Teachers bring transferable skills to computer science

Karen Morris, head of computing at Stroud High School, had never dreamed of being a computer science teacher when she began her career in education.

Having originally trained in geography and information and communications technology (ICT), she progressed to become head of ICT. But when the Department for Education announced the transition from ICT to computer science at GCSE, she was on the verge of returning to teach geography.

“I even asked my headteacher to advertise my job,” explains Morris. “However, he had faith in me and persuaded me to do some training.

“The truth is, I simply hadn’t realised the extent of my transferable skills and relevant knowledge as a geographer: my confidence in handling huge data sets, for example, and my understanding of GPS data.”

Helping teachers to switch to computer science 

Morris is one of approximately 3,500 teachers who have taken part in training through the National Centre for Computing Education’s (NCCE) Computer Science Accelerator (CSA) programme since its launch in 2018. She engaged in two days of face-to-face training and online CPD, receiving bursary funding for her school to enable her participation, and to help her to continue to improve her classroom practice.

“The NCCE trainers were so supportive and helpful,” she says. “They really understood where I was at in terms of skills and subject knowledge and what I needed to be able to deliver computer science to GCSE and lead the department with confidence. The more I did, the more confident I became.”

The CSA programme is aimed at current or aspiring computer science teachers and offers support to teachers from all backgrounds. There is a wide range of training courses available, running during the school day as well as in the evening and at weekends.

Sessions are free for teachers working in state-funded education in England, with bursaries available for the completion of certain courses. And, as most of the resources rely on open-source software, they’re easily accessible.

Plus, training isn’t just for those with a data or mathematical background like Morris. Julia Adamson, director of education at BCS, the Chartered Institute for IT, one of the three consortium partners for the NCCE, says that an existing specialism is an advantage for computer science teachers.

“Yes, geographers have incredible data skills, but historians have fabulous analytical skills, teachers of the arts and creative subjects are constantly thinking about purpose, audience and design: all of these approaches are applicable to computer science, too,” she says.

The NCCE’s mission is ambitious, and it has made huge strides so far. “We haven’t seen a computing education initiative like this before anywhere in the world,” says Adamson. “And we’re currently the fastest growing subject at GCSE with a cohort size of more than 73,500; with students entered for GCSE computer science in 86 per cent of secondary schools in England.

“But we want to triple the number of students at GCSE and increase uptake at A level, T level and other routes. To achieve this, we need a capable and confident computer science teacher in every school.” 

Inspiring young computer scientists

And it works both ways: Melanie Dennig, lead teacher of computer science at Exeter Maths School, says that a thriving computer science department can help to cultivate a culture of resilience and problem-solving with huge transferable benefits to other subject areas, further study and, eventually, the workplace.

“I’ve watched students completely transform their mindset from fear of failure to embracing mistakes as an exciting opportunity,” she says.

Sophie Brown, who works with Dennig as teacher outreach and computing hub coordinator for Devon and East Dorset, says students clearly recognise and embrace the transferable skills that computer science builds.

“They’re aware that whatever their course choice at university, whether it’s maths, engineering, physics or something else Stem-related, they’re going to need to know how to program. Our approach - coding lessons for all, independent projects with GCHQ and the Met Office - means they’re a step ahead,” she says.

Young people who develop good digital skills and a sound understanding of computing and computer science during their school years will improve their life chances. They will be in a strong position to seize career opportunities in the tech sector and elsewhere in the economy because these skills are increasingly valued and needed. They will also be equipped to be active and confident citizens, making good, evidence-informed decisions on matters that impact on their own lives and those of their communities.

Building on transferable skills

As the base for the NCCE’s West Country Computing Hub, a network delivering computing CPD to other schools across the region, a major part of Exeter Maths School’s remit is to support teachers in the region who are new to computer science.

“All of these skills we’re talking about students acquiring - the technical as well as the interpersonal - are skills that are helpful for teachers, too. Understanding a problem, breaking tasks down, scaffolding processes - these are attributes that many teachers, regardless of or perhaps because of their non-computing background, already have and can build on,” says Dennig. 

The subject’s reputation as a purely technical one is outdated, with perceptions changing as teacher and student numbers increase. 

“I call computer science a head, hand and heart subject,” says Adamson. “Students and teachers need to understand problems and processes behind the technology - head; how to use it - hand; and, finally, what the implications are - heart. It touches everyone, and every part of life.”

Dennig concurs: “In our lessons you’ll find us drawing with code, making interactive images, e-cards and so on. We’re currently approaching some speakers who work in the special effects and computer gaming industries to come in and inspire our students. People, including teachers, don’t realise what a creative subject computer science can be.”

Creative and deeply worthwhile, insists Adamson. “Computer science is about making the world a better place,” she says.

“In real terms, it’s about making healthcare more effective, making motorways safer, making elections fairer, about connecting people who couldn’t connect before, and so on.” 

“To think that you could be the person to inspire the next generation behind those positive changes? That’s deeply motivational.” 

Laura McDonagh is a freelance writer

To find out more about the wide range of support available from the National Centre for Computing Education, visit teachcomputing.org.