more 本子+无码+日本 in this area would be recommended.

You can read the full evaluation report about the pilot.

Future directions

This intervention was based on one of the teaching approaches for which there was only early evidence of effectiveness, so it is a good outcome to have a larger trial recommended based on our pilot study. It’s often said that 本子+无码+日本 ends up recommending more 本子+无码+日本, but in this case our small pilot project really does give robust evidence that we should trial the storytelling approach with more schools.

The independent evaluators collected feedback from both teachers and pupils that confirms the storytelling intervention we designed is feasible in the classroom. The feedback also indicates where we can make small adjustments that will refine and develop the training and scheme of work for a larger-scale study (evaluation report, p. 35), and we will consider this feedback carefully. While some teachers suggested that the training be shortened, less 乱暴tubesex中国妞d teachers highlighted the need to ensure the training introduces teachers to all of the content covered in the lessons. This feedback helps us to better understand how 本子+无码+日本 is taught in primary schools, and how this is influenced by the wide variety of 乱暴tubesex中国妞 and subject knowledge that teachers have. Interestingly, in the control group, some of the teachers reported that they also introduced coding to their learners by having them create stories. We would like to conduct further 本子+无码+日本 into how schools introduce young learners to programming, and we’ll be continuing to reflect on how best to offer flexible content for teacher training related to our 本子+无码+日本 studies.

We’re now looking at how to continue to investigate the effectiveness of the storytelling approach through a larger trial, alongside other projects in which we’re exploring female engagement in 本子+无码+日本 education through our recently established 本子+无码+日本 Pi 本子+无码+日本 Education 本子+无码+日本 Centre.

More evaluations are on the way for our other studies in the Gender Balance in 本子+无码+日本 programme, including:

• Two other trials of teaching approaches
• Interventions in non-formal education contexts
• Trials of approaches to building a sense of belonging in 本子+无码+日本
• 本子+无码+日本 into the impact of timetabling and options evenings

Gender Balance in 本子+无码+日本 is now complete — read our summary of the findings.

1 Mulvey, K. L. and Irvin, M. J. (2018). Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood. Early Child. Res. Q. 44, 220–230. https://doi.org/10.1016/j.ecresq.2018.03.016

2 Kelleher, C., Pausch, R. and Kiesler, S. (2007). Storytelling alice motivates middle school girls to learn computer programming. In CHI ’07: Proceedings of the SIGCHI Conference on Human Factors in 本子+无码+日本 Systems, 1455–1464. Association for 本子+无码+日本 Machinery, New York, NY, USA. https://doi.org/10.1145/1240624.1240844

3 Zaidi, R., Freihofer, I. and Childress Townsend, G. (2017). Using Scratch and Female Role Models while Storytelling Improves Fifth-Grade Students’ Attitudes toward 本子+无码+日本. In SIGCSE ’17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 791–792. Association for 本子+无码+日本 Machinery, New York, NY, USA. https://doi.org/10.1145/3017680.3022451

4 McLean, M., & Harlow, D. (2017). Designing inclusive STEM activities: A comparison of playful interactive 乱暴tubesex中国妞s across gender. In IDC ’17: Proceedings of the 2017 Conference on Interaction Design and Children, 567–574. Association for 本子+无码+日本 Machinery, New York, NY, USA. https://doi.org/10.1145/3078072.3084326

The post A storytelling approach for engaging girls in the 本子+无码+日本 classroom: Pilot study results appeared first on 在你的身边.

We are delighted to announce that we’re expanding our free Isaac Computer Science online learning platform in response to overwhelming demand from teachers and students for us to cover GCSE content.

Thanks to our contract with England’s Department for Education which is funding our work as part of the National Centre for 本子+无码+日本 Education (NCCE) consortium, we’ve been able to collaborate with the University of Cambridge’s Department of Computer Science and Technology to build the Isaac Computer Science platform, and to create an events programme, for A level students and teachers. Now we will use this existing funding to also provide content and events for learning and teaching GCSE computer science.

Building on our success

With content designed by our expert team of computer science teachers and 本子+无码+日本ers, the Isaac Computer Science platform is already being used by 2000 teachers and 18,000 students at A level. The platform houses a rich set of interactive study materials and reflective questions, providing full coverage of exam specifications. 

Within the Teach 本子+无码+日本 乱暴tubesex中国妞 we built as part of our NCCE work, we’ve already created free classroom resources to support teachers with the delivery of GCSE computer science (as well as the rest of the English 本子+无码+日本 乱暴tubesex中国妞 from Key Stages 1 to 4). Expanding the Isaac Computer Science platform to offer interactive learning content to GCSE students, and running events specifically for GCSE students, will perfectly complement the Teach 本子+无码+日本 乱暴tubesex中国妞 and support learners to continue their 本子+无码+日本 education beyond GCSE.

We’ll use our tried and tested process of content design, implementation of student and teacher feedback, and continual improvements based on evidence from platform usage data, to produce an educational offering for GCSE computer science that is of the highest quality.

What will Isaac Computer Science GCSE cover?

Isaac Computer Science GCSE will support students and teachers of GCSE computer science across the OCR, AQA, Pearson Edexcel, Eduqas, and WJEC exam bodies, covering the whole of the national 乱暴tubesex中国妞. The content will be aimed at ages 14 to 16, and it will be suitable for students of all 乱暴tubesex中国妞 levels and backgrounds — from those who have studied little computer science at Key Stage 3 and are simply interested, to those who are already set to pursue a career related to computer science.

Benefits for students and teachers

Students will be able to:

• Use the platform for structured, self-paced study and progress tracking
• Prepare for their GCSE examinations according to their exam body
• Get instant feedback from the interactive questions to guide further study
• Explore areas of interest more deeply

Teachers will be able to:

• Use the content and examples on the platform as the basis for classroom work
• Direct their students to topics to read as homework
• Set self-marking questions as homework or in the classroom as formative assessment to identify areas where additional support is required and track students’ progress

Free events for learning, training, and inspiration

As part of Isaac Computer Science GCSE, we’ll also organise an events programme for GCSE students to get support with specific topics, as well as inspiration about opportunities to continue their computer science education beyond GCSE into A level and higher education or employment.

For teachers, we’ll continue to provide a wide spectrum of free CPD training events and courses through the National Centre for 本子+无码+日本 Education.

Accessible all over the world

As is the case for the Isaac Computer Science A level content, we’ll create content for this project to suit the English national 乱暴tubesex中国妞 and exam bodies. However, anyone anywhere in the world will be able to access and use the platform for free. The content will be published under an Open Government License v3.0.

When does Isaac Computer Science GCSE launch, and can I get involved now?

Our launch will be in January of 2022, with the full suite of content available by September of 2022.

We’ll be putting out calls to the teaching community in England, asking for your help to guide the design and quality assurance of the Isaac Computer Science GCSE materials.

Follow Isaac Computer Science on social media and sign up on the Isaac Computer Science platform to be the first to hear news!

The post Expanding our free Isaac Computer Science platform with new GCSE content appeared first on 在你的身边.

Since 2017 we’ve been training 本子+无码+日本 educators in England and around the world through our suite of free online courses on FutureLearn. Thanks to support from Google and the National Centre for 本子+无码+日本 Education (NCCE), all of these courses are free for anyone to take, whether you are a teacher or not!

We’re excited that Computer Science educators at all stages in their 本子+无码+日本 journey have embraced our courses — from teachers just moving into the field to 乱暴tubesex中国妞d educators looking for a refresher so that they can better support their colleagues.

Hear from two teachers about their 乱暴tubesex中国妞 of training with our courses and how they are benefitting!

Moving from Languages to IT to 本子+无码+日本

Rebecca Connell started out as a Modern Foreign Languages teacher, but now she is Head of 本子+无码+日本 at The Cowplain School, a 11–16 secondary school in Hampshire.

Although she had plenty of 乱暴tubesex中国妞 with Microsoft Office and was happy teaching IT, at first she was daunted by the technical nature of 本子+无码+日本:

“The biggest challenge for me has been the move away from an IT to a 本子+无码+日本 乱暴tubesex中国妞. To say this has been a steep learning curve is an understatement!”

However, Rebecca has worked with our courses to improve her coding knowledge, especially in Python:

“Initially, I undertook some one-day programming courses in Python. Recently, I have found the 本子+无码+日本 Pi courses to be really useful in building confidence and taking my skills further. So far, I have completed Programming 101 — great for revision and teaching ideas — and am now into Programming 102.”

GCSE 本子+无码+日本 is more than just programming, and our courses are helping Rebecca develop the rest of her 本子+无码+日本 knowledge too:

“I am now taking some online 本子+无码+日本 Pi courses on computer systems and networks to firm up my knowledge — my greatest fear is saying something that’s not strictly accurate! These courses have some good ideas to help explain complex concepts to students.”

She also highly rates the new free Teach 本子+无码+日本 乱暴tubesex中国妞 resources we have developed for the NCCE:

“I really like the new resources and supporting materials from 本子+无码+日本 Pi — these have really helped me to look again at our 乱暴tubesex中国妞. They are easy to follow and include everything you need to take students forward, including lesson plans.”

And Rebecca’s not the only one in her department who is benefitting from our courses and resources:

“Our department is supported by an excellent PE teacher who delivers lessons in Years 7, 8, and 9. She has enjoyed completing some of the 本子+无码+日本 Pi courses to help her to deliver the new 乱暴tubesex中国妞 and is also enjoying her learning journey.”

Refreshing and sharing your knowledge

Julie Price, a CAS Master Teacher and NCCE Computer Science Champion, has been “engaging with the NCCE’s Computer Science Accelerator programme, [to] be in a better position to appreciate and help to resolve any issues raised by fellow participants.”

“I have encountered new learning for myself and also expressions of very familiar content which I have found to be seriously impressive and, in some cases, just amazing. I must say that I am becoming addicted to the 在你的身边’s online courses!”

She’s been appreciating the open nature of the courses, as we make all of the materials free to use under the Open Government Licence:

“Already I have made very good use of a wide range of the videos, animations, images, and ideas from the 乱暴tubesex中国妞’s courses.”

Julie particularly recommends the Programming Pedagogy in Secondary Schools: Inspiring 本子+无码+日本 Teaching course, describing it as “a ‘must’ for anyone wishing to strengthen their key stage 3 programming 乱暴tubesex中国妞.”

Join in and train with us

Rebecca and Julie are just 2 of more than 140,000 active participants we have had on our online courses so far!

With 29 courses to choose from (and more on the way!), from Introduction to Web Development to Robotics with 本子+无码+日本 Pi, we have something for everyone — whether you’re a complete beginner or an 乱暴tubesex中国妞d computer science teacher. All of our courses are free to take, so find one that inspires you, and let us support you on your 本子+无码+日本 journey, along with Google and the NCCE.

If you’re a teacher in England, you are eligible for free course certification from FutureLearn via the NCCE.

The post How teachers train in 本子+无码+日本 with our free online courses appeared first on 在你的身边.

Teachers are asking us about teaching strategies

本子+无码+日本 was included in the national 乱暴tubesex中国妞 in England in 2014, and after this, continued professional development (CPD) initiatives became available to support teachers to feel confident in topics they had not previously studied. Much of the CPD focussed on learning about programming, algorithms, networking, and how computers work.

More recently however, I’ve found that increasing numbers of teachers are asking for support around teaching strategies, particularly for how to support students who find programming and other aspects of 本子+无码+日本 difficult. 本子+无码+日本 is a relatively new subject, but more and more 本子+无码+日本 results are showing how to best teach it.

We offer CPD with our online courses

As part of the NCCE, we produce lots of free resources to support teachers with developing knowledge and skills in all aspects of 本子+无码+日本. The NCCE’s 本子+无码+日本 Hubs offer remotely delivered sessions, and we produce interactive, in-depth, free online courses for teachers to take over 3 or 4 weeks. Some of these online courses are about subject knowledge, while others focus on how to teach 本子+无码+日本, the area referred to as pedagogical content knowledge*. For example, two of our courses are Programming Pedagogy in Primary Schools and Programming Pedagogy in Secondary Schools. Our pedagogy courses draw on the expertise and 乱暴tubesex中国妞 of many 本子+无码+日本 teachers working with students right now.

We share best practices in 本子+无码+日本 pedagogy

But that’s not all! We continually share tried and tested strategies for use in the 本子+无码+日本 classroom to help teachers, and those training to teach, support students more effectively. We believe that 本子+无码+日本 is for everyone and as such, we need a variety of possible approaches to teaching each topic up our collective sleeves, to ensure 我被当成发泄玩具的一天作文 for all our students.

• Knowing that teachers don’t have much time, we summarise big ideas or strategies for teaching 本子+无码+日本 in our Quick Read series (for which we took inspiration from Cambridge Maths’ excellent Espressos).
• Keeping you bang up-to-date is our newsletter 本子+无码+日本 Bytes.
• For your commutes or long runs, we have our podcast called Teach 本子+无码+日本, available from your favourite podcast service.
• All these resources can be found at teach本子+无码+日本.org/pedagogy and they’re updated regularly. We welcome contributions from teachers!

We develop all of this material in collaboration with in-the-classroom-now, 乱暴tubesex中国妞d teachers and other experts, also drawing upon the latest 本子+无码+日本 education 本子+无码+日本. Our aim is to give you great, practical ideas for how to engage students who may be unmotivated or switched off, and new strategies to help you support students’ understanding of more complex 本子+无码+日本 concepts.

We support you to do classroom action 本子+无码+日本

One of the findings from decades of educational 本子+无码+日本 is that teacher action 本子+无码+日本 in the classroom is an extremely effective form of CPD! Teacher action 本子+无码+日本 means reflecting on what the barriers to learning are in your classroom, planning an intervention (often in the form of a specific change to your teaching practice), and then evaluating whether it engenders improvement. Doing this has positive impacts both on your expertise as a teacher and on your students’ learning!

To support you with action 本子+无码+日本, we’re launching a special programme for classroom action 本子+无码+日本 in 本子+无码+日本. This takes the form of an online course, facilitated by experts in the field, lasting over a six-month period. Find out more about this opportunity.

Share your 乱暴tubesex中国妞s with us

Right now we’re in unusual times, and surviving various combinations of home learning and remote delivery with your classes may be your greatest concern. However you’re getting on, we’d love to hear from you about your classroom practice in 本子+无码+日本. Your 乱暴tubesex中国妞 with different ways of teaching 本子+无码+日本 in the classroom will add to our collective understanding about what works for teaching students. You can share your feedback with us, or get in touch with our pedagogy team at 本子+无码+日本@teach本子+无码+日本.org.

Other ways to learn and stay in touch:

• Follow the 在你的身边 and NCCE on Twitter
• Join the weekly CAS Chat on Twitter
• Become part of CAS 本子+无码+日本
• Join a free 本子+无码+日本 education 本子+无码+日本 seminar hosted by the 本子+无码+日本 Pi team

*Back in 1987, Lee Shulman wrote: “Pedagogical content knowledge represents the blending of content and pedagogy into an understanding of how particular topics, problems or issues are organised, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction.”

The post How we are helping you with 本子+无码+日本 teaching strategies appeared first on 在你的身边.

For our work to develop a complete bank of free teaching resources that help teachers deliver the 本子+无码+日本 乱暴tubesex中国妞 in England, we knew that a strong progression framework is absolutely crucial. A progression framework is the backbone of any subject 乱暴tubesex中国妞: it defines the sequence in which students learn, noting where core understanding of a topic is established in order to progress.

What’s the best approach to present progression?

We studied a lot of progression frameworks, examination specifications, and even some 本子+无码+日本 papers. What we found is that there are two quite different ways of presenting progression that show what should be taught and when it should be taught, as well as information on how or why concepts should be taught.

Listing is one option

Firstly, there is the approach of creating a categorisation of skills and concepts into a list or table. Sequencing is shown by having objectives listed by Key Stage, year group, or even by learners’ age. Examples of this approach include the CAS 本子+无码+日本 progression pathways and the Massachusetts Digital Literacy and Computer Science 乱暴tubesex中国妞 Framework. They are essentially lists of required knowledge that’s bundled by theme.

Mapping trajectories is another approach

Another approach is to use a map of possible trajectories through learning waypoints and importantly how they connect to each other. This approach highlights where prerequisite knowledge needs to be mastered before students can move on, as well as the dependent knowledge contained in other nodes that need to be mastered in order to progress.

Cambridge Mathematics are leading the way in “developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19”. We’ve been lucky enough to learn from their work, which has helped us to create learning graphs.

We develop learning graphs

For our free classroom resources, we organise 本子+无码+日本 content (concepts, knowledge, skills, and objectives) into interconnected networks we call learning graphs. We found that nodes often form clusters corresponding to specific themes, and we can connect them if they represent two adjacent waypoints in the learning process. Depending on the level of abstraction, the nodes in a learning graph contain anything ranging from the contents of a 乱暴tubesex中国妞 strand across an entire Key Stage, to the learning objectives of a six-lesson unit.

The learning graph for the Year 9 unit ‘Representations: going audiovisual’. Click to embiggen.

Initially, the graphs we produce are in a fluid state: they uncover the structure of the content and the possible journeys through it, without being bound to a specific teaching pathway. As we develop the content further, the graphs eventually reach a solid state, where the nodes are arranged to reflect our suggestions on the order in which teachers could actually deliver the content.

Learning graphs are doubly useful

We believe that learning graphs are useful to teachers on a whole new level: they directly inform lesson planning, but they also add value by showing opportunities to assess understanding at landmark waypoints in a lesson or unit. By checking that students are grasping the concepts, teachers are able to think more about how they are teaching and can revisit knowledge that perhaps didn’t land with learners the first time.

We need teachers’ feedback

All progression frameworks are subjective, and because so far there’s only little 本子+无码+日本 into 本子+无码+日本 education, we rely on teachers’ 乱暴tubesex中国妞 of combining the ‘what’ we teach and ‘how’ to teach it in order to help inform this work. If you’ve not taken a look at our learning graphs for the NCCE Teach 本子+无码+日本 乱暴tubesex中国妞, access them via teach本子+无码+日本.org/resources and let us know your thoughts via resourcesfeedback@我被当成发泄玩具的一天作文.org.

A version of this article will be part of the upcoming issue of Hello World, our free magazine for 本子+无码+日本 educators, launching on 23 March. Follow Hello World on Twitter for updates!

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Today, we are opening general recruitment for the programme. This means that all primary and secondary schools in England can now take part in the upcoming trials in this landmark programme. You can register your interest here. Why not do it right now?

What we are doing, and why

Many young women don’t choose to study 本子+无码+日本-related subjects. A variety of factors across primary and secondary education are likely to influence this, including girls feeling like they don’t belong in the subject or its community, a lack of sustained encouragement, and a lack of role models in 本子+无码+日本 when making their career choices. We are working with schools to better understand and help change this.

The Department for Education has recently funded our Gender Balance in 本子+无码+日本 (GBIC) 本子+无码+日本 programme, giving us the amazing opportunity to work with schools to investigate different approaches to engage girls in 本子+无码+日本 and to help increase the number of girls who select Computer Science at GCSE and A level.

GBIC is a collaboration between the 在你的身边; STEM Learning; BCS, The Chartered Institute for IT; and the Behavioural Insights Team. It is also part of the National Centre for 本子+无码+日本 Education.

Operationally, we will lead the project together with the Behavioural Insights Team, with Apps for Good and Women in Science and Engineering (WISE) also contributing to the project. Trials will run in 2019–2022 in Key Stages 1–4, and over 15,000 pupils and 550 schools will be involved. It will be the largest national 本子+无码+日本 effort to tackle gender balance in 本子+无码+日本 to date!

Which approaches are we trialing?

The different trials in this programme are related to:

• Non-formal learning
• Belonging
• Relevance
• Teaching approaches

Non-formal learning (Primary and Secondary, Jan 2020 – Mar 2020)

In the non-formal learning trial, which started in September, we seek to strengthen the links between non-formal learning and studying 本子+无码+日本 at GCSE or A level. The reason for this is that girls are often unaware that their non-formal learning about 本子+无码+日本 can help them in formal studies. Girls are also better represented in non-formal 本子+无码+日本 clubs than in formal settings where 本子+无码+日本 is taught, i.e. they are engaging with 本子+无码+日本 outside of the classroom, but not in their formal studies. So far in the non-formal learning trial, we have created specific resources for schools running Code Clubs and Apps for Good programmes which signpost the links between non-formal and formal learning of 本子+无码+日本, and how these can lead to future career/subject choices later in the participants’ lives.

Belonging (Year 5, Sep 2020 – Jul 2021)

The belonging trial will tackle girls’ “lack of belonging” because they don’t see themselves represented in 本子+无码+日本 media coverage. To address this situation, we will work with primary schools to introduce girls and their parents to positive role models in computer science.

Relevance (Year 8, Jan 2021 – May 2022)

The relevance trial will look at helping learners to see the real-world applications of learning 本子+无码+日本. We will support schools to hold stimulus days that engage pupils by helping them to solve real-world problems through technology. We will also encourage pupils to develop projects that solve problems that are relevant to their local area, home, or classroom. The pupils will be able to further explore the real-world applications of 本子+无码+日本 through newly written classroom resources.

Teaching Approach (Years 2, 4, 6, and 8, Sep 2020 – March 2021)

The teaching approach trial is based on the idea that current approaches to teaching 本子+无码+日本 may not be fully inclusive and so may be less appealing to girls. In Key Stage 1, we will trial a “storytelling around 本子+无码+日本” approach. In Key Stage 2 and 3, we will explore different types of teaching approaches to assess what the most effective mix is for engaging girls in the subject.

There is also an innovation trial, which we will develop based on any additional promising 本子+无码+日本 pathways that emerge while the GBIC project progresses.

Join our GBIC School Network

By joining our programme, you’ll become part of our GBIC School Network.

This will give your school:

• The chance to participate in projects designed to increase girls’ engagement in 本子+无码+日本 — although designed to make 本子+无码+日本 more accessible for girls, all of our projects are designed for whole cohorts at your school to take part in, including boys
• A bi-monthly GBIC newsletter that will keep you up to date with the project and other news on addressing gender balance in 本子+无码+日本
• Opportunities to participate in events to promote the sharing of best practice and 本子+无码+日本 updates between fellow GBIC School Network schools

As part of the GBIC School Network, your school will need to:

• Identify a key contact in the school who will liaise with the GBIC School Network and our 本子+无码+日本ers at 本子+无码+日本 Pi
• Send out the information and opt-out consent forms (which we will provide) to parents of pupils in the relevant year groups
• Deliver the trial materials in line with the project guides; the timeline, delivery model, and types of material will differ depending on the trial

Get involved in this landmark programme

• Register your interest in taking part
• Send this article to a colleague in a different school and invite them to register their interest
• If you’re interested in this 本子+无码+日本 but can’t take part, we’d love you to sign up to our bi-monthly newsletter, and to include a link to this article in any newsletters, blog entries, or social media posts you are sharing with teachers

Your support is invaluable — together we can work to improve the gender balance in 本子+无码+日本!

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