Back

How much does it cost to build a CPU?

27 May 2025

Building a CPU isn’t just complicated; it’s an engineering marvel that demands staggering resources.

Imagine creating the most intricate pancake in the world, where every ingredient is microscopic, precision matters, and the price tag is astronomical.

Let’s break it down to understand what goes into making these high-tech powerhouses.

Silicon wafers: the foundation of a CPU.

At the heart of every CPU is a silicon wafer. While the raw materials themselves are relatively cheap, turning them into a usable wafer is an entirely different story. The process involves cutting-edge technology and precision, with costs starting at £8,000 or more per wafer. And that’s just the beginning. The factories where CPUs are made, known as fabs, are extraordinary facilities.

Building a state-of-the-art fab capable of producing today’s 3nm or smaller transistors can set you back over £16 billion. Why so much? Because these fabs operate on an atomic scale, even the tiniest mistake can render entire batches unusable.

The level of cleanliness, precision, and technological advancement required is unmatched.

Research and development: the hidden cost.

Designing a CPU isn’t a quick or cheap process. Teams of engineers spend years creating, testing, and refining each design. Simulations, prototypes, and endless troubleshooting are part of the journey, with research and development costs reaching millions of pounds for a single chip.

It’s an investment of time, money, and expertise to push the boundaries of what’s possible.

Why CPUs are worth every penny.

When you consider the monumental effort and expense behind each CPU, it’s easier to understand their price.

Every chip is a piece of technology more complex than most buildings, packed into a form factor small enough to fit in your hand. CPUs power everything from our laptops to supercomputers, making them one of the most essential inventions of our time.

Curious to learn more about the fascinating world of CPUs?

Watch the full video on our YouTube channel for an in-depth explanation.

For more insights into computer science and to explore our resources, visit the Craig’n’Dave website today.

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Are Graphics cards cheating now?

13 May 2025

In the ever-evolving world of gaming and computing, Nvidia’s latest RTX 5000 series has sparked an interesting debate: are graphics cards actually improving, or is AI doing all the heavy lifting?

With the launch of DLSS 4 and some mind-blowing specs, we’re diving into what’s real, what’s AI-generated, and whether any of it really matters.

Are GPUs really getting better?

Nvidia’s new flagship, the RTX 5090, is an absolute beast. With 92 billion transistors, 32GB of GDDR7 VRAM, and memory bandwidth that defies belief, it’s designed to dominate 4K gaming, dabble in 8K, and obliterate your wallet at $1,999. But who is this really for? While gamers will appreciate the power, this kind of hardware is also aimed at content creators, developers, and professionals pushing the limits of rendering and AI-driven applications.

The evolution of DLSS

One of the biggest advancements in recent years has been DLSS (deep learning super sampling). When it first launched in 2018, it was a bit underwhelming—think blurry, pixelated mess. But Nvidia kept improving it, and today, DLSS 4 is a game-changer. Using transformer-based AI models, it enhances graphics, generates frames, and makes gameplay smoother than ever.

DLSS 4 includes three major features:

Super resolution – upscales lower-resolution images to 4K or even 8K.
Ray reconstruction – improves ray tracing quality using AI rather than traditional methods.
Multi-frame generation – creates new frames in real-time, making gameplay ultra-smooth.

This means you can enjoy high-end visuals without needing a ridiculously expensive GPU every year.

Is AI ‘cheating’ in gaming?

Some critics argue that AI-generated frames aren’t ‘real’ pixels, but does it actually matter? If a game looks stunning, runs at 120fps, and feels seamless, is it important whether every frame was painstakingly rendered or if AI stepped in to assist?

It’s a bit like baking a cake—whether the icing was handmade or piped by a machine, the end result is still delicious. For most gamers, AI-powered enhancements are a blessing, allowing them to enjoy top-tier performance without breaking the bank.

The future of GPUs and gaming

One thing is clear: AI is no longer just a sidekick in gaming—it’s taking centre stage. DLSS 4 is proof that Nvidia is leaning heavily into AI-driven enhancements. But there’s a catch: multi-frame generation is exclusive to the RTX 5000 series, meaning older GPUs are slowly being left behind.

For those still clinging to older hardware, the choice is clear: embrace the upgrade cycle or accept a future as a retro gamer. Either way, gaming technology is moving faster than ever, and Nvidia’s latest advancements are redefining what’s possible.

Want to see the tech in action? Check out our full breakdown of the RTX 5000 series and DLSS 4 in our Lesson Hacker video.

Be sure to visit our website for more insights into the world of technology and the best teaching resources for computer science and business studies.

Stay informed, stay curious!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Meet the speakers inspiring change at the Festival of Computing 2025

6 May 2025

Get ready to be inspired! The Festival of Computing 2025 is bringing together some of the most experienced, forward-thinking minds in education and computing. Whether you’re an experienced teacher, a school leader, or someone passionate about the future of digital learning, our keynote sessions are not to be missed.

Let’s take a look at who’s taking to the stage to kick off the day and drive the conversation forward.

The Keynote speakers

Craig Sargent & David Hillyard – Co-founders, CEOs, and Conference Organisers, Craig’n’Dave

Craig and Dave aren’t just the minds behind the Festival of Computing – they’re the driving force behind one of the most recognised names in computing education.

Together, Craig and Dave will lead two unmissable sessions:

🎤 Session 1: Changes to the national curriculum and new opportunities

“The National Curriculum is rapidly approaching 15 years of age. The government is already undertaking a massive review of all subjects and all key stages. With this comes challenges and opportunities. Join us while we let you know what we are already doing to plan for the future.”

🎤 Session 2: Meet the Smart Revise Team

“A chance to meet the team behind Smart Revise, including our developers. Get early insight into features coming down the pipeline and give us your feedback!”

Jill Duffy – Chief Executive, OCR
🎓 OCR: Headline sponsor and the UK’s leading exam board for Computer Science

We’re thrilled to welcome Jill Duffy as a keynote speaker at this year’s event.

Jill is the Chief Executive of OCR and brings with her a wealth of experience in qualifications, assessment, and educational leadership. She’s worked across both UK and international education sectors, from primary through to vocational, and has a track record of delivering strategic growth and outstanding customer experience.

Her keynote is an important moment in the day – an opportunity to hear directly from the leader of the UK’s foremost exam board for Computer Science on where the subject is headed, and what that means for educators on the ground.

Alan O’Donohoe – Specialist Leader in Education, The Exa Foundation
“Relight My Fire”

Alan is one of the most inspiring voices in UK computing education. With over 20 years of teaching experience and now leading The Exa Foundation’s nationwide STEM enrichment work, Alan’s energy is contagious.

He’s known for creating engaging, inclusive experiences that spark curiosity in learners of all ages. Expect a dynamic session filled with insight and encouragement for teachers looking to reignite their passion for computing.

“Relight My Fire” promises to be a motivating, memorable talk that sets the tone for the rest of the day.

Session speakers bringing the Festival to life

The diverse range of sessions and passionate educators who bring the Festival of Computing to life throughout the day. Whether you’re exploring assessment, curriculum, pedagogy, or digital futures, these sessions offer something for everyone.

Here’s your guide to just some of the brilliant minds taking the stage this year.

🎓 John Palmer, Host & Conference Organiser & Michael Punt, Headmaster

A warm welcome from Bromsgrove School

We begin the day with a warm welcome from the host venue. John Palmer and Headmaster Michael Punt will officially open the Festival and share the school’s enthusiasm for hosting an event that brings together innovation, teaching excellence and a passion for computing.

Ceredig Cattanach-Chell – Subject Advisor for Computing, OCR

Ceredig brings an academic and practical edge to OCR’s computing offer. With experience as a teacher, assessor, and published author, he’s passionate about balancing digital skills with curriculum demands.

🧠 Session 1: Striking the balance

“What does OCR’s striking the balance mean for Schools and Curriculum? How do digital skills fit into an already packed agenda? This session will explore how our Striking the Balance report may impact Computing qualifications – and will specifically dig into how Digital Skills could be incorporated into the curriculum without curriculum overload.”

🧠 Session 2: Digital Exams

“View the latest developments for OCRs fully digital GCSE. Hear about our progress and journey. Review the platform and see how exams may look in the future. Discuss the implementation of digital exams and how we will maintain our J277 paper-based exams at the same time.”

🧠 Session 3: Additional Advanced Qualifications (AAQs)

“Hear about the latest development of AAQs. With the latest round of funding/defunding, this talk will look at how you can use AAQs to support those learners who may not be suitable for either A levels of T levels. Explore OCR’s offer of AAQs: Cambridge Advanced National in Computing: Application Development and Cambridge Advanced National in IT: Data Analytics”

Mark Calleja – Learning Manager for Code Club Projects, Raspberry Pi Foundation (Code Club)

Known as ‘Mr.C’, Mark blends storytelling, gamification, and AI into practical, hands-on sessions that make computing accessible and exciting.

🎮 Session 1: AI at Code Club

“A hands on, practical introduction to the AI projects collection from the Raspberry Pi Foundation, showcasing the wide range of easy to manage projects for your club. From facial recognition to decision trees and micro:bit, there is something for everyone!”

DC Adrian Bacon & DC Hannah Link – Regional Cyber Crime Team, West Midlands Regional Cyber Crime Unit

Bringing real-world context to the classroom, Adrian and Hannah’s session is all about ethical computing and prevention. Their work focuses on educating young people before they cross the line into illegal activity.

🔐 Session 1: Cyber Choices

“Ade & Hannah have developed a training video to help teachers and communities teach students the Computer Misuse Act. It’s been specifically designed to be delivered by non-technical persons and focuses on the ethical impact on both the offender and victim and the associated consequences.”

Alan Harrison – Director, Harrison Proserv Ltd (How to Teach Computer Science)

Alan’s session offers a reflective, research-informed lens into what it really means to think like a computer scientist — and how understanding “disciplinary knowledge” can change how we teach.

💡 Session 1: Disciplinary Knowledge in Computing

“What my Master’s research taught me about the “gaze” of a computer scientist and why it matters to you.”

Simon Johnson – Senior Consultant and AI Specialist, TA Education (Tablet Academy)

Simon brings classroom experience and consultancy insight together in his workshop on artificial intelligence. He’s also the author of 100 Ideas for Secondary Teachers: Outstanding Computing Lessons and the founder of #caschat.

🤖 Session 1: Using AI to teach computing

“Unlock the potential of AI in your classroom! Join us for an engaging workshop where you’ll discover how to leverage tools like Microsoft Copilot to enhance your teaching of computing. Learn practical strategies to support students with coding, reduce cognitive load, and to contextualise learning.”

Alex Parry (Senior Learning Manager) & Laura James (Learning Manager), Raspberry Pi Foundation

Alex and Laura share their expertise from the Ada Computer Science team and real classroom experience to demystify A Level web development.

💻 Session 2: Mastering A-Level web development

“Exploring core and advanced website projects for the NEA”

Rujeko Moyo (Community Coordinator – England) & Sarah Roberts (Community Manager), Raspberry Pi Foundation (Code Club)

Rujeko and Sarah share their passion for inclusive computing with a guide to setting up and growing your Code Club.

🌍 Session 2: Code Clubs in Secondary Schools

“Discover how Code Clubs can ignite learners’ interest in computing, enhance your curriculum and build confidence. This session provides a practical introduction to starting and running a Code Club including free access to facilitation resources, ongoing support for teachers and mentors, and exciting opportunities for recognising and celebrating learners’ progress through the Raspberry Pi Foundation’s annual “Coolest Projects” showcase and “Astro Pi” challenge.”

Ben Garside – Senior Learning Manager – AI Literacy, Raspberry Pi Foundation

Ben will explore how to equip young people to navigate the world of AI responsibly — a must-attend for any teacher tackling digital ethics.

🧠 Session 2: Adopting AI

“Empowering young people to safety and responsibly adopt AI tools”

Rebecca Franks (CLO) & Dr Tracy Gardner (CTO), Flip Computing

Rebecca and Tracy are driving innovation and inclusion in tech education. Their session looks at real-world impact from Dudley to your own school.

🌐 Session 2: Flock XR, the free 3D creation tool

“How schools in Dudley embraced 3D skills with Flock XR…and how you could too!”

Kat Morgan – Head of Learning, Mindjoy

Kat’s sessions focus on how AI can support both students and teachers in and out of the classroom — from automated feedback to engaging content delivery.

💡 Sessions 2: AI Tutors and Auto-marking with Mindjoy

“AI Tutors and automarking for 24/7 learning”

💡 Sessions 3: Lesson Hacker!

“Make your theory content enthralling with Lesson Hacker!”

Tim Brady – Subject Advisor, Pearson

With a foot in both industry and education, Tim brings insight into how Pearson is making onscreen assessment work for Computer Science.

🖥️ Session 3: Onscreen Exams

“Get a closer look at Pearson’s Onscreen Assessment of GCSE Computer Science”

Becci Peters – Computing Subject Lead (Secondary/Tertiary), CAS

With years of classroom and teacher training experience, Becci is a voice of clarity for both new and experienced teachers. She’s now supporting trainees nationally and contributing to assessment standards.

🎓 Session 3: Supporting students with A-Level OCR essay-style questions

“In this session we’ll look at the types of questions and briefly look at the generic mark scheme used for these questions and look at how to support your students with writing the answers to this style of question.”

Martyn Colliver – AQA Computer Science Subject Advocate, AQA

As Subject Advocate and a lead moderator, Martyn’s focus is on helping schools navigate both the AQA spec and effective pedagogy. His session combines two passions: functional programming and mathematical thinking.

🧠 Session 3: Functional Programming

“Building coding skills for A level – exploring functional programming using simple algorithms in Python and Haskell.”

Chris Calver – UK Education Manager, VEX Robotics

With a decade and a half of STEM engagement under his belt, Chris supports schools across the UK to bring computing to life through robotics.

⚙️ Session 3: Blocks to Python

“Supporting the transition from Block to Python Coding using Hybrid Environments”

Harriet Page (Learning Manager) & Andrew Csizmadia (Bebras Manager), Raspberry Pi Foundation

Engaging and accessible computational thinking is the focus for Harriet and Andrew’s session — ideal for bringing Bebras into your classroom.

🧩 Session 3: Bebras

“Bringing Bebras into the classroom: Engaging students with interactive computational thinking tasks.”

🎟️ Book your ticket today

The Festival of Computing 2025 is completely free to attend (the ticket cost is refunded after you attend the event) — all you need to do is secure your ticket now and join us on Wednesday 2nd July at Bromsgrove School.

Don’t miss this opportunity to connect with subject experts, explore the future of computing, and take away classroom-ready resources and ideas.

Hope to see you there!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Why don’t computers use a different base for numbers?

The simple reason why binary beats all other number bases

30 April 2025

Why not Base-4?

At first glance, it seems logical to ask: Why don’t computers use Base-4 instead of Base-2? After all, wouldn’t using more numbers give us more power? While it might sound appealing, the reality comes down to the fundamental way electronics work—and why binary remains unbeatable.

Electronics love simplicity

Computers are built on circuits that recognise two states: “off” and “on”. These states are easy, reliable, and practical for electronics to detect. Base-4, on the other hand, would mean handling four distinct states—imagine “off,” “partly on,” and “fully on.” Cool in theory, but impractical in reality. Building hardware to detect such levels would not only be expensive but also error-prone. Think of it like trying to get a light switch to dim to exactly 37%—possible, but far from practical.

A costly rewrite of history

Binary’s dominance dates back to the early days of computing, when switches were literal levers toggling between two positions. Switching to Base-4 today would require a complete overhaul of modern technology. Every programme would need rewriting, every processor redesigning, and every programmer retraining. The cost? More than even the world’s wealthiest could cover.

Base-3 computers: A brief history

Interestingly, a ternary (Base-3) computer was once a serious contender in the 1950s. Yet, despite its potential, binary won out for its simplicity, reliability, and efficiency. The entire computing industry has been built on this foundation, and for good reason: sometimes less really is more.

The unbeatable efficiency of binary

While other number bases could theoretically work, binary remains the gold standard. Its simplicity makes it easy to implement, cost-effective, and highly reliable. If it ain’t broke, don’t fix it—or add unnecessary complexity.

Want to dive deeper? Watch our full Craig’n’Dave Lesson Hacker video.

Be sure to visit our website for more insights into the world of technology and the best teaching resources for computer science and business studies.

Stay informed, stay curious!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Why can’t we just stick RAM directly onto the CPU?

22 April 2025

In the world of computer science, speed is everything. So, it’s easy to see why the idea of sticking RAM directly onto the CPU seems like a genius move. Zero latency, lightning-fast speeds, and no more bottlenecks—what’s not to love? But in reality, it’s not that simple. Let’s break down why we can’t just combine these two crucial components into one.

The difference between CPU and RAM

At first glance, sticking RAM onto the CPU might sound like a great way to boost performance. After all, the closer RAM is to the CPU, the faster data can be accessed, right? Unfortunately, it’s not that straightforward. The CPU and RAM are built in fundamentally different ways.

CPUs are designed to handle calculations at breakneck speeds using logic processes. On the other hand, RAM—specifically Dynamic RAM (DRAM)—uses capacitors to temporarily store data. The catch is that these capacitors need constant refreshing to retain their information. This is similar to a student frantically rereading their notes to ensure they remember everything during revision.

Why it doesn’t work together

Trying to combine CPU and DRAM onto the same chip would cause chaos in the manufacturing process. DRAM fabrication doesn’t align well with the processes used to create a CPU. Imagine trying to install a high-end GPU into a budget laptop—it just won’t fit, and forcing it could cause damage.

Even cutting-edge technologies like Intel’s Haswell architecture use embedded DRAM (eDRAM) sparingly. The goal is to use just enough to boost performance without massively increasing production costs. However, merging CPU and RAM completely would be a manufacturing nightmare.

The speed factor: DRAM vs. SRAM

Even if we could combine the two, there’s another issue: speed. DRAM operates at a top speed of about 1 GHz, while modern CPUs can easily surpass 3 GHz. That’s like putting bicycle tyres on a Formula 1 car—you’re limiting the performance of the entire system.

To overcome this speed gap, CPUs use SRAM (Static RAM) for on-chip cache. SRAM is much faster than DRAM but comes with its own drawbacks: it’s bulkier and significantly more expensive. Sure, we could fill a CPU with SRAM, but that would come at an astronomical cost—far more than most of us are willing to pay.

Why we stick to separate RAM and CPUs

While combining RAM and the CPU might sound like a performance dream, the technical and cost limitations make it impractical. The current balance of DRAM for main memory and SRAM for cache strikes the best compromise between speed, cost, and practicality.

Want to know more? Check out The Lesson Hacker’s YouTube video –

For more Lesson Hacker Videos, check out the CraignDave YouTube playlist HERE.

Visit our website to explore more cutting-edge tech-transforming news in the computer science world!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Getting maximum value from Smart Revise with Year 11

15 April 2025

Exams are only a few months away and what your students do now is going to make the biggest impact to their results in August. It almost doesn’t matter what their work ethic has been like up until now, there is still time for all students to achieve their potential if they engage in regular active revision using the best techniques from today.

Once you have delivered all the course content switch the topic filters to “Student controlled” in Smart Revise. Make sure you have Quiz, Terms reflective, Terms interactive and Advance modes enabled in the class settings. This will allow the students to take charge of what to revise, when and how.

Top tips for students

Use the Summary report to know the topics that are your strengths and weaknesses.

Click on a Quiz pie chart in the summary report to do multiple-choice questions only on weaker topics.

Look at the Top 10 revision references at the bottom of the summary report.
These are your specific weaknesses across the whole course. You can watch the Craig’n’Dave videos if that helps but beware of passive revision.

Click on a Terms pie chart in the summary report and filter the cards you want to focus on: sad, neutral, happy, unanswered. Reflective is a passive reflection. Interactive is more challenging but is essential. You should be able to define terms at this stage of the course. Use reflective as a reminder and interactive when you are revising.

Click on an Advance pie chart in the summary report to see exam-style questions. Use the next button to find a question you want to attempt. Start with the low mark questions first and work up. Pretend you are in a real exam. Set an alarm on your phone for the number of marks the question is worth and spend that amount of time answering the question.

Use the built-in mark schemes to mark your answer and be realistic. It doesn’t matter if you get low marks when you are practicing.

If you don’t get full marks, note the question number. Have another go at the same question a few days later to see if you can improve your answer. Use the “last answer” button to see your most recent answer.

Start with low mark questions, but don’t avoid the high mark Advance questions forever. You will get lots of 1–6-mark questions in your exam and one 8-mark question in each paper.

Just because you know something this week doesn’t mean you will remember it next week so don’t neglect the topics you have mostly green on the pie charts in the summary report. Checking you still have the understanding is important.

Start Terms – Leitner mode is good for daily reminders of terminology once you have mostly green or yellow pie charts in most of the topics on your summary report. Remember to set the topic filters to the whole course before using Leitner mode.

Beyond Smart Revise

Although Smart Revise is great, it is important to provide students with real past papers so they can practice writing on lines with a pen too! Some papers will be publicly available on exam board websites, but others will require logging in to their portals to be downloaded.

We often assume students will just “know” how to revise without being explicitly taught how to. This is a mistake. Show students the technique of mind mapping and build a mind map for a topic with them, maybe using the Terms in Smart Revise for reference. Smart Revise compliments this tried and tested approach, it does not replace it.

One technique we developed with our students is the “what why web” (see what we did there) which is a scaffolded approach to making a mind map. Write the concept in the middle and then on a second branch state what words are associated with the concept, and on a third branch state why it is necessary, any implications and examples.

For example, the concept of registers for OCR J277 might look like this:

As Dunlosky showed, the worst revision students can do is reading their notes, looking over classwork and watching videos because these are passive techniques. Knowledge organisers and revision guides are useful, but they should only be used as a reference guide to check understanding, in themselves they are not revision.

By the way, put those highlighter pens away because research has shown that highlighting notes is worthless!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

The Festival of Computing 2025: The ultimate event for computer science teachers

1 April 2025

If you’re a secondary school computing teacher looking for cutting-edge CPD, inspiring speakers, and the chance to connect with like-minded educators, the Festival of Computing 2025 is an event you can’t afford to miss. This year is sponsored by Craig’n’Dave, Bromsgrove School and OCR.

After the success of last year, this year’s event is bigger and better, packed with more sessions, a larger marketplace, and plenty of coffee to keep you fuelled throughout the day.

What is the festival of computing?

The Festival of Computing is the evolution of the hugely popular Craig’n’Dave & Friends conference. Taking place on 2nd July 2025 at Bromsgrove School, it’s a full day of collaboration, learning, and innovation for computing teachers.

Expect hands-on CPD sessions, keynote talks from top industry experts, and plenty of opportunities to share ideas with fellow educators. Whether you’re refining your teaching methods or exploring the latest tools in computing education, this event is designed to inform, inspire, and energise.

What’s new for 2025?

We’ve listened to your feedback from last year and made some exciting upgrades:

New fringe event: A fresh addition where market stall holders will pitch their ideas on teaching and learning in computing.
Bigger marketplace: We’re moving the marketplace to a large, dedicated marquee on Gordon Green, offering more space and a better experience.
More coffee stations: You asked, and we delivered. Expect plenty of coffee to keep you going throughout the day.
More CPD sessions: This year, we’re switching from two 1-hour sessions to three 45-minute sessions, giving you more variety and flexibility.
On-site accommodation: Stay on-site the night before to make the most of the event (limited availability, book HERE).
Pre-event ticketed social: If you’re local or staying overnight, join us for a curry and drinks social on 1st July—perfect for networking in a relaxed setting. *Please note there are limited tickets for the curry and drinks event available. Please book HERE.

Want a sneak peek at the full agenda? Click here.

The location: Bromsgrove School

We’re thrilled to be hosting the Festival of Computing at the prestigious Bromsgrove School.

Bromsgrove School, with its 500-year history, is one of Britain’s leading boarding and day schools. Set over 100 acres of stunning grounds, it offers world-class facilities and a first-rate academic environment, making it the perfect setting for a day of innovation and inspiration.

Secure your place today!

Don’t miss out on the must-attend computing education event of 2025.

Secure your spot at the Festival of Computing and join hundreds of passionate educators for a day of learning, networking, and fun.

👉 Get your ticket here.

🌐 Visit Craig’n’Dave.org for more

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Are loot boxes gambling?

The digital debate every gamer should know

18 March 2025

What are loot boxes?

In simplest terms, loot boxes are mystery rewards players can earn or buy. Think of them as digital versions of Kinder Eggs, but instead of chocolate and toys, they contain skins, weapons, or characters to enhance your game. Sounds fun, right? Except you don’t know what you’re getting until you’ve paid. Cue disappointment when that elusive Messi card in FIFA Ultimate Team turns out to be yet another low-tier player.

The gambling argument

Critics argue that loot boxes mimic the mechanics of gambling. You pay for a chance at a desirable outcome, complete with flashy animations and dopamine-fueled suspense. Younger players are especially vulnerable, with some spending hundreds—or even thousands—chasing rare items.

The Norwegian Consumer Council has even labelled loot boxes as “predatory mechanisms” that exploit psychological tricks to drain wallets. Sound familiar? That’s because it feels suspiciously like pulling the lever on a Vegas slot machine, except your reward is a virtual hat rather than a pile of cash.

Developers defend their treasure chests

Game developers, however, see things differently. They compare loot boxes to toys like mystery figurines, claiming they’re just “harmless fun.” Since most loot boxes don’t pay out real money, they argue they don’t qualify as gambling. But with gaming companies raking in an estimated $15 billion annually from loot boxes, it’s clear these digital party bags are more than just fun—they’re big business.

A lack of transparency

Transparency remains a sore spot. In the UK, only two of the 45 top-grossing games disclose loot boxes in their advertising, despite being required to by law. That lack of clarity leaves players unaware of the odds—or costs—involved.

Are loot boxes all bad?

Not necessarily. For some players, loot boxes add excitement to gaming. Plus, self-regulation within the industry has started to improve, with guidelines for clearer disclosure. Yet, countries like Belgium and Japan have gone further, banning or regulating loot boxes to protect consumers.

So, are loot boxes gambling?

The answer depends on who you ask. Critics say yes, developers say no, and governments remain undecided. What’s clear is that players need to approach loot boxes with caution—because while you might win a cool skin, it’s easy to lose track of how much you’re spending.

Watch the full video for more insights!

Check it out on the Craig’n’Dave YouTube channel, and don’t forget to visit our website for more gaming and computer science insights.

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

What does the data on a student flight path mean?

4 March 2025

Students have three flight paths that show their progress with the content in Smart Revise. The blue line shows progress with Quiz (multiple choice), pink is Terms (definitions) and green is Advance (written answers).

Selecting “expand” will show the student a more detailed daily breakdown too. Each dot representing a day they logged in and used Smart Revise.

Teachers can see the flight path for each student in their analytic reports, and the more detailed view by selecting “Load full data”. A top tip is to hover over a dot to see the date and the progress on that date.

Students should aim to be in the green “target cone” at all times, and the teacher can set the parameters for that in the class and individual student settings.

Quiz progress

Every time a student answers a Quiz question correctly the count for that question increases by one. The algorithms will reprioritise the question in the queue, but each question can be answered correctly up to three times to count towards flight path data. So, think of each question being worth 0-3 points. If a question is answered incorrectly, it is given a much higher priority, so will be more likely to be shown again in the near future but will also have its count reset to zero. This is the reason that flight paths can go down too.

If a course has 600 questions and the student has answered every question correctly three times, that would be 1800 points or 100%. Imagine a student that has mastered 75 questions (that means correct three times in a row), 20 questions answered correctly twice, 10 questions answered correctly once, and 8 questions answered incorrectly. Their progress on Quiz can be calculated as:

(75 * 3) + (20 * 2) + (10 * 1) = 275. If there are 600 questions in the set, the maximum is 1800, so 275 is 15%.

Remember that Quiz questions asked in a task also contribute to flight path progress when the marks are released to the students.

Terms progress

Each term can be self-assessed by the student as red, amber or green. Only green terms count for the flight path so if there are 200 terms and the student has 30 marked green then their progress on Terms would be 15%.

When terms definitions are asked in a task, the student must score full marks for the term to be recorded as green and have a positive effect on the flight path. Anything less and the answer won’t count.

Advance progress

Advance is much more complex. Questions are tagged as easy, medium or hard and students must have answered a range of questions across the three difficulties to achieve 100%. They do not need to answer every question to achieve 100%, but they cannot answer all the easy questions for example without their progress being capped.

We aim for students to be “exam ready”. In classic revision that would mean having attempted and received high marks across a range of past papers. Smart Revise captures this by ensuring students must have achieved a given number of marks in easy, medium and hard questions to achieve 100% progress. For example, that could be 100 marks of easy questions, 100 marks of medium questions and 100 marks of hard questions. Every mark is worth a point. The harder questions are worth more marks, and therefore there are more flight path points to be gained.

The target cone

The green area on the flight path is known as “the target cone”. The cone starts at a date decided by the teacher and extends to the end of the course. Students should be aiming to be within this green target cone at all times. By default, the lower line at the bottom of the flight path, known as the minimum expectation line is set to 60% and the line at the top of the target cone, known as the aspiration line is set to 80% at the end of the course. That means to be within the target cone at the end of the course students must have completed 60-80% of the content within Smart Revise.

The flight path start date, minimum expectation and aspiration target can be set by the teacher at a whole class level or it can be different for each student. Read our helpdesk article to find out more:

How do I view flight path data or change the settings?

How much engagement do students need to be within the target cone?

This is a difficult question to answer because it depends on the minimum and aspiration target. The more students use Smart Revise the greater their progress will be. Generally speaking, 35-50 Quiz questions per week for GCSE students and 40-70 questions for an A level student should enable them to achieve 100% by the end of the course if they begin within the first two months of starting the course. Essentially, if a student is below the target cone they should do more, and if they are within the top half of the target cone they are doing well. So the target is really, “be within your green target cone”. If this isn’t challenging enough, increase the minimum expectation in the class configuration settings.

All the questions students answer in Tasks also counts towards progress on their flight path once the marks are released to students. This may cause their position to go up or down!

Progress and grades

There is a clear positive correlation between the number of marks a student achieves in Smart Revise and the number of marks they are likely to achieve in a real exam. It stands to reason, the more revision and practice of questions they do the better a student will perform in an exam. However, progress in Smart Revise and grade boundaries are not related. It is not possible to say that 60% progress is the same as 60% in an exam. Therefore, we advise caution when interpreting the data in that way. See flight paths more as an indicator of how much students are using Smart Revise and how well they are answering questions. I.e. the amount of content they have seen and their confidence.

Of course, it is possible to set flight path targets to match target grades based on exam grade boundaries, and this is a good starting point, but always raise expectations with the flight path. Set the minimum and aspiration targets in Smart Revise to be higher than target grades.

Curious to learn more about Smart Revise or try it for free? You can get all the details HERE.

Be sure to visit our website for more insights into the world of technology and for the best teaching resources for computer science and business studies.

Stay informed, stay curious!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

I’ve lost control of my own DNA

18 February 2025

DNA testing kits have become a modern-day curiosity – a way to discover your ancestry, potential health risks, and even traits you didn’t know you had. But have you ever stopped to consider what happens to that genetic goldmine once you send it off? Here’s a closer look at the fascinating yet slightly alarming world of DNA testing.

Uncovering secrets with DNA kits

Companies like 23andMe have made exploring your DNA as simple as spitting into a tube. From identifying as 5% Norwegian to discovering a predisposition for male pattern baldness, the results can be both entertaining and enlightening. But the story doesn’t end with finding out why you have curly hair.

DNA testing services also promise health insights and family connections, often revealing unexpected truths. Think learning one of your parents isn’t actually your parent – a revelation that might spice up Sunday lunch discussions.

The double-edged sword of genetic data

As exciting as these insights are, they come with serious privacy implications. Your DNA isn’t just your own; it’s linked to your family too. Sending in a sample might inadvertently overshare details about your siblings, parents, and even distant cousins.

The bigger concern is what happens to this data if companies face financial trouble. For example, Atlas Biomed recently vanished from the web, leaving users wondering what became of their most sensitive information. Similarly, 23andMe’s struggles raise questions about the security of its extensive DNA database.

Can you take back control of your DNA?

If the thought of your genetic information being mishandled keeps you awake at night, you do have options. Many companies allow you to delete your data, but be aware: if it’s been anonymised and used in research, it’s out there for good.

Before diving into DNA testing, take these precautions:

read the terms and conditions: Know who has access to your data and how it’s used.
consider the long-term impact: Your results affect not just you, but your family too.
decide how much you want to know: Some truths might be best left undiscovered.

DNA testing kits can reveal fascinating insights, but they come with significant risks. If you’re considering taking the plunge, make an informed decision – and if you’ve already tested, explore ways to manage your data responsibly.

For more on this topic, watch the full Craig’n’Dave Lesson Hacker video linked below.

Be sure to visit our website for more insights into the world of technology and for the best teaching resources for computer science and business studies.

Stay informed, stay curious!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

What are the benefits of studying OCR Computer Science GCSE?

11 February 2025

Computer Science is shaping the world around us, and there’s no better place to start than with the OCR GCSE Computer Science qualification. Beyond simply learning about coding and algorithms, this course equips students with skills that have real-world applications and set them up for a future filled with exciting opportunities.

Unlocking essential skills

The OCR GCSE Computer Science course is designed to build foundational skills that are highly valued across industries. Logical thinking and problem-solving are at its core, enabling students to break down complex challenges into manageable solutions—a skill that’s just as valuable in business meetings as it is in coding projects.

Students also develop computational thinking, learning to create efficient solutions to problems. Whether writing code or managing a personal budget, these skills have practical relevance in everyday life.

Real-life applications and career pathways

Studying Computer Science doesn’t just prepare students for a single career; it opens doors to an array of opportunities. With technology touching every sector, skills gained from the OCR GCSE can lead to careers in cybersecurity, game design, artificial intelligence, software engineering, and more.

For those not directly pursuing tech-related careers, the knowledge gained—such as understanding data structures or networking principles—provides a strong foundation for roles in finance, marketing, or project management. In today’s digital economy, these skills make candidates stand out.

A stepping stone to lifelong learning

Beyond job prospects, the OCR GCSE Computer Science qualification nurtures an appreciation for how technology impacts our world. Students gain the confidence to learn new tools and programming languages, preparing them for further study or adapting to future tech advancements.

Why choose Craig’n’Dave?

At Craig’n’Dave, we’re passionate about making Computer Science engaging and accessible for students. Our resources are tailored to support learners every step of the way, ensuring they gain the most from their studies.

Ready to explore the exciting world of Computer Science?

Visit Craig’n’Dave today and discover resources that bring Computer Science to life.

Empower your students or yourself to succeed with OCR GCSE Computer Science—because the future belongs to those who understand technology.

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Is the Digital Pound the future of UK currency?

4 February 2025

In an ever-evolving digital world, it’s no surprise that money is getting a futuristic upgrade. But what does the UK’s proposed digital pound really mean for you and me? Let’s dive into the world of cryptocurrencies, privacy concerns, and financial inclusion with a touch of humour and plenty of insight.

What are Cryptocurrencies?

Imagine your traditional money, but dressed in a slick digital outfit. That’s cryptocurrency. Decentralised and powered by advanced technology, cryptocurrencies like Bitcoin and Ethereum are shaking up the financial world. Bitcoin is the rockstar, the Beatles of digital money, while Ethereum is its artsy sibling with a penchant for smart contracts. Yet, for all their cool factor, these currencies are notoriously volatile—like the stock market on a rollercoaster.

Enter the Digital Pound

Now, the UK is considering its own cryptocurrency—the digital pound. Issued and managed by the Bank of England, it promises stability and security, unlike its wilder crypto cousins. But is it all sunshine and rainbows? Not quite. The digital pound could revolutionise payments, making transactions faster and safer, but it’s also raising a few eyebrows.

Privacy Concerns

Let’s be real—do we really want the government knowing every time we buy an overpriced latte or splurge on a cheeky takeaway? With the digital pound, privacy concerns come front and centre. Every digital penny could be tracked, potentially giving authorities unprecedented access to our financial habits. It’s not just Big Brother—it’s Big Banking.

Inclusivity: Who Might Get Left Behind?

There’s also the risk of excluding those who depend on physical cash—think the elderly, the unbanked, and those in areas with unreliable internet. As we rush towards a cashless society, we need to ensure no one gets left behind. Cash is more than just paper—it’s a lifeline for many.

The Verdict

The digital pound could be a game-changer, offering a stable, state-backed alternative to volatile cryptocurrencies. However, with issues like privacy and inclusivity at stake, the UK needs to tread carefully. Will the digital pound be the future of money, or will cash still cling on for dear life? Only time will tell.

Want to learn more?

Check out the full video on our YouTube channel for a deeper dive into the digital pound.

For more Lesson Hacker Videos check out the CraignDave YouTube playlist HERE.

Visit our website to explore more cutting-edge tech-transforming news in the computer science world!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

What’s the difference between the topic filters in Smart Revise?

28 January 2025

Smart Revise will always try to prioritise questions from newly unlocked topics so that students see new material first. As a teacher you will then have data about misconceptions and knowledge gaps quickly after a topic has been taught, however it does require you to remember to unlock those new topics for students too!

In the class settings there are three levels of control in addition to setting which particular topics are available to students.

Teacher controlled topic filtering

Teacher controlled is for your day-to-day use of Smart Revise. It will ensure that students focus on newly available questions first and after that the algorithms will choose an appropriate diet of questions from across the topics to ensure knowledge gaps are a priority, in addition to appropriate spaced learning and working towards mastery. Students cannot control which questions they are asked with this setting.

Teacher guided topic filtering

Teacher guided gives students the freedom to choose their own topic filters but only from those you have enabled. Students can do this either from their topic filters button on their dashboard, or by selecting a pie chart on their progress summary report. This option is great when students are preparing for an end of topic test but have not covered the full course yet. You don’t want them to see questions from topics that you haven’t taught.

Student controlled topic filtering

Student controlled gives students full control over all the topics in the course. It enables them to focus on a single topic or a range of topics at the same time. This is great at the end of the course once teaching is complete, and students are in that final revision stage, often on study leave.

You might be tempted to use teacher guided most of the time as it strikes a balance between teacher and student control. However, it will encourage students to engage in what is known as “blocking” where they are likely to focus on a very narrow range of questions, aiming to master a topic before moving on to the next. At face value this seems reasonable, however, there is a real risk that once questions have been mastered and their summary report shows a full green pie chart that students will not see the need to return to that topic again. This will inadvertently introduce the forgetting curve and will not help them prepare for exams.

We need to consider that students are not aware of the academic research that indicates blocking and not returning to completed topics could be detrimental to their success. Instead, they should be encouraged to engage in interleaving and spaced learning. That is mixing questions from different topics causing the brain to context switch and aid memory retention over the longer term. Spacing means returning to a question after a period of time has elapsed and not immediately. Students naturally want to correct their mistakes and work through a tick list of topics until they are all complete, but this is not ideal for learning.

More options

You can also control which modes your students have access to: Quiz, Terms reflective, Terms interactive and Advance. It is fine to enable all these from the start of the course. If you are new to Smart Revise and are following our suggested implementation plan, “The Journey”, you may want students to focus on using Quiz for homework initially. In which case enable Quiz but disable Terms and Advance. When you start to use Smart Revise for baseline assessments or monthly reviews enable Terms. Advance includes longer answer questions and some of these are quite challenging, so enable these when you feel students are ready. Perhaps in preparation for their first end of topic test. It’s really up to you how much or how little of the platform you want the students in your class to have access to.

All these topic filters!

It is worth noting that in addition to the topic filters in the class settings that control questions students will be exposed to, the analytics reports that you can use to track progress use their own filters that are independent too. This means that you can analyse the class performance in one particular topic, discovering the top ten least well answered questions in the most recently taught topic while the class are revising a range of topics.

If you join the class as a student in student mode, for example to demonstrate Smart Revise to your class, remember that you will now have a further set of topic filters as a student, depending on the control you have given to the class.

Our suggestion

To keep things straightforward, our suggestion is to:

Enable all the modes: Quiz, Terms and Advance.
Set the class topic filters to Teacher controlled.
1. When student prepare for tests set them to teacher guided and remember after the test to set them back to teacher controlled.
2. At the end of the course set the topic filters to student controlled.
Tick the topics you have taught to date (not the one you are currently teaching) and put reminders in your calendar to unlock new topics as they are taught throughout the course.

Engaging students

Students would much prefer to have complete control over their topic filters! Tell them why that is not such a good idea. They need to trust Smart Revise to choose questions and topics that the data say they need to work on in a spaced and interleaved way. This is the best method for long-term memory retention.

Curious to learn more about Smart Revise or try it for free? You can get all the details HERE.

Be sure to visit our website for more insights into the world of technology and for the best teaching resources for computer science and business studies.

Stay informed, stay curious!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Pavel Durov’s Arrest: The Future of Privacy and Telegram

21 January 2025

Pavel Durov, CEO of the messaging app Telegram, has been at the centre of global attention after his recent arrest at Leou Airport in France. For those who aren’t familiar, Durov is the man behind VK, Russia’s equivalent of Facebook, which he founded at just 22 years old. However, it’s Telegram, the secure messaging platform he launched in 2013, that has truly made his name known to millions worldwide.

Telegram: A Platform for Privacy, or a Haven for Criminals?

Telegram quickly became one of the most popular messaging apps for users who value privacy, offering encryption so strong that even intelligence agencies have struggled to crack it. This focus on user privacy has attracted close to a billion users globally. But this same commitment to privacy is now under fire.

French authorities recently charged Durov with several serious accusations, including failure to moderate criminal content on Telegram and refusing to cooperate with law enforcement. The charges suggest Telegram has become a breeding ground for illegal activities like drug trafficking, child exploitation, and fraud. Critics argue that Telegram’s loose moderation policies have turned it into a “dark web with a better interface.”

Durov has always defended Telegram’s approach, arguing that while the platform moderates content, it does so in a much lighter way compared to the likes of Facebook or Instagram. However, the fact that Telegram has declined to join international programs aimed at combating online child abuse has raised significant concerns.

A Debate on Privacy vs Accountability

Durov’s arrest has ignited a heated debate on privacy and accountability in the digital age. Figures like Edward Snowden and Elon Musk have come out in support of Durov, claiming his arrest is an attack on human rights. However, this situation begs the question: should tech CEOs be held personally responsible for illegal activities happening on their platforms?

Telegram allows massive groups of up to 200,000 users to communicate and share content, which makes moderation a significant challenge. But if platforms like Facebook and WhatsApp have systems in place to tackle illegal content, why not Telegram?

The outcome of Durov’s legal troubles could shape the future of online privacy. Will users continue to trust Telegram if authorities gain access to its encryption keys? More importantly, will Durov’s arrest lead to tighter regulations across all messaging platforms?

What’s Next for Telegram and Online Privacy?

The arrest of Pavel Durov opens a broader conversation about the balance between privacy and security. How do we protect personal freedoms online while ensuring that platforms aren’t abused for criminal purposes? Durov’s case could set a precedent for whether tech CEOs should be held accountable for their users’ actions.

Curious to learn more? Watch our full video HERE and explore the heated debates around privacy, security, and the future of Telegram.

Be sure to visit our website for more insights into the world of technology and for the best teaching resources for computer science and business studies.

Stay informed, stay curious!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Can You Spot the AI? The Rising Challenge of AI-Generated Faces

14 January 2025

We’re diving into the uncanny world of artificial intelligence, specifically AI-generated faces. These days, it’s getting harder and harder to tell what’s real and what’s not. So, let’s explore why AI faces are so convincing, the potential risks, and what we can do about it.

The Growing Power of AI in Creating Human Faces

Imagine scrolling through your social media feed. You see familiar faces, but wait—are they all real? Thanks to advances in AI, computers are now generating hyper-realistic human faces that can fool even the sharpest eyes. A recent study from Aberdeen University showed that most of us can’t reliably distinguish between real human faces and AI-generated ones, with a 65% misidentification rate.

That’s right, most people are flipping a coin when guessing whether a face is AI-made or naturally human.

Why Are AI Faces So Hard to Spot?

It turns out that AI’s secret weapon is hyperrealism. These generated faces have perfectly balanced features and a lifelike sparkle in their eyes. For most people, this makes AI faces incredibly hard to detect. The study found that even those confident in their answers were often wrong, revealing a classic “confidence paradox” – the more convinced we are, the more likely we’re mistaken.

Surprisingly, humans are at their peak face-recognition abilities at around 31 years old, so if you’re not there yet, or you’ve passed it, spotting AI faces might feel like a superpower slipping away.

The Dark Side: Bias, Fraud, and AI

While AI-generated faces can be fun (think video games and virtual avatars), there’s a troubling side to this tech. The data used to train AI is often biased, leading to AI-generated images that skew towards white faces. This ‘whitewashing’ problem creates racial disparities, and worse yet, the potential for misuse is huge. Think identity theft, fraud, or even law enforcement misuse through facial recognition software.

What’s Next? How Do We Stay Safe?

So, what can we do? Aberdeen University is already educating schools about the risks of AI-generated images and online fraud. But there’s more to be done. We need transparency, tools to spot fake faces, and public awareness to ensure that AI technology doesn’t outpace our ability to control it.

AI is rapidly shaping our world, and we need to stay informed. As technology advances, it’s important to remain curious, sceptical and educated. Want to know more? Watch the full video below for a deeper dive, and check out our website for more content on tech, AI, and the future.

For more Lesson Hacker Videos check out the CraignDave YouTube playlist HERE.

Visit our website to explore more cutting-edge tech-transforming news in the computer science world!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

Back

Can we really scrub the Internet clean?

7 January 2025

Exploring Ofcom’s Online Safety Reset

The internet is a vast expanse of information, entertainment, and, unfortunately, potential dangers, especially for children. With growing concerns about online safety, Ofcom has announced a major reset aimed at child safety. But can we really scrub the internet clean?

Let’s delve into the details.

Ofcom’s Major Reset

Ofcom’s recent consultation proposes robust age checks, safer algorithms for personalised content, and more effective moderation of content accessible to children. This ambitious plan targets over 150,000 services, making it a colossal undertaking. The goal is to protect young users from harmful content, but the implementation is far from straightforward.

Tech Companies’ Current Efforts

Big tech companies are already taking steps to address these issues. Meta is implementing new safety measures on Facebook and Instagram to combat grooming, while Twitch is trying to shield young users from mature content. However, these measures often feel like playing whack-a-mole with a foam bat—inefficient and somewhat comical in the face of such a serious issue.

The Age Assurance Debate

A significant part of Ofcom’s plan involves age assurance, which has sparked a heated debate. Proposed methods like AI-powered facial scans to verify age raise privacy concerns. There’s also the risk of pushing children towards more dangerous online spaces if these methods prove too invasive or ineffective. Moreover, some parents and siblings inadvertently aid underage social media use, complicating enforcement.

Encryption and Privacy Challenges

End-to-end encryption, offered by services like Signal and WhatsApp, provides privacy but makes it difficult to detect abuse. This creates a tug-of-war between protecting children and guarding digital privacy. Ofcom is prepared to impose hefty fines on companies that fail to comply, underscoring the high stakes involved.

Our Conclusion

The challenge of cleaning up the internet is complex and vital. Striking the right balance between safeguarding young users and preserving digital liberties is crucial. Ofcom’s major reset aims to protect children but faces the massive task of overseeing a vast number of online services. While tech companies are implementing new safety measures, concerns about their effectiveness and the potential push towards riskier online spaces remain. Age verification methods raise privacy issues, and encryption complicates oversight.

So, can we really scrub the internet clean, or is it a pixelated pipe dream? One thing is certain: navigating the information superhighway safely will require ongoing efforts, evolving legislation, and continuous adaptation by tech companies. Stay tuned, stay informed, and most importantly, stay safe online.

Want to know more, check out Dave The Lesson Hacker’s YouTube video – https://youtu.be/SaAGNg6bZDc

For more Lesson Hacker Videos check out the CraignDave YouTube playlist HERE.

Visit our website to explore more cutting-edge tech-transforming news in the computer science world!

Looking for something else?

Have any questions?

Visit our Helpdesk to get answers!

Visit page

Explore our full range of Study Tools

Visit page

How much does it cost to build a CPU?

Silicon wafers: the foundation of a CPU.

Research and development: the hidden cost.

Why CPUs are worth every penny.

Related posts

Is the Online Safety Act protecting us, or going too far?

Why do we still use the qwerty keyboard – even though it makes no sense?

Unlocking the Craig’n’Dave Resource Centre

The biggest curriculum shake-up in a decade – Part 3

Meet the Team Behind Craig’n’Dave

The biggest curriculum shake-up in a decade – PART 2

The biggest curriculum shake-up in a decade

Smart Revise Wins Teach Secondary Award for Curriculum Improvement 2025

Introducing Goals: smarter revision, clearer direction

Looking for something else?

Have any questions?

Explore our full range of Study Tools

Are Graphics cards cheating now?

Are GPUs really getting better?

The evolution of DLSS

Is AI ‘cheating’ in gaming?

The future of GPUs and gaming

Related posts

Is the Online Safety Act protecting us, or going too far?

Why do we still use the qwerty keyboard – even though it makes no sense?

Unlocking the Craig’n’Dave Resource Centre

The biggest curriculum shake-up in a decade – Part 3

Meet the Team Behind Craig’n’Dave

The biggest curriculum shake-up in a decade – PART 2

The biggest curriculum shake-up in a decade

Smart Revise Wins Teach Secondary Award for Curriculum Improvement 2025

Introducing Goals: smarter revision, clearer direction

Looking for something else?

Have any questions?

Explore our full range of Study Tools

Meet the speakers inspiring change at the Festival of Computing 2025

The Keynote speakers

Craig Sargent & David Hillyard – Co-founders, CEOs, and Conference Organisers, Craig’n’Dave

Jill Duffy – Chief Executive, OCR 🎓 OCR: Headline sponsor and the UK’s leading exam board for Computer Science

Alan O’Donohoe – Specialist Leader in Education, The Exa Foundation “Relight My Fire”

Session speakers bringing the Festival to life

🎓 John Palmer, Host & Conference Organiser & Michael Punt, Headmaster

Ceredig Cattanach-Chell – Subject Advisor for Computing, OCR

🧠 Session 1: Striking the balance

🧠 Session 2: Digital Exams

🧠 Session 3: Additional Advanced Qualifications (AAQs)

🎮 Session 1: AI at Code Club

DC Adrian Bacon & DC Hannah Link – Regional Cyber Crime Team, West Midlands Regional Cyber Crime Unit

🔐 Session 1: Cyber Choices

Alan Harrison – Director, Harrison Proserv Ltd (How to Teach Computer Science)

💡 Session 1: Disciplinary Knowledge in Computing

Simon Johnson – Senior Consultant and AI Specialist, TA Education (Tablet Academy)

🤖 Session 1: Using AI to teach computing

Alex Parry (Senior Learning Manager) & Laura James (Learning Manager), Raspberry Pi Foundation

💻 Session 2: Mastering A-Level web development

Rujeko Moyo (Community Coordinator – England) & Sarah Roberts (Community Manager), Raspberry Pi Foundation (Code Club)

🌍 Session 2: Code Clubs in Secondary Schools

Ben Garside – Senior Learning Manager – AI Literacy, Raspberry Pi Foundation

🧠 Session 2: Adopting AI

Rebecca Franks (CLO) & Dr Tracy Gardner (CTO), Flip Computing

🌐 Session 2: Flock XR, the free 3D creation tool

Kat Morgan – Head of Learning, Mindjoy

💡 Sessions 2: AI Tutors and Auto-marking with Mindjoy

💡 Sessions 3: Lesson Hacker!

Tim Brady – Subject Advisor, Pearson

🖥️ Session 3: Onscreen Exams

Becci Peters – Computing Subject Lead (Secondary/Tertiary), CAS

With years of classroom and teacher training experience, Becci is a voice of clarity for both new and experienced teachers. She’s now supporting trainees nationally and contributing to assessment standards.

🎓 Session 3: Supporting students with A-Level OCR essay-style questions

Martyn Colliver – AQA Computer Science Subject Advocate, AQA

🧠 Session 3: Functional Programming

Chris Calver – UK Education Manager, VEX Robotics

⚙️ Session 3: Blocks to Python

Harriet Page (Learning Manager) & Andrew Csizmadia (Bebras Manager), Raspberry Pi Foundation

🧩 Session 3: Bebras

🎟️ Book your ticket today

Related posts

Is the Online Safety Act protecting us, or going too far?

Why do we still use the qwerty keyboard – even though it makes no sense?

Unlocking the Craig’n’Dave Resource Centre

Jill Duffy – Chief Executive, OCR
🎓 OCR: Headline sponsor and the UK’s leading exam board for Computer Science

Alan O’Donohoe – Specialist Leader in Education, The Exa Foundation
“Relight My Fire”