If Year 7 Are Doing the New GCSE, What Should KS3 Look Like?

by Becci Peters, Craig Sargent & David Hillyard

This session supports teachers and curriculum leaders to make confident, defensible KS3 decisions during this period of uncertainty. Rather than guessing future GCSE content or putting KS3 on hold, we’ll explore how to design a purposeful, coherent KS3 curriculum that remains rigorous, engaging, and justifiable — and that leaves schools well-placed for future reform.

Integrating the NEA into the flow of theory

by Martyn Colliver

No description provided

Exploring the Future of Computing and Practical Onscreen Assessment

by Tim Brady

Discover how Pearson Edexcel’s practical on‑screen Paper 2 is transforming the way Computing is taught and assessed. After four successful exam series, we’ve built a wealth of insight into what truly supports student success — and in this session, Tim Brady will talk through what makes this approach so powerful.

You’ll get a clear, jargon‑free walkthrough of the model, see examples of the tasks and question types, and understand why so many teachers and students are finding this approach both accessible and future‑focused.
This is also your chance to shape what comes next. We’ll explore where Computing education is heading, discuss your ideas for future developments, and create space to tackle the practical questions that matter — from classroom delivery to infrastructure considerations.

Come ready to ask questions, see the assessment up close, and be part of the conversation about the future of Computing.

Ada Computer Science Unlocked: New Web/SQL Projects, Class Management, and more!

by Laura Holborow & Alex Parry

Calling all Secondary and A-Level CS teachers! Join us to find out more about how Ada Computer Science can support your classes.
We’re showcasing our brand-new Web and SQL integrated projects—perfect for NEA support or extended classroom tasks. Plus, see our class management tools in action: learn how to set up classes, set quizzes and practice questions and then review the progress your students are making.

AI Vision in Robotics – World Cup Fever Edition!

by Chris Calver

No description provided

The 10 commandments of GOOD programming, and how to teach them in Python, C#, VB, and Java

by Richard Pawson

There are many more than 10 principles for good programming, but Richard has selected 10 that he believes are of fundamental importance – for GCSE and A-level. They don’t need to be taught explicitly, but should be taught implicitly – ensuring, at minimum, that they are never violated in example code and test questions. (Unfortunately, such violations are commonplace today). Ideally, they should be enforced by the language/tools used by pupils, so that instead of having to unlearn patterns taught earlier (such as ‘global variables’), pupils never learn the wrong way in the first place. Richard will demonstrate one such tool, and how it enforces these 10 commandments – in Python, VB, C#, and Java.

Hack-a-Tune: using micro:bits to explore the links between music, networking, cyber security and code

by Pete Dring

This session explores the creative links between topics in computing that can sometimes get overlooked when curriculum time is squeezed. Join Pete to plan, program and perform with a live, collaborative micro:bit orchestra. We’ll build bridges between cyber security, data representation and networking topics and discuss ways to tackle the cost and logistical barriers that can sometimes prevent students enjoying physical computing lessons. No equipment (or musical talent) required!

Teaching programming with AI, what the recent research says!

by Jane Waite

In this session, we will look at the current research on how programming in K-12 might be changed as AI tools are introduced to support teaching and learning. For example, research on students using an IDE augmented with AI technology to provide ‘improved’ program error messages, research on using AI tools to support program design, and research on teacher PD to support the introduction of AI when teaching programming. We will consider cognitive offloading, student and teacher feedback, and AI interaction literacy, and how the role of teachers and peers may change in classrooms with AI-augmented IDEs and other AI tools. This will be an interactive session, so if you have been exploring teaching programming with AI tools, please come along and share your experiences. Note: most of the research in this area has been done on text-based programming languages, but we will look at at least one paper on block-based. Also, most research has been conducted at the undergraduate level, but more secondary school research is now being done.

Build It, Train It, Test It: Machine Learning in Action

by Tim Barette & Sarah Robinson

Discover practical ways to introduce AI literacy through machine learning with tools such as Teachable Machine or micro:bit AI. This workshop shows how pupils can collect and label data, train simple models, evaluate performance and discuss ethical issues such as bias and dataset quality. You will gain classroom activities that support the computing curriculum’s data and algorithm strands while demystifying machine learning for learners.

Inspiring the Next Generation into the Technology Careers of the Future

by Becky Patel

No description provided

Physical computing in an AI world with micro:bit

by Tom Doust

No description provided

From Policy to Practice: Building an AI Safety Net with EQAITE

by Alan Harrison & Eleanor Overland

Exploring Quality AI for Teaching Excellence (EQAITE)” framework, a structured tool for assessing the quality, safety, and suitability of AI in teaching, learning, and productivity. EQAITE enables educators to evaluate AI tools across key domains including safeguarding, ethics, cost, sustainability, and pedagogic value. Understand how we built EQAITE and what it can do for you, try out the online tool and hear some case studies of EQAITE in action, helping schools safely adopt AI in their teaching.

Meet the Smart Revise team

by Craig Sargent, David Hillyard & Mark Plowman

A chance to meet us and our lead developer to see the latest updates, learning about what we are working on and to get all your feedback!

A level NEA: Downsizing and efficiency

by Ceredig Cattanach-Chell

A level NEA: Downsizing and efficiency: Speak with Cambridge OCR Subject Advisors and see how to remove the burden of bulky NEAs and streamline your marking to reduce workload.  Look at extracts from the latest Online Learning courses, and review the new A Level exemplars to reinvigorate your practice and support your students to maximum effect.

Creating free, bespoke AI tools in Playlab.ai

by Peter Marshman

No description provided

Code Club in Secondary Schools: Launching a Sustainable Club with Youth Mentors

by Rujeko Moyo & Helen Baron

Whether you are launching a new Code Club or leading an established one, this workshop is the perfect opportunity to explore our latest resources and support systems.
Join us to gain practical Code Club strategies for recruiting, training, and empowering older students to become effective youth mentors for their younger peers.

Dodona: your online co-teacher for programming classes — Discover how it helps students learn better and teachers teach smarter.

by Matthias De Witte & Peter Dawyndt

Discover in this workshop how Dodona transforms coding education into an engaging, hands-on experience. Trusted by secondary schools and universities worldwide, Dodona lets students write, run, test and debug code in a cloud-based environment with instant feedback that builds real programming confidence. Teachers benefit from powerful learning analytics, plagiarism detection, flexible course management and a secure test and exam environment that enable smarter instruction and personalised guidance. Initially developed at Ghent University (Belgium) and now in partnership with Craig’n’Dave, Dodona also supports Time2Code — a complete solution for students preparing for Computer Science examinations.

Impact of AI in Education – Moving Beyond the Hype

by Luke Harris

Moving beyond headlines and hype, this session looks at the real impact of AI in education today. It focuses on what’s working, what isn’t, and how educators can make informed, responsible, and strategic decisions about AI adoption.

How To Train Your Dragon – Effective Working Relationships With Your SLT

by Andy Colley

A session on how to build good working relationships with your SLT link, help them to ‘get’ Computing and use them to improve your department.

Create a 3D world in minutes and discover how your students can too

by Rebecca Franks & Dr Tracy Gardner

Flock XR is a free, 3D creation tool for young people that has no logins or subscriptions and works directly in the browser. Teachers and learners open it for the first time and say “it’s like Scratch, but in 3D”. The tool has been designed with inclusion at its heart and has been tested and co-designed with over 600 young people across multiple schools and non-formal spaces. Teachers that have used it describe how engaging the tool is for all learners and comment about how quick it is to build a completely personalised 3D world. This hands-on session will show you how to use block-based code and 3D tools to create a 3D world in minutes. You will also see first-hand how engaging the tool is and leave the session wondering why you hadn’t used it sooner. In 2025, our workshops were enjoyed by all attendees with one commenting that it was “the best session they had all day”. We look forward to welcoming you to the creative world of 3D!

Beyond “Just Ask Another Question”: Building AI that can actually Teach

by Kat Morgan

We’ve spent years helping schools build Socratic tutors, and here’s what we’ve learnt: great pedagogy isn’t just lobbing questions back at students. Real teaching has nuance, timing, and genuine pedagogical craft.
Ready to go deeper? In this workshop, we’ll build AI-powered learning experiences that actually work; the kind that know when to probe, when to scaffold, and when to step back. We’ll move way beyond generic prompts like “Use Socratic questioning” or “Don’t give away the answer” and create tools with real pedagogical intelligence.
You’ll build experiences like a rubber duck debugging buddy that helps students articulate their thinking without just handing them the solution, and you’ll impress your deputy head with quick supportive AI for across the curriculum. Learn to craft AI that enhances your teaching, not replaces it.

Why is it important to introduce Cyber Security concepts to key stage 3 students

by Nicolas paul de jong

In this session I will be introducing students to the basic concepts of Cyber Security, how to stay safe online, and providing a brief introduction to the Cyber Explorers platform and the benefits of learning using it.

How the Computing Quality Framework (CQF) can support the development of your computing department

by Simon Roberts

No description provided.

How the TechFirst scheme can support digital skills and AI learning in your school

by Tech First speaker TBC

No description provided.

GCSE Exam technique

by Frances Sparrow

We will look at the data from the last 4 years of AQA GCSE Computer Science exams and discover the topics that students consistently find challenging.  We will tackle some sample questions for each of the main areas and discuss techniques that might help next year’s cohort to get it right.

Curriculum Review and You!

by Ceredig Cattanach-Chell

This session will review the latest updates and outcomes as they are and discuss how these will impact you. From resources, teaching content and ‘lay of the land’ for Cambridge OCR qualifications, this session will leave you feeling informed about the changes, and hopefully reassured that we have you covered.

Coding for Climate Action

by Peter Marshman

No description provided.

Building Computational Thinking Skills for Every Secondary Learner

by Andrew Csizmadia & Harriet Page

A practical workshop for secondary Computer Science teachers exploring how unplugged problem-solving tasks can develop computational thinking and reveal students’ problem-solving strengths.
You’ll be introduced to Bebras, an international challenge used by over 319,000 UK secondary students in 2025, and learn how its tasks can be used beyond the competition to engage, support, and stretch every learner.

How to create effective and engaging coding tasks

by Harry Wake & Anna Wake

The best way for students to improve at programming is by getting lots of practice. However, it can be difficult to come up with scenarios and write programming tasks pitched to an appropriate level.

In this CPD session, we’ll introduce you to a toolkit of programming task types – from scaffolded tasks like Parsons problems and line selection, to extended independent projects. We’ll also share strategies to come up with engaging scenarios that resonate with your students. Finally, we’ll provide some advice on how to give students effective feedback on their programming, which they can use to improve.

By the end of this session, you’ll be able to confidently write programming tasks which are pitched at the right level for your students, providing them with the practice they need to succeed.

Using Smart Revise and other techniques for effective learning starting in the first week of Year 10

by Chris Sharples

Specifications may change, but good teaching methods and practice stay the same. Or do they? And often the tools for learning change or go for good… goodbye Repl and Trinket!

Following on from my “Just One Thing” talk two years ago, I’d like to show you what I have been using to help my Year 10s learn well, and how I tweak things for Year 11s leading up to the exams. I’ll include some of the best ideas from the Pearson Webinar series this year and how I have improved how we use Smart Revise – one learning tool that keeps improving. Please be ready to share your ideas too.

Note: This session will be using examples from the Pearson Edexcel specification although the pedagogy will be applicable across exam boards

Computing, AI and all things digital in the new Ofsted framework

by Dr Eleanor (Ellie) Overland

No description provided.

Be Ready for NC 2028: As Teach Computing finishes, how the DfE-funded Oak Curriculum replaces it

by Stuart Davison

The Teach Computing Curriculum is not being updated, so what comes next? This session sets out the national direction for computing as England moves towards the 2028 National Curriculum. You’ll learn how the DfE-funded Oak Computing Curriculum is replacing Teach Computing as the maintained national offer, what this means for schools, and when to expect change. Oak’s computing curriculum is not pandemic-era video content. It is a fully free, classroom-ready suite of lessons published under an Open Government Licence and designed for real classrooms. If you want to understand what’s coming and be ready for it, this is a session you shouldn’t miss.

Misconceptions and errors in Computing – how to ‘beat’ the examiner!

by Paul Long

Note: This session will be suitable for all English awarding organisations.

We will explore some of the common misconceptions that have crept into computing over time, which ones we need to correct and unfortunately, which ones we still need to teach where the awarding bodies still include some of those misconceptions in their specifications and mark schemes.  We will also discover ways in which students can ‘beat’ the examiner by answering the question the way the examiner wants it to be answered.

Inspiring & Engaging Learners in Computing

by Alan O’Donohoe

If your sole focus is mark schemes and Ofsted frameworks, this may not be the session for you. Alan’s workshop is unapologetically about engagement, inspiration, and putting the spark back into your teaching of Computing. Through hands-on activities, you’ll see how powerful learning experiences don’t require expensive kit – just thoughtful, creative approaches that capture curiosity. You’ll leave with practical ideas to turn passive learners into active participants, and with renewed enthusiasm to head back into the classroom and teach with confidence and joy.

Understanding and planning student journeys when learning to program

by Paul Curzon & Jane Waite

Being a good programmer is about more than just getting a program to do the right thing. How it does it matters too. As students learn to program they must adapt and improve the way they program avoiding misconceptions. We introduce a visual reflective method (from the sociological theory of knowledge practice, Legitimation Code Theory) that helps teachers think about the journeys that students follow. Such journeys involve moving between doctrinal approaches where one way suits
all situations (eg “a while-true construct solves all repetition problems”), purist approaches where specific, well-defined solutions are used (eg “if it is counter-controlled repetition use a for loop”), and situational approaches where there many possible approaches are legitimate (eg an open repetition problem could be coded in many ways).

At different times each of these may be appropriate. By surfacing what is expected and what students are actually doing, explicit learning journeys can be better planned and so teaching improved.