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Four Revision Techniques That Actually Work

8 July 2026

The goal of revision is simple: retrieve knowledge efficiently while avoiding cognitive overload. The habits below help students revise in a way that strengthens long‑term memory rather than wasting time on ineffective strategies.

✅ DO: Effective Revision Habits

Start revision early.
Work in 20–30-minute focused blocks with 5‑minute breaks.
Stop after 3–4 blocks to avoid fatigue.
Use each block for one specific retrieval‑based task from the four techniques below.
Use the four techniques across many sessions.
Mark your own work using official mark schemes.
Find a quiet, distraction‑free space.

❌ DO NOT: Common ineffective practices

Do not reread notes, knowledge organisers, or revision guides.
Do not highlight or underline notes.
Do not rely only on multiple‑choice questions.
Do not cram.
Do not revise a single topic for long periods.
Do not multitask (music with lyrics, messaging apps etc).
Do not rely on AI marking.

Four Revision Techniques That Actually Work

1. Self‑testing with Cornell notes (active recall through reconstruction)

Students should use the Cornell notes created during learning to drive retrieval practice.

How to do it:

Cover the main notes so only student‑generated questions and 8 key words remain visible.
Use the key words as prompts to reconstruct the full notes from memory.
Use the questions to check for depth and completeness.
Uncover the original notes and compare:
- Identify gaps.
- Note missing steps.
- Improve explanations for next time.
Repeat this activity in a later revision block to strengthen the memory.

Why it works:

This is active recall, which significantly outperforms passive review methods. Reconstructing notes from prompts strengthens memory, improves metacognition, and provides clear insight into what still needs practice.

If students did not use the Cornell method during their course, they can use text books, Craig’n’Dave videos, knowledge organisers or revision guides as their reference material to make notes first.

2. Brain dumps with spider diagrams/mind maps

Use this to vary retrieval practice and avoid duplicating the Cornell notes process.

How to do it:

Place the topic title in the centre of a blank page.
From memory, create branches for all ideas, terms, diagrams, processes, and examples.
Compare with class notes, textbooks, knowledge organisers or revision guides.
Add missing content in a different colour.
The missing branches form a priority list for the next revision cycle.

Why it works:

This technique uses visual, non‑linear retrieval to organise knowledge and reveal gaps. It’s low‑stakes, promotes metacognition, and strengthens recall.

3. Key‑term review using Smart Revise “Terms” Mode (Leitner System)

Flashcard practice works when spaced and retrieval‑based. Smart Revise automates this.

How to do it:

Use Smart Revise → Terms mode to practise vocabulary and definitions.
Initial flipping is passive; once confident, switch to interactive mode to write definitions.
The built‑in Leitner system increases practice of weaker terms and reduces repetition of mastered ones.
Review a small number of Terms every day, ensuring spacing.

Why it works:

Spaced retrieval is one of the most reliable ways to build long‑term retention. The Leitner system ensures time is focused on weaker areas, making revision more efficient.

If students don’t have Smart Revise they could be supplied with flashcards. Be wary of students making their own cards because they may miss some concepts, write incorrect definitions or misconceptions.

4. Practice papers under exam conditions + Smart Revise “Advance” mode

Past papers are essential but limited. Smart Revise adds extra high‑quality questions.

How to do it:

Sit timed papers with no notes and no assistance.
When past papers run out or you need variety, use Smart Revise Advance mode or Tasks to generate exam‑style questions.
Always self‑mark or use Smart Revise peer marking using mark schemes. Do not use any AI marking options for revision. It is too unreliable.

Why it works:

Exam‑condition practice improves retrieval fluency, timing, and confidence. Marking answers with real mark schemes deepens understanding of criteria and strengthens memory through deliberate error‑correction, something AI marking cannot replicate reliably.

How to Use Revision Guides and Knowledge Organisers

Treat revision guides and knowledge organisers as reference tools, not revision techniques.
Use them to:

Check whether a brain dump covered everything.
Check whether notes are good enough for self‑testing.

They are supporting resources, not methods.

Should Revision Be Fun?

Effective revision is meant to be cognitively demanding. Enjoyable, game‑like activities often feel productive but reduce the desirable difficulties needed for durable learning.

Fun has a place during initial learning, but revision works best when it involves effortful retrieval, not entertainment. Making the activity memorable can sometimes overshadow the knowledge itself.

The most effective revision techniques are rarely the most entertaining, but they consistently produce better long‑term results.

Want to know more? Check out our ‘At the chalk face’ episode on YouTube.

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The Year 7 dip: why enthusiasm fades – and how to rebuild it

7 July 2026

Every secondary teacher knows the feeling. A Year 7 class arrives in September full of enthusiasm — hands up, eyes forward, eager to please. Fast forward a few months, and the same class can feel markedly different: quieter, less responsive, occasionally resistant.

Writing in TES, David Thomas, CEO of Axiom Maths, describes this familiar experience. His research suggests that, by the summer of Year 7, students are significantly less likely to enjoy Maths than they were in Year 6. What is striking is not just that this happens, but how quickly — and how unevenly.

Yet as many classroom teachers will recognise, this pattern is not confined to Maths. It can affect Computing too, albeit playing out on a slightly different timeline.

When the shine wears off

Thomas identifies the spring term, between Christmas and Easter as the critical point where engagement drops most sharply. With multiple lessons a week, Maths provides fertile ground for this decline to emerge quickly.

In Computing, Craig and Dave suggest the change is often delayed. With fewer curriculum hours, students tend to sustain their enthusiasm through Year 7. But the dip still comes.

Year sevens are generally keen all year, but it’s when they come back in Year 8 that you really notice the shift. They’re more comfortable in the school and more complacent about learning.

This is a useful reminder, the issue is not tied to a specific term, but to a broader transition. As students settle into secondary school, the initial novelty fades and deeper challenges begin to surface.

The balancing act teachers know too well

One of Thomas’s key findings centres on the tension between repetition and pace. Teachers must reconcile wildly different starting points, often reteaching content to establish a common foundation.

In principle, this is sound pedagogy. In practice, it can be deeply frustrating for students with some thinking, “We’ve already done this — why are we still here?” Others are completely bamboozled and trying to keep up.

In Computing, this disparity can feel even more pronounced. Pupils arrive with highly variable experiences — from those who have explored coding in depth to those who have barely used a keyboard. The result is a classroom where boredom and anxiety coexist.

The danger lies in assuming that this tension is unavoidable. While it may not be fully solvable, thoughtful planning, adaptive tasks, extension pathways, low-threshold/high-ceiling activities can mitigate its impact.

Confidence: the slow erosion

If the mismatch of difficulty is the spark, then loss of confidence is the slow-burning fire. Thomas’s research highlights a growing confidence gap — one that emerges before any clear attainment gap. Teachers see this every day, though often in subtle ways. In Year 7, when you pose a question to the class, it’s “me, me, me” — hands shooting up. By Year 8, some students just… stop. They don’t want to put themselves out there anymore.

What changes is not just academic confidence, but social awareness. Participation becomes risky. It is no longer about impressing the teacher, but about fitting in with peers.

This creates a difficult tension. The very behaviours that support learning — asking questions, making mistakes, persevering — are precisely those that can feel socially uncomfortable. Left unchecked, this quiet withdrawal becomes self-reinforcing. The more you think students don’t want to engage, the less you push it, and the less you push it, the less they do. It becomes a downward spiral.

Classroom climate: more than behaviour management

Thomas also identifies a decline in classroom climate — reduced collaboration, less effective listening, and increased disruption. This is not simply a behaviour issue, but a cultural one. Being “too cool for school” changes everything.

Once that shift takes hold, even well-planned lessons struggle to land. Group work becomes harder to sustain. Discussion loses its richness. Students who want to engage can feel inhibited by those around them. However, sustaining high expectations is essential, even when it feels difficult. The moment you lose heart, they lose heart.

The unequal recovery

Perhaps the most concerning aspect of Thomas’s findings is what happens next. Some students begin to re-engage — but this recovery is not evenly distributed. More advantaged pupils are more likely to regain enjoyment. Others remain disengaged, widening the gap in both attitude and, eventually, attainment.

Teachers recognise this pattern, even if they do not always name it explicitly. Some pupils find their way back through extracurricular activities or additional support. Others drift further away. For a long time, both teachers and students have responded to this by asking whether the curriculum is truly fit for purpose for all learners.

This tension sits at the heart of inclusive teaching. The goal is not universal passion, but universal opportunity.

Beyond “teenagers being teenagers”

A common explanation for declining motivation is adolescence itself. Hormones, identity, social pressures all play a role, but we should caution against using it as a catch-all explanation. Instead, perhaps there is a deeper mismatch between student needs and school structures.

As adolescents develop, they increasingly seek:

autonomy — choice and independence;
competence — a sense of progress and success;
belonging — connection and identity.

Yet, secondary schools can often drift in the opposite direction creating environments that are controlling, performance-focused which results in spoon-feeding and impersonal. Then we’re surprised when motivation drops.

This is not an indictment of individuals, but of systems. Teachers operate within demanding structures — large classes, heavy workloads, constant pressures. It is easy to fall into cycles of survival rather than reflection. But awareness is a starting point.

Rebuilding the spark

The motivation dip is not inevitable. Nor is it irreversible. If anything, the research and classroom reflections suggest that there is a crucial window — particularly towards the end of Year 7 where small, deliberate shifts can have lasting impact.

Some principles stand out:

Protect confidence early
Notice the students who have gone quiet. Create opportunities where success feels visible and safe.
Guard the classroom culture
Maintain high expectations for participation and collaboration, even when it is challenging.
Keep the subject ‘alive’
Don’t strip out engaging activities simply because they are harder to manage.
Offer meaningful challenge
As Thomas argues, the answer is not easier content, but richer experiences — problems that genuinely engage curiosity.

A profession worth backing

Ultimately, this is as much about teachers as it is about students. Sustaining engagement requires energy, reflection and, at times, resilience. Teaching is not a theoretical exercise. It is lived, complex, and often messy, but within that complexity lies opportunity. The patterns we see are not fixed; they are shaped by the environments we create. While no classroom is perfect, every classroom has the potential to shift the trajectory. The Year 7 dip may be predictable, but it is also preventable.

Want to know more? Check out our ‘At the chalk face’ episode on YouTube.

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The social media debate: What it really means for schools

20 June 2026

There is a growing sense that something significant is about to change in how young people access the online world. Political rhetoric has intensified, pressure from parents has mounted, and governments—both in the UK and abroad—are increasingly signalling that intervention is inevitable. For secondary school teachers, this raises an important question: what will all of this actually mean in the classroom?

At first glance, the issue appears straightforward. Social media is linked to harm; therefore, restrict access. But as with so many aspects of education and technology, the reality is far more complex.

Good intentions, complicated realities

It is difficult to argue with the motivations behind potential reforms. Concerns around online challenges, grooming, abuse, and the wider impact on young people’s mental health are real and well documented. Some medical bodies have even drawn comparisons between social media and smoking, citing links to sleep deprivation, anxiety, and increased exposure to harmful content.

Politically, the tone is clear. There is a sense that action is no longer optional. The idea of a “game changer” has been publicly floated, suggesting that incremental change may no longer satisfy public demand for stronger safeguards.

However, international examples show how difficult implementation can be. In Australia, where restrictions have already been attempted, young people have continued to access social media through workarounds. Criticism has also emerged over which platforms were included or excluded from bans, highlighting a deeper issue: regulation is only as strong as its definitions—and those definitions are increasingly unstable.

The definition problem

At the heart of the debate lies a deceptively simple question: what is social media?

A decade ago, the answer might have seemed obvious. Platforms like Facebook, Instagram, or Snapchat. Today, that clarity has disappeared. The boundaries between “social” and “educational” technology are blurring at speed.

Consider the following:

A large language model providing conversational feedback to a student.
An AI tutoring platform offering personalised guidance.
A shared Word or Google document used collaboratively.
An educational YouTube video with comments enabled.
A revision platform encouraging regular engagement.

All of these involve interaction. All enable communication, either with other users or with AI systems that simulate human response. At what point does that interaction become “social”?

This is not simply a philosophical question; it has practical consequences. If legislation attempts to restrict “social media”, it risks sweeping up tools that are now integral to teaching and learning. Increasingly, the same features that make platforms engaging—interactivity, collaboration, responsiveness—are precisely the features that make them pedagogically valuable.

The uncomfortable truth is that there is no clear line anymore. The category of “social media” has expanded to the point where it overlaps with almost all digital tools students use.

The teacher reality

For teachers, the debate is not really about banning phones. Schools have already grappled with that issue in various forms. The emerging conversation is about banning or restricting software—and that presents a very different set of challenges.

In practice, stricter controls could bring a range of unintended consequences:

Safeguarding complexities: Age verification systems may be introduced, potentially requiring students to provide personal data or biometric information.
Consent fatigue: Schools could face increasing administrative burdens as they manage permissions, accounts, and compliance requirements.
Onboarding friction: Even simple tasks, like signing up to a revision platform, may become more cumbersome, reducing lesson efficiency.
Digital overload: Teachers may spend more time troubleshooting access issues than delivering learning.

Anyone who has tried to get a full class logged into an online platform understands how fragile that process can be. Add layers of verification, restrictions, or blocked functionalities, and the risk is clear: many teachers may simply abandon these tools altogether.

This raises a critical question. At what point does protection begin to undermine the very educational experiences it is meant to support?

The risk of unintended consequences

There is also a broader concern that outright bans could push behaviour underground rather than eliminate it. If students are determined to access social platforms—as evidence suggests they are—they will find alternative routes.

These may be less visible, less regulated, and ultimately more dangerous.

For example, a shared document or file link can quickly become a hidden communication space. Without oversight, such environments could replicate the very risks that legislation is trying to address, but without the safeguards that established platforms at least attempt to provide.

This is the paradox at the centre of the debate: restricting access may reduce exposure in theory, but in practice it may simply relocate it to harder-to-monitor spaces.

Possible directions for change

While no single solution has emerged, several approaches are being explored. These range from technological controls to cultural shifts in behaviour.

Some proposals include platform-level changes such as removing auto-play or endless scrolling features, both of which are designed to increase user engagement. Others involve structural interventions, like age verification at the device or app store level, or even curfews that limit overnight usage.

There is also increasing interest in reframing the issue as a public health concern. Encouraging conversations about screen time in medical settings, collecting data for research, and educating families about usage patterns all point towards a more holistic approach.

At the same time, there are calls to place greater responsibility on technology companies themselves—requiring them to design safer systems rather than relying solely on user behaviour or external regulation.

Where does this leave schools?

For now, uncertainty remains. Yet one thing feels certain: the direction of travel is towards increased regulation, not less.

In this context, schools may need to hold onto a few key principles:

Digital literacy remains essential. Even if access is restricted, understanding online environments will still be crucial for young people.
Education cannot rely solely on prohibition. Students will encounter these technologies eventually, and they need the skills to navigate them safely.
Balance will be critical. The challenge is not just to protect students, but to do so in a way that preserves the benefits of digital learning.

Ultimately, the debate is not just about social media, it’s about how we prepare young people to live in a digital world that is constantly evolving.

A conversation worth having

Perhaps the most important takeaway is that there are no easy answers. The question is not whether young people should be protected online, there is universal agreement on that point. The question is how to do so effectively, without creating new problems in the process.

For teachers, this is not an abstract policy discussion. It is a daily reality, lived out in classrooms where technology is both a powerful tool and a potential source of risk.

As the conversation continues, one question remains open, and vital:

Where should we draw the line between learning tools and social platforms?

It is a question that policymakers, educators, parents, and students will need to answer together.

Want to know more? Check out our ‘At the chalk face’ episode on YouTube.

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Coding in the age of AI: Why it still belongs in the classroom

19 June 2026

Every few years, education is visited by a familiar prediction: an aspect of a subject is declared obsolete, overtaken by technological advance. Recently, that spotlight has fallen on coding. With AI tools now able to generate functional code in seconds, some are asking a seemingly logical question: if machines can code for us, why should students learn to do it themselves?

It’s an appealing argument, particularly in a profession that has weathered repeated waves of technological enthusiasm, but it is also fundamentally flawed. Not because AI won’t reshape coding — it undoubtedly will — but because coding has never been solely about producing future programmers.

If anything, AI strengthens the case for teaching coding, rather than weakening it.

Coding as a way of thinking

One of the most persistent misunderstandings about coding is that it is simply a technical skill — a matter of writing commands and producing working programs. In reality, coding is better understood as a form of cognitive training.

When students learn to code, they are developing a set of mental habits that extend far beyond the screen: problem solving, logical reasoning, hypothesis testing, creativity within constraints, and resilience through iteration. A bug is not just a mistake; it becomes a prompt for investigation. Students are required to test ideas, refine their thinking, and persist through failure.

Coding functions almost as a “prosthesis” for thinking — extending a student’s ability to engage with difficult ideas. It creates an environment where trial and error is not only accepted but encouraged, helping students to build confidence and capability.

These are not incidental by-products of coding. They are the point.

Importantly, these are precisely the skills that will matter most in a world shaped by AI. As tools become more capable of producing outputs instantly, the human role shifts towards evaluating, questioning, and improving those outputs. Coding cultivates the kind of thinking required to do exactly that.

In an AI-infused world, the question is not whether students can generate answers — but whether they can understand and assess them.

Curriculum reform isn’t retreating — it’s reinforcing

Recent curriculum developments underline this point. The 2025 Curriculum and Assessment Review makes it clear that computing — including programming — is not being phased out. Instead, it is being strengthened.

The rationale is straightforward: digital skills are essential for participation in modern society. From healthcare to law, logistics to the creative industries, technology underpins every sector of the economy. Students need to understand not just how to use technology, but how it works.

The planned 2028 curriculum reflects this shift. A broader, more future-facing Computing GCSE will replace the narrower Computer Science qualification, embedding programming within a wider framework of digital literacy, data, systems thinking, and computational reasoning. At the same time, proposals for new qualifications in AI and data science further reinforce the importance of coding as a foundational skill.

This is not a retreat from coding. It is a recontextualisation — recognising that coding is part of a larger ecosystem of digital understanding.

The workforce problem no one is talking about

Beneath debates about AI replacing programmers lies a quieter, longer-term risk: the erosion of the talent pipeline.

Every experienced developer begins as a novice. Those early stages — writing basic programs, making mistakes, learning through practice — are essential. If AI begins to replace entry-level coding tasks, and education responds by scaling back programming, we risk creating a generation with limited understanding of how systems actually work.

AI can generate code, but it cannot take responsibility for it. It cannot fully ensure that systems are secure, ethical, or sustainable. It cannot fully anticipate the societal consequences of the technologies it helps create.

Human expertise will still be required — but that expertise must be developed over time. Without continued emphasis on coding education, that pipeline may falter.

More than code: the meta-skills that matter most

When students write programs, they are not just learning syntax. They are developing transferable skills that will shape their broader lives: attention to detail, abstraction, decomposition, adaptability, and evaluation.

These meta-skills are increasingly valuable in a world where information is abundant and rapidly generated. The ability to approach unfamiliar problems methodically, to break them down, and to refine solutions is vital — not just in computing, but in everyday decision-making.

Evidence suggests that students who engage with coding from an early age often demonstrate stronger analytical and problem-solving abilities. More importantly, they develop ways of thinking that persist into adulthood.

In a landscape where AI can produce answers at speed, human value lies in asking the right questions — and in recognising what makes a good answer.

So, should we still teach coding?

The real question is not whether AI can write code. It increasingly can. The more important question is whether students will understand the systems that shape their lives, think critically about the tools they use, and develop the cognitive flexibility needed to navigate change.

Coding remains central not because every student will become a programmer, but because no student can afford to be digitally illiterate.

AI may transform how software is written. It will not replace the human capacities that coding develops: thinking, questioning, creating, adapting. Those remain at the heart of progress — and will continue to be so.

Rethinking assessment: the future of the NEA

If coding is to remain central, then assessment must evolve alongside it. Nowhere is this more evident than in the future of the A level Computer Science non-examined assessment (NEA).

Rather than replacing the NEA with a written exam — and losing the creativity and practical programming it fosters — there is a compelling case for reimagining it to reflect the realities of modern development. AI should not be excluded; it should be embraced as part of the process.

A future NEA could place AI at the heart of problem-solving, with students demonstrating how they work alongside these tools rather than independently of them. Instead of producing lengthy written reports documenting every stage, students might maintain a concise, structured development diary — potentially even as a video record — capturing their thinking and decision-making.

This process could be organised around a series of stages we call. “CODEAI”:

Create: Developing an initial solution to a problem.
Orchestrate: Collaborating with others and with AI tools.
Debug: Integrating components and resolving issues.
Experiment: Exploring alternative approaches and improvements.
Adapt: Refining and modifying generated code.
Improve: Enhing the final solution to better meet user needs.

Such an approach preserves what makes the NEA valuable — creativity, independence, and problem-solving — while aligning it with the evolving reality of coding in an AI-supported world.
Coding is not disappearing. It is changing — and education must change with it.

By keeping coding at the heart of the curriculum and adapting how we teach and assess it, we ensure that students are not just passive consumers of technology, but active, critical participants in shaping its future.

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Pearson – shaping the future of computing education

18 June 2026

As part of our countdown to this year’s Craig’n’Dave Festival of Computing, we recently caught up with Tim Brady, Subject Advisor for Computer Science and Digital at Pearson, to learn more about one of our fantastic event sponsors.

Pearson is a global leader in education, working with teachers, schools and learners to provide qualifications, resources and support that help students develop the knowledge and skills they need for the future. From assessment expertise to practical classroom guidance, Pearson plays an important role in shaping the evolving landscape of computing education.

We spoke with Tim about the challenges facing Computer Science teachers today, the future of assessment, and why Pearson is excited to be part of this year’s Festival of Computing.

Can you tell us a little about Pearson and what they do?

Pearson is the world’s lifelong learning company, supporting schools and teachers across the UK and internationally with qualifications, resources and guidance that help students build the knowledge and skills they need now and in readiness for the future.
This includes working as an awarding organisation with teachers delivering Pearson Edexcel GCSE Computer Science, alongside a wider range of digital and computing qualifications, with practical classroom support and assessment expertise.

What students know matters, but what they can do with what they know is key.

As technology evolves and AI advances, so too should the knowledge and skills students are developing now and in readiness for what’s next. That’s why we’re focused on shaping qualifications and support that reflect how computing is changing, informed by evidence and what teachers and students are calling for.

Are there any common challenges in education that Pearson aims to solve?

One of the biggest challenges in computing education is keeping pace with change in a way that feels manageable in the classroom.
Recent insights from the Pearson School & College Report 2026, drawing on over 14,000 voices across UK education, highlights how this is playing out in practice. While 34% of secondary school teachers say they feel confident using AI in their roles, just 18% say they feel confident teaching students about AI.

This points to a broader shift across schools and classrooms. Expectations are changing, technology is evolving, and curriculum and assessment reform in computing is part of that wider picture.

Our focus is on helping to bring clarity to that. In Computer Science, we support teachers with a range of teaching resources, subject advisor guidance and practical help. Assessment is a key part of this too. Since 2022, over 30,000 students have taken our onscreen GCSE assessment, giving us strong insight into what supports success and how this approach can help equip students with more real-world experience and a more applied approach to the subject.

Ultimately, our aim is to make change feel more manageable, so teachers can feel confident not just keeping up, but responding to what’s coming next.

What inspired Pearson to get involved in Craig’n’Dave’s Festival of Computing?

We decided to get involved in the Festival of Computing because it brings together a strong community of teachers at an important moment for the subject.

With changes on the horizon in curriculum and assessment, it’s a valuable opportunity not just to be part of the conversation, but to help shape the future, including qualifications that reflect what’s happening in classrooms now, and how the subject continues to evolve in areas such as onscreen assessment, AI, programming pedagogy and digital skills.

In that context, it’s important that qualification design is informed by real classroom experience.

That means listening, sharing our perspective, and creating opportunities to contribute, whether that’s through joining our teacher panel or taking part in research and discussions that inform how qualifications and assessment evolve.

At the Festival, this comes to life through direct conversations throughout the day, helping us understand what’s working in practice and where further support is needed.

What are Pearson most excited about for this year’s Festival of Computing?

We’re excited about bringing the future of computing and assessment into something even more practical and meaningful.

This year, we’re delivering a CPD session titled “Exploring the Future of Computing and Practical Onscreen Assessment”, where attendees can see how our onscreen Paper 2 works in practice. Drawing on four exam series and over 30,000 student entries, we’ll share what we’ve learned about what supports success, alongside real examples of tasks and question types.

What makes this particularly exciting is the chance to move beyond theory. The session offers a straightforward, accessible walkthrough of the model, helping demystify onscreen assessment and showing how it supports a more applied, real-world approach to learning.
It also creates space to explore where the subject is heading, answer practical questions and hear different perspectives on what comes next.

What can people expect to see from Pearson at this year’s festival?

The Festival of Computing provides a great opportunity to see how Computer Science assessment is evolving in practice.

At the event, we’ll be sharing examples of onscreen assessment, helping attendees explore how students approach applied tasks and demonstrate their understanding in more realistic contexts.

This reflects a broader shift in the subject, towards application, problem-solving and real-world relevance — bringing assessment closer to how computing is used beyond the classroom.
Those visiting the stand in the Marketplace will also have the opportunity to explore our wider support, speak with the team and exchange experiences, as well as get involved in shaping what comes next through our growing teacher panel.

Our Festival of Computing is all about inspiration, innovation and collaboration for secondary computing teachers. How does Pearson fit into that, and why was it important for you to be involved?

Pearson aligns closely with the goals at the heart of the Festival of Computing: inspiring the next generation, supporting innovation in teaching, and building strong professional communities around the subject.

In practice, that means supporting teachers to develop students’ digital, problem-solving, and computational thinking skills, while helping make the subject accessible, engaging, and relevant for every student.

Being involved is important because those teaching the subject are (and should always be) at the centre of how it evolves. Events like this create a space to share ideas, explore new approaches and learn from what’s happening in classrooms.

For us, it’s also an opportunity to listen as much as contribute, making sure the qualifications and support we develop reflect real classroom needs and keep pace with how the subject is changing.

How do people find out more about Pearson?

You can find out more about Pearson Edexcel GCSE Computer Science, including teaching support and contact details, on the Pearson website.

For insights into the latest trends and challenges across UK education, you can explore The Pearson School & College Report 2026.
If you’re interested in getting more involved, you can also register your interest to join our teacher panel and contribute to future developments in computing qualifications and assessment.

Computer Science teachers are shaping far more than technical knowledge, they’re helping students develop the creativity, resilience and problem-solving skills they need to thrive in a digital world.

Our role is to support that, standing alongside teachers with qualifications, resources and practical guidance that help make computing accessible, engaging and relevant in the classroom.

Don’t miss it

Wednesday, 1st July 2026 – Festival of Computing, at Bromsgrive School.

It is going to be a packed day full of innovation, inspiration and one of this year’s sponsors. A huge thank you to Tim Brady from Pearson for chatting to us! If you want to know more about Pearson, check out their website.

Want to know more about this year’s Festival of Computing or the CPD sessions available? Click HERE.

If you’re attending the Festival of Computing this year, make sure you visit Pearson in the marketplace and attend their CPD sessions.

The Festival of Computing 2026, co-founded and hosted by Bromsgrove School with AQA as headline sponsor, is the UK’s ultimate secondary computing education event.

See you there!

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Why Do So Many Teachers Leave Teaching?

17 June 2026

If you ask almost any secondary teacher in England why colleagues are leaving the profession, you’ll likely hear a familiar answer: “It’s not the teaching — it’s everything around it.”

That simple line captures a much deeper and more complex story. One that blends policy, workload, school culture, and personal experience. To really understand it, we need to go beyond statistics and look at the lived reality of teachers themselves.

Two such stories, that of Craig and Dave, former teachers turned education resource providers offer a powerful lens through which to explore the issue.

The big picture: what the data tells us

Across Department for Education research and national surveys, five consistent drivers explain why teachers leave:

Excessive workload.
Stress and poor wellbeing.
Pupil behaviour challenges.
Pay and financial considerations.
Leadership, accountability, and working conditions.

At the top of that list, by a considerable margin, is workload. Around 90% of teachers considering leaving cite it as a factor, and it’s not difficult to see why.

The job is no longer just teaching. It is planning, marking, data entry, behaviour logging, meetings, emails, evidence-gathering, and more. Individually, each demand is reasonable. Together, they become overwhelming.

But statistics only take us so far. What does this actually feel like?

Craig’s story: when the job becomes too much

Craig didn’t go into teaching expecting to leave. Quite the opposite, he loved it. He progressed quickly, becoming head of department and taking on additional responsibilities. On paper, it looked like success.

But beneath the surface, something was changing.

“I didn’t notice it happening… it chipped away at me.”

The workload wasn’t just heavy, it was relentless. Leadership expectations, accountability measures, and administrative tasks accumulated to the point where prioritising became impossible. At one stage, Craig found himself asking his line manager a simple question:

“What do you want me to do first?”

The answer? Everything.

This is exactly what the research highlights: workload isn’t just about long hours, it’s about competing, often unrealistic demands. Teachers are expected to plan meticulously, mark extensively, track data, attend meetings, respond to initiatives, provide evidence and react to constant accountability pressures all at once.

Eventually, the impact became personal. Craig describes a gradual slide into stress, anxiety, and ultimately medically diagnosed depression. Crucially, it wasn’t the classroom that caused it.

“The bit I loved, the teaching, I was doing less and less of.”

This aligns closely with national findings: many teachers report that they still love teaching itself but cannot sustain the conditions around it.

At his lowest point, Craig found himself walking into lessons unprepared. Not through laziness, but exhaustion.

“What did we do last lesson? … That wasn’t for them, it was for me.”

For a conscientious teacher, that moment is deeply uncomfortable and it creates a vicious cycle. Overwork leads to underperformance, which leads to guilt, which worsens wellbeing.

Eventually, Craig had to step away from full-time teaching, but his story doesn’t end there.

When stripped back to just teaching — no meetings, no excessive admin, no leadership burden — he rediscovered what he loved.

“I fell back in love with the profession.”

That contrast is telling.

Dave’s story: When leadership and culture don’t align

Dave’s journey out of teaching took a different path, but points to another key factor in teacher attrition: leadership and working culture.

As an experienced assistant headteacher, Dave was at a career crossroads, considering promotion to deputy head. But a series of interactions made him question whether he wanted to continue.

One moment, in particular, stood out: a meeting about attendance.

Dave wanted to discuss strategies, student stories, and impact. His headteacher wanted a number — nothing more.

“What’s the percentage attendance in Year 8?”

Repeatedly, the conversation was reduced to data rather than professional dialogue.

“A number’s arbitrary… what matters is how we improve it.”

This clash reflects a broader issue identified in research: high-stakes accountability systems can shift focus away from meaningful teaching and leadership toward metrics, compliance, and evidence.

For Dave, it wasn’t just disagreement, it was a signal.

“I knew… I couldn’t work for this man anymore.”

Leadership style and professional trust are critical. When teachers feel reduced to data managers rather than educators, dissatisfaction grows.

Research supports this: lack of autonomy, rigid systems, and poor leadership culture are major contributors to teachers leaving the profession. Teachers want to feel trusted, valued, and able to exercise professional judgement.

When that’s missing, even senior leaders walk away.

It’s not just one thing, it’s the accumulation

What both stories make clear, and what the evidence strongly supports, is that teachers rarely leave for a single reason.

It’s not just workload.
It’s not just stress.
It’s not just leadership.

It’s the accumulation.

Consider a typical week:

Teaching multiple classes across different year groups.
Planning lessons and resources.
Marking hundreds of books or assessments.
Logging behaviour incidents and following up.
Entering and analysing data.
Attending meetings and CPD sessions.
Communicating with parents.
Preparing for inspections or internal reviews.

Now layer on emotional demands: supporting students, managing behaviour, dealing with safeguarding concerns.

Then add accountability pressures and limited recovery time.

The result? A job that routinely stretches into 50–60+ hours per week, spilling into evenings and weekends.

As Craig described, the consequence is not just tiredness, it’s a gradual erosion of capacity, motivation, and wellbeing.

Why teachers stay — until they can’t

One of the most striking points from both Craig and Dave’s stories is that they didn’t leave because they didn’t care. They left because they cared too much to continue as they were.

Craig and Dave both felt “trapped”. Aware that teaching offered:

A stable salary.

A strong pension.

Job security.

Familiarity.

It also required a unique skillset, and how easy was this to transition into other sectors?

These are powerful anchors. For many teachers, they delay the decision to leave, but when the job begins to affect health, relationships, and self-worth, those anchors can start to feel like weights.

So… why do so many teachers leave?

Because the job, as it is currently experienced by many, has drifted away from its core purpose.

Teaching should be about:

Inspiring students.

Explaining ideas.

Building relationships.

Making a difference.

Instead, too often it becomes:

Managing systems.

Producing evidence.

Meeting targets.

Surviving workload.

One thing very clear. Teachers don’t leave because they stop loving teaching. They leave because the conditions make it unsustainable.

A final thought

Both Craig and Dave still work in education. They still visit schools, support teachers, and engage with students. They didn’t leave education — they left the full-time classroom as it had become.

Perhaps that’s the most important reflection of all. If we want to retain great teachers, the question isn’t “Why are they leaving?” It’s “What has changed that made staying so difficult?”

Want to know more? Check out our ‘At the chalk face’ episode on YouTube.

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Helping Teachers Thrive in a Digital World: CAS at the Festival of Computing

At the heart of the UK’s computing education community sits Computing at School (CAS) — a powerful network of educators, volunteers, and industry experts all working towards one shared goal: to support teachers and inspire the next generation of digital learners.

As a sponsor at this year’s Craig’n’Dave Festival of Computing, CAS brings with it a wealth of experience, resources, and forward-thinking insight — from tackling the challenges of AI in education to helping teachers build confidence in the classroom. We caught up with the team to learn more about their impact, their mission, and what they’re bringing to the festival this year.

Who is Computing at School (CAS)?

Computing at School (CAS) is dedicated to revolutionising computing education. They are a community of professional practice that forms a nationwide network of computing educators powered by BCS, The Chartered Institute for IT.

At the heart of CAS is a vibrant community of volunteers – teachers, technologists, and advocates – whose passion and generosity continue to inspire. Together they work to ensure that every teacher, from early years through to FE, has the skills and confidence to deliver engaging, inclusive, and effective computing lessons so that every child leaves school equipped to participate in and contribute to a healthy digital society.

Since its inception in 2008, CAS has grown from a grassroots movement into a nationwide force, reaching 90% of UK schools and supporting over 3.5 million pupils.

Read more about their impact here: BCS education impact report.

What does Computing at School (CAS) offer teachers?

At its core, CAS helps computing teachers develop their professional knowledge and expertise, make connections, and share resources and insights. We deliver this support in two main ways: building the CAS community and providing the resources teachers need.

They offer a range of support for teachers, whether they are computing subject specialists or just starting to get to grips with the computing curriculum.

Resource library of teaching and classroom resources that have either been created by CAS or shared by members of our community. Ranging from simple activities through to full lesson plans and schemes of work, as well as ideas and resources for activities outside the classroom.
Online communities based around different computing themes and topics, where teachers can share ideas, ask questions and build their confidence.
Webinars on different topics, highlighting key themes and developments relevant to teaching computing.
Local and regional communities focusing on key topics relevant to the local area. Many regions also organise face-to-face events.

For EYFS and Primary teachers, they also have Barefoot, which provides lesson plans, CPD for teachers and live lessons for multiple age groups. Barefoot resources and support are designed especially for teachers with no computing background to help them confidently teach the computing curriculum and also provide ways to integrate it across other subjects.

The Challenges CAS is Addressing

The challenges all teachers face are improving student outcomes and managing their own growing workloads. In addition, the growing impact of AI in and on education is a challenge all teachers (not just computing teachers) face.

We know that it’s critical that schools engage with AI proactively to ensure it benefits staff and students alike, yet recent survey by BCS of 5,298 secondary school teachers from 2,600 schools in the UK identified that limited progress is being made. It also revealed that there are real concerns over the lack of practical support for its safe and effective use.

CAS has created dedicated sections of their website to provide support to teachers and is working on some exciting developments that we hope to be able to share at this year’s Festival of Computing.

AI in schools & colleges (CAS).
Barefoot AI Zone.

The information and support CAS provide around AI isn’t just about helping teachers teach the subject; it’s also about how they can use it effectively themselves to reduce their own workload.

They understand that they can’t solve the challenges teachers face on their own, that’s why they work with their extended network and other organisations to develop, curate and share resources, CPD, events and more to help teachers face these challenges with greater confidence.

An exciting example of this is the new AI Confidence modules created by BCS, The Chartered of IT has also created AI Confidence in partnership with The Hg Foundation, Microsoft Elevate and Cognizant. The CAS team and community have been involved in developing these modules to ensure they meet the needs of those working in education.

New Developments in AI Support for Teachers

AI continues to rapidly reshape education, creating both exciting opportunities and new challenges for teachers. CAS and BCS are working together to ensure educators are supported with practical tools and confidence to navigate this change.

“AI is opening exciting opportunities for educators. While 57% of teachers believe AI will play a bigger role in education in the future, only 9% of UK teachers currently feel confident teaching AI. This means there’s huge potential for growth – and with the right support, every educator can build the confidence to lead in this space.

In May this year BCS, the Chartered Institute for IT launched AI Confidence, a new series of free online CPD designed specially for school staff in partnership with The Hg Foundation, Microsoft Elevate and Cognizant.

No prior experience is needed, and each module is packed with practical, real-life examples that make AI accessible and relevant. Each AI Confidence module focuses on a specific application of AI in education, tailored to different roles. For example, Exploring AI in the World of Work inspires Careers Leads and Advisers with fresh ideas, while Supporting Inclusion with AI gives practical strategies to transform learning experiences for learners with diverse needs.” – Katy Clark, Community Engagement Manager

Find out more about AI Confidence HERE.

CAS and the Craig’n’Dave Festival of Computing

As a key event in the computing education calendar, the Craig’n’Dave Festival of Computing brings together teachers, experts, and organisations passionate about the subject. For CAS, it’s a natural fit — and an opportunity to connect, collaborate, and support the wider teaching community.

“The Festival of Computing is one of the key conferences for computing teachers, so we felt that as the subject association for computing, and a community of professional practice that forms a nationwide network of computing educators, we have to be there. As well as catching up with existing CAS members, we’re also hoping to introduce more teachers to the free support and resources we offer.

Craig n Dave have also been really big supporters of CAS and we’re delighted to support their work in return. We’re both working to support teachers and their students, so it makes sense to collaborate where we can.” – Katy Clark, Community Engagement Manager

What can people expect to see from CAS at this year’s festival?

This year at the Festival of Computing, CAS is delivering hands-on CPD sessions designed to support teachers through curriculum change and the rise of AI in education.

“Our Secondary Subject Lead, Becci Peters, will be co-hosting a CPD session around the new Computing GCSE, exploring how to design a purposeful, coherent KS3 curriculum that is rigorous, engaging, and justifiable during this time of change.

Becci is also speaking at the OCR Fringe Event (3.50pm) about AI Confidence, a series of free online CPD modules designed specifically for school staff by BCS, The Chartered Institute for IT to help all teachers and school staff become more confident in AI, even (or particularly!) if they’ve previously avoided it.” – Katy Clark, Community Engagement Manager

You can check out the Festivals CPD sessions HERE.

“Sharing resources, encouraging discussions, members helping and inspiring each other, and connecting through community events is what CAS is all about. For us, it’s really important that we stay closely connected to the computing teaching community and the FoC is a key way to do that.” – Katy Clark, Community Engagement Manager

Want to know more about CAS? Check out their website HERE

Teachers can join Computing at School for free HERE. As a member of the CAS community, they can access all of the resources and also sign up for online and in-person events.

“At CAS, we’re here to support all teachers with an interest in computing education, across all education phases and levels of experience. CAS is a community of friendly, knowledgeable teachers and subject experts always willing to share their expertise with others.” – Katy Clark, Community Engagement Manager

Don’t miss it

Wednesday, 1st July 2026 – Festival of Computing, at Bromsgrive School.

It is going to be a packed day full of innovation, inspiration and one of this year’s sponsors. A huge thank you to Katy Clark from CAS for chatting to us! If you want to know more about CAS, check out their website.

Want to know more about this year’s Festival of Computing or the CPD sessions available? Click HERE.

If you’re attending the Festival of Computing this year, make sure you visit CAS in the marketplace and attend their CPD sessions.

Still need tickets? Get yours HERE.

The Festival of Computing 2026, co-founded and hosted by Bromsgrove School with AQA as headline sponsor, is the UK’s ultimate secondary computing education event.

See you there!

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Taking the next step

22 May 2026

From the outside, teaching careers often look deceptively linear. You qualify, you gain experience, and then you take your first promotional step before landing a Head of Year or Head of Department role. Then, if ambition and opportunity align, you step into senior leadership. In reality, most teachers discover very quickly that the path is anything but straight. Along the way, opportunities present themselves that sit awkwardly to the side of that ladder: paid projects, secondments, temporary leadership posts, governor roles, mentoring, outreach work, exam marking, subject associations, or county‑wide responsibilities.

The question ambitious teachers quietly ask is, “Should I apply for roles that don’t clearly lead to senior leadership?”

Early on, it’s tempting to measure every opportunity purely in terms of progression. Will this role make me more promotable? Will the head notice? Will it be a direct route to SLT? That mindset is understandable, especially when the workload is high, time is finite, and you are keen to move up the ladder. However, teaching careers are long, and if you try to take the direct route, there’s a risk of missing roles that make you better, happier, and more intellectually alive in the classroom.

Paid roles that pay back differently

Some paid roles sit in this grey space. Exam marking is a perfect example. Financially, it rarely justifies the hours. Working through holidays for what often feels like a modest reward. Yet, the professional value can be immense. Hearing the conversations examiners actually have about scripts, ambiguity, and standards fundamentally changes how you teach exam classes. One year of marking can sharpen your instincts more than a decade of reading the specification. It may not move your application closer to SLT, but it can transform outcomes for your students and your confidence, both of which are essential for your future prospects.

Other paid opportunities, like freelance authorship or curriculum development, offer a different return. Writing resources for external organisations rarely help you manage people or lead whole‑school initiatives, but it stretches you intellectually, connects you with wider professional communities, and occasionally pay far better than internal school roles. Crucially, it reminds you that teaching expertise has value beyond your own building. That realisation alone can be career‑shifting.

When schools invent a role around you

Sometimes schools create bespoke roles tailored to individual strengths. These can be exhilarating and risky. Reducing contact time to innovate and lead specialist work can reignite enthusiasm and allow you to make a visible difference. Yet these roles can also stall progression if they remove you from the experiences senior leaders ultimately value: line management skills, accountability for results, and genuine whole‑school impact. When viewed too narrowly, these posts can feel like a leap forward; viewed later, they may look like a sideways detour.

Voluntary roles and the hidden power of professional growth

Voluntary roles carry even more tension. Mentoring trainees, for example, offers no additional pay and little formal recognition. Don’t be too quick to write them off, the professional development is profound. Being responsible for another adult’s growth forces you to articulate your practice, confront your blind spots, and model what you believe good teaching really is. For many teachers, mentoring reshapes their identity — from competent practitioner to reflective professional. It won’t guarantee promotion, but it can quietly raise the ceiling of your own practice.

Governance roles similarly operate beyond the classroom. Serving as a governor whether in your own school or elsewhere offers insight into budgets, accountability, politics, and long‑term strategy. You see how decisions are made, why compromises happen, and how leadership thinks under pressure. For teachers curious about the bigger picture, it can be eye‑opening. It also demands time, emotional energy, and a tolerance for paperwork! Taken on lightly, it becomes draining; done well, it can reshape how you understand schools as institutions.

Subject networks, national roles, and the Risk of overreach

National subject networks and professional bodies occupy another interesting space. They rarely lead directly to promotion within your school, and headteachers may value them only insofar as they benefit results locally, but the professional renewal they bring by working with passionate specialists can be career‑defining. These roles remind teachers that schools can be insular places, and that professional identity doesn’t have to stop at your department door. The risk, again, is overcommitment. Even meaningful work becomes problematic if it competes with your core responsibilities.

Perhaps the most powerful “sideways” opportunities come in the form of temporary leadership, particularly maternity covers or short‑term secondments. These occupy a unique middle ground. They may be temporary, but they offer genuine exposure to senior leadership realities—decision‑making, scrutiny, pace, and pressure. They are as close to a “try before you buy” model as teaching gets. Done well, they provide evidence that no interview answer can match. Done badly, they can be career‑limiting. Rare is the experience that doesn’t teach you something vital about yourself.

So how should teachers decide?

The key is intention. Roles that are not direct pathways to SLT are still worth taking, but for the right reasons.

Ask yourself:

Will this make me better at my core job?
Will this broaden my understanding of education?
Will this allow me to change practice and evidence making a difference?
Will senior leadership genuinely value this work?
Do I actually have the time to do it properly?

If the answer is “yes” to at least some of these, the role may be invaluable, even if it never appears on an organisational chart.

Teaching careers are rarely ladders. They’re more like networks of paths, some of which loop back, intersect, or dead‑end. Not every detour is a mistake. Some are where professional growth actually happens. The real risk isn’t taking the wrong role. It’s taking roles without being honest about why you’re taking them and what you’re expecting them to give you in return.

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Cambridge OCR: Supporting Teachers, Inspiring Students & at this year’s Festival of Computing

15 May 2026

As excitement builds for this year’s Festival of Computing, we’re proud to shine a spotlight on one of the festival’s sponsors – Cambridge OCR.

A long-standing leader in UK education, Cambridge OCR continues to play a vital role in shaping the future of Computing qualifications and supporting teachers at every stage.

Cambridge OCR delivers a wide range of general and technical qualifications, including GCSEs, A Levels, Cambridge Nationals, Cambridge Technicals and AAQ’s. With a strong reputation in Computing, they’ve been at the forefront of Computer Science education since piloting the GCSE back in 2012 – and their commitment to innovation and excellence hasn’t slowed since.

We recently sat down with Ceredig, Subject Advisor for Computing at Cambridge OCR, on an episode of At The Chalk Face with Craig’n’Dave. In the conversation, we explore everything from curriculum changes to the future of Computing education.

Watch our full chat with Ceredig on At the Chalk Face HERE.

Why Cambridge OCR Joined the Festival of Computing

For Cambridge OCR, getting involved in the Festival was a natural fit. With a shared passion for high-quality teaching and meaningful student outcomes, their long-standing relationship with Craig’n’Dave made this collaboration an easy decision.

Their mission is clear: to stay at the cutting edge of Computing education while listening closely to the teachers delivering it every day. The Festival provides the perfect platform to do exactly that.

“For me [Ceredig], it’s an opportunity to continue building close links with teachers and educational providers. We pride ourselves on the quality and personalised service that we provide for teachers and students.

Seeing teachers face-to-face helps to deepen the connection between Cambridge OCR and those in education delivering our qualifications. More importantly, it helps teachers to bring a student’s perspective to discussions as well.” – Ceredig Cattanach-Chell, Subject Advisor, Cambridge OCR.

What to expect from Cambridge OCR at the Festival

This year, Cambridge OCR is bringing plenty to the table:

CPD Sessions – Including a highly anticipated session on writing short NEAs for A Level, designed to support teachers with practical, classroom-ready guidance.
Marketplace Presence – A chance to speak directly with the team, ask questions, and explore how their qualifications are evolving.
Fringe Event & Post-Event Drinks Sponsor – Creating opportunities for relaxed, honest conversations with teachers in a less formal setting.

You can check out all the details of the Cambridge OCR Fringe Event HERE.

With major curriculum reforms on the horizon – including changes to Computing qualifications and the wider education landscape – Cambridge OCR is particularly keen to hear directly from teachers. Your voice genuinely helps shape what comes next.

A shared vision for the future

The Festival of Computing is built on three core pillars: inspiration, innovation and collaboration – values that strongly align with Cambridge OCR’s own approach.

Their focus on fair, accessible and straightforward assessment ensures that every student has the opportunity to thrive. By working closely with teachers and using real classroom insights, they continue to evolve their qualifications in ways that truly make a difference.

To find out more about Cambridge OCR, visit www.ocr.org.uk or contact their Computing Subject Advisor team at ComputerScience@ocr.org.uk.

Join us at the Festival of Computing

Wednesday, 1st July 2026 – Festival of Computing, at Bromsgrive School.

It is going to be a packed day full of innovation, inspiration and collaboration for secondary computing teachers. And we are so excited to have OCR as a Festival 2026 sponsor.

If you’re a secondary Computing teacher, this is your chance to:

Gain high-quality CPD.
Connect with like-minded educators.
Meet Cambridge OCR face-to-face.
Be part of the conversation shaping the future of Computing.

Grab your ticket now and be part of it HERE.

A huge thank you to Ceredig from OCR for chatting to us!

You can watch the full interview with Ceredig on At the Chalk Face with Craig and Dave HERE.

Ceredig will also be at this year’s festival and running 2 of the CPD sessions on A level NEA: Downsizing and efficiency and Curriculum review and You! during the event, so make sure to book your spot on them ASAP.

Want to know more about this year’s Festival of Computing or the CPD sessions available – Click HERE.

The Festival of Computing 2026, co-founded and hosted by Bromsgrove School with AQA as headline sponsor, is the UK’s ultimate secondary computing education event.

See you there!

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Would we do it again?

8 May 2026

As May edges closer to its final days, many teachers find themselves staring at the same date every year: 31 May. The deadline. The moment of truth.

Are you handing your notice in?
Are you staying put — again — for another year?

That question is what sparked a deeply personal conversation between Craig and Dave. What followed wasn’t a discussion about pedagogy, resources or the latest initiative. It was something rarer: an honest look back at a teaching career — the good, the bad, the naïve, the brilliant — and the uncomfortable question that sits underneath it all:

If we could go back, would we still choose teaching?

The answer, perhaps surprisingly, was yes.

“If I could go back 30 years…”

Dave began teaching in 1997. That’s nearly three decades at the chalkface — long enough to have seen initiatives come and go, exam reforms cycle endlessly, and staffrooms transform beyond recognition.

So, if given the option to rewind the clock?

“I’d absolutely do it again.”

Craig’s answer mirrored that sentiment. Teaching, for all its frustrations, was clearly the profession he was meant for. He misses the classroom. He misses the connection, and like many teachers, he didn’t start there, industry came first.

Should graduates go straight into teaching?

Both Craig and Dave took a non-linear route into teaching, spending time in industry before stepping into the classroom. For computer science, and many subjects that experience proved invaluable.

Industry meant real deadlines.
Real consequences.
Real stories.

It meant being able to say to a class, “This isn’t just theory — this is how it actually works.”

There’s no disrespect intended towards teachers who go straight from school, to university, to the classroom. Many are outstanding but lived experience grounds the curriculum in something authentic. It helps students see relevance, not just content.

It also helps teachers themselves because here’s the uncomfortable truth many of us only discover once the door closes behind us and we face our first class alone:

We don’t know the subject as well as we think we do.

Imposter syndrome wears a lanyard

Dave remembers his first lesson vividly: teaching stacks to a Year 12 class. It didn’t go as well as he expected. Students asked innocent, naïve questions, the kind that only learners ask, and those questions exposed gaps in his understanding almost instantly. Not because he wasn’t capable, but because he’d never been on the receiving end of that kind of scrutiny.

It was imposter syndrome, dressed up as professionalism, and if you’re nodding along right now, you’re not alone. Almost every teacher has felt that moment of “I hope nobody realises I’m making this up as I go along.” Don’t despair, here’s the thing teaching quietly teaches us:

You don’t need to know everything.
You need to know how to find out.

Research backs this up. Teacher subject knowledge matters, but it’s nowhere near the top of what drives pupil attainment. Clear explanation. Relationships. Communication. Clarity. These matter more.

Some of the most knowledgeable teachers struggle to teach. Others, with less encyclopaedic recall, thrive because they know how to translate complexity into understanding.

Teaching isn’t about knowing everything.
It’s about learning relentlessly — and modelling how.

Promotion, rejection, and learning the hard way

Career progression in schools tends to split into two paths: pastoral or academic. Craig always knew which route he wanted and one of his defining moments came early, losing a Head of Department role to a colleague with less subject knowledge but vastly more life and leadership experience. At the time, it felt unjust. Years later, Craig saw the truth. Leadership isn’t about being the best at the subject. It’s about managing your team. Filtering pressure. Standing between people and the storm. That colleague taught him what no training course ever would — and shaped the leader Craig would eventually become.

Failure, it turns out, was necessary.

The tutor group moments that define a career

Ask any teacher what they miss most if they leave, and chances are it won’t be the schemes of work. It’ll be the kids.

Dave’s story about a Year 7 detention might seem minor, a homework diary unsigned, but it revealed everything about his values. Where a colleague saw rules and punishment, Dave saw fear, relationships, and trust being broken. That moment motivated him to step into pastoral leadership, not because he wanted power, but because he believed children don’t need to be punished for every mistake. School is a safe place to fail.

Craig’s story, a quiet confession many tutors will recognise, echoes the same idea. Two chronically late boys. Endless detentions. Escalation towards exclusion. Instead of punishment, Craig made a compromise. Not an official one. Just a human one.

They stopped being late.
It wasn’t a policy.
It wasn’t written down.
It worked.

They respected him. They trusted him, and in return, they met him halfway.

Was it perfect? No.
Was it the right approach? Debatable.
Was it teaching? Absolutely.

So… would we do it again?

Yes.

Not because teaching is easy.
Not because it’s how it used to be.
Not because the system always works.

But because when it works, when you reach the unreachable, protect the vulnerable, translate confusion into clarity, or quietly change a student’s trajectory, there’s nothing else quite like it.

If you’re staring at 31 May wondering whether to stay or go, maybe the real question isn’t:

“Am I tired?”

But:

“Do I still care?”

And if the answer is yes, even a worn, bruised, complicated yes, then you already know what to do.

Check out the ‘At the chalk face’ podcast for more!

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AQA at the Festival of Computing 2026

Shaping the Future of Computer Science Education Together

7 May 2026

The Craig’n’Dave Festival of Computing is all about inspiration, innovation and collaboration for secondary Computer Science teachers—and this year’s Headline Sponsor, AQA, is right at the heart of that mission.

Recently, we caught up with Frances Sparrow (Subject Lead of Computer Science) from AQA for an episode of At the Chalk Face with Craig and Dave to explore their role in shaping computing education and what they’re bringing to this year’s exciting event.

Watch our full chat with Frances on At the Chalk Face HERE.

So, Who are AQA?

AQA is an independent education charity and the largest provider of academic qualifications in UK schools and colleges. They set and mark over half of all GCSEs and A-levels taken each year, including GCSEs, A-levels, EPQ and Technical Awards.

Working with around 27,000 teachers, lecturers and subject experts, AQA designs qualifications and resources that directly support classroom practice. As a charity, they reinvest income back into education, funding research and programmes like “Unlocking Potential”, which supports young people facing challenges in life.

Why AQA chose the Festival of Computing

Having previously attended the Festival, AQA were blown away by the scale, energy and quality of conversations with teachers. With Craig’n’Dave resources already widely used in classrooms, it was a natural fit to support an event where Computing teachers come together to share ideas, challenges and solutions.

“Having been a Head of Computer Science, I am very aware of the popularity of the CraignDave resources and what a godsend they have been to many teachers. It is clear that if CraignDave are organising an event that a lot of teachers are going to want to come along. We attended last year and were blown away by how many teachers we got to talk to and how well organised, inspiring and interesting it was. Computing teachers really value having a dedicated event at this scale where they can meet all the relevant people in their field and it was important to AQA to support and encourage that initiative.’ – Frances Sparrow

At this year’s Festival of Computing, what are AQA most excited about?

With Computing qualifications currently undergoing change, the Craig’n’Dave Festival of Computing offers a vital opportunity for dialogue with the community.

“This is a time of change for Computing qualifications so being at an event attended by so many Computer Science teachers is very exciting. Getting feedback from teachers about what they would like to see in our qualifications is very valuable for us. We want to take the opportunity to reassure them that we (AQA) are there for them every step of the way through the reform process, providing support and using their feedback to produce the qualifications that they want to teach and that will get the best results for their students.” – Frances Sparrow

AQA are especially keen to gather teacher feedback and reassure educators that they are supported throughout the reform process—using insights from the classroom to shape future specifications. The Festival of Computing gives them the chance to do that first-hand.

What to expect at the AQA stand

As Headline Sponsor, AQA will have a strong presence throughout the Festival, especially in the main Marketplace area.

You can look forward to a fascinating keynote from Natalie Perera, Chief External Affairs and Communications Officer, exploring curriculum reform in Computing, and AQA will also be running two CPD sessions, including insights from their NEA lead moderator alongside practical support for GCSE Computer Science teaching.

On their stand, Festival delegates will also have the chance to learn more about upcoming developments from the AQA team, and can expect a fun, interactive experience featuring the popular “rubber duck fishing” activity and AQA merchandise giveaways. It’s going to be great!

Why collaboration matters

At the heart of AQA’s involvement in this years Festival of Computing is collaboration. Teachers are central to shaping qualifications that are current, relevant and future-focused.

“Teachers are at the forefront of our minds at AQA and making sure that we collaborate with them at this time of reform is really important. It is the teachers who will inspire us to produce the best qualifications to meet their needs and the needs of their students. We are working hard to make computing education current and relevant and to make sure it stays that way in the years to come. This requires innovative thinking on our part as well as a constant loop of feedback and improvement with teachers at the heart of the process.” – Frances Sparrow

AQA’s ongoing dialogue with educators ensures continuous improvement and innovation in computing education.

Don’t miss it

Wednesday, 1st July 2026 – Festival of Computing, at Bromsgrove School.

It is going to be a packed day full of innovation, inspiration and collaboration for secondary computing teachers. And we are so excited to have AQA as this year’s headline sponsor.

A huge thank you to Frances Sparrow from AQA for chatting to us!

You can watch the full interview with Frances on At the Chalk Face with Craig and Dave HERE.

Want to know more about this year’s Festival of Computing or the CPD sessions available – Click HERE.

If you’re attending the Festival of Computing this year, make sure you visit AQA in the marketplace, attend their CPD sessions, and hear their keynote.

Still need tickets? Get yours HERE.

The Festival of Computing 2026, co-founded and hosted by Bromsgrove School with AQA as headline sponsor, is the UK’s ultimate secondary computing education event.

See you there!

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How a GCSE in computer science can shape your students’ future careers

1 May 2026

Why teachers should highlight career opportunities in computer science

Computer Science isn’t just about writing code—it’s a gateway to high-demand careers in the UK and worldwide. Teachers play a crucial role in showing students how the skills they develop in GCSE Computer Science can open doors to degrees, apprenticeships, and exciting careers in technology. By linking classroom lessons to real-world pathways, you can increase student engagement, motivation, and aspiration.

Guiding students towards higher education pathways

A GCSE in Computer Science provides a foundation for a variety of further education routes. Teachers can help students see how their current learning applies to future studies:

Computer Science Degrees: Teach how programming, algorithms, and data structures at GCSE level prepare students for specialisations in AI, software engineering, or cyber security.
Electronic & Electrical Engineering: Highlight the connection between coding skills and hardware design, embedded systems, or smart device development.
Robotics & Mechatronics: Show how problem-solving, programming, and control systems translate into designing robots and automation solutions.
Games Development: Encourage students with creative interests to explore coding for interactive media, game engines, and programming languages like C++ or C#.

By making these links explicit, students understand that GCSE lessons are directly relevant to their ambitions.

Computer Science career pathway: Cheat sheet for teachers

How teachers can use this cheat sheet:

Show real-world relevance: Connect lessons to a potential career pathway.
Encourage portfolio development: Document mini-projects and coding experiments for applications.
Highlight cross-curricular links: Link creative coding to art, design, and technology projects.
Inspire ambition: Use examples of real students, graduates, or UK/global tech companies.
Support differentiated learning: Tailor tasks to student interests—creative, technical, or entrepreneurial.

Download the above cheat sheet HERE.

Linking classroom skills to career paths

Computer Science skills are highly transferable. Teachers can demonstrate how coding, logical thinking, and problem-solving underpin real-world roles:

Video Game Industry: Programming and creative projects in lessons can lead to design, development, or concept art roles.
Virtual & Augmented Reality (VR/AR): Graphics, user interface design, and simulation exercises provide a base for immersive technology careers.
Robotics & Automation: Practical coding tasks and control system exercises mirror the challenges of creating intelligent machines.
Global Tech Companies: Highlight how skills in coding, AI, and data analytics can lead to opportunities at major UK and international tech firms.
Cyber Security: Classroom focus on logic, algorithms, and problem-solving supports future careers in ethical hacking, network protection, and digital forensics.
High-Tech Entrepreneurship: Encourage students to develop projects and portfolios that could evolve into tech start-ups or innovative solutions.

Strategies for making careers real in the classroom

Showcase real-world examples: Share stories of graduates or professionals in gaming, robotics, or VR.
Connect lessons to industry tools: Introduce platforms like GitHub, Unity, or microcontrollers to demonstrate professional practice.
Encourage project portfolios: Guide students to document coding projects, mini-games, or automation experiments—they become evidence of skills and initiative.
Invite guest speakers: Virtual or in-person talks from alumni or industry professionals can spark inspiration and aspiration.
Link to further education and apprenticeships: Discuss university courses, vocational qualifications, and apprenticeships to give students tangible next steps.

Frequently asked questions for teachers

How can I make computer science lessons more career-relevant?
Integrate mini-projects, real-world examples, and discussions of emerging technologies to show the practical impact of coding skills.

What roles are most accessible with a GCSE background?
Foundation skills in programming, problem-solving, and logic can support progression into game design, cybersecurity, robotics, VR/AR, and software development.

How can I encourage students to explore beyond the curriculum?
Coding clubs including robotics or esports and hackathons help students apply knowledge creatively and see the relevance of their learning.

By connecting GCSE Computer Science lessons to real-world careers, teachers help students see the value and relevance of what they’re learning.

From coding mini-games to experimenting with robotics or VR, the skills developed now lay the foundation for exciting, future-focused careers in technology.

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How a GCSE in Computer Science can shape your future career

29 April 2026

Computer Science isn’t just about coding—it’s a stepping stone to some of the most exciting careers in the UK and worldwide. From video games and robotics to cyber security and VR, studying GCSE Computer Science equips you with the skills, logic, and problem-solving abilities that open doors to a wide variety of pathways.

This blog explores degrees, career options, and future opportunities for students who take computer science seriously.

What degrees can follow a GCSE in Computer Science?

A solid foundation in GCSE Computer Science prepares you for higher education, including:

Computer Science Degrees: Develop programming, algorithms, and data structures. Specialisations may include AI, Software Engineering, or Cyber Security.
Electronic Engineering: Explore circuits, embedded systems, and signal processing. Ideal for creating smart devices, self-driving cars, or space technologies.
Robotics and Mechatronics: Design and program robots, explore automation, and control systems. Perfect for students fascinated by AI-driven machines.
Games Development: Build artistic and coding skills to create interactive worlds. Learn languages like C++ or C# for professional-level projects.

Which careers can a Computer Science GCSE lead to?

A GCSE in Computer Science opens the door to a wide range of exciting career paths, from creative industries to cutting-edge technology. Here are some of the most popular and inspiring options:

Video Game Industry – Become a designer, programmer, or concept artist. The UK has a thriving gaming sector, and global studios are always looking for fresh talent. Your coding foundation allows you to create the next blockbuster title or contribute to innovative indie projects.
Virtual Reality (VR) & Augmented Reality (AR) – Work on immersive experiences for healthcare, education, or entertainment. Developing skills in graphics programming and UX design lets you build advanced simulators, interactive training programmes, and AR apps that blend digital and real-world experiences.
Robotics & Automation – Design intelligent machines, drones, or autonomous systems. From manufacturing robots to exploration drones, computer science skills enable you to build technology that solves real-world problems and even reaches into space.
Global Tech Companies – Roles in software development, AI research, and data analytics are in demand worldwide. A solid computer science background can open doors to opportunities at major tech hubs, including Silicon Valley and leading European companies.
Cyber Security – Specialise in ethical hacking, network protection, or digital forensics. With the rise of online threats and data breaches, computer science knowledge equips you to protect sensitive data in both public and private sectors.
High-Tech Entrepreneurship – Launch your own tech start-up or develop innovative products. Combining coding skills with problem-solving gives you the confidence to create businesses that stand out in today’s fast-moving tech landscape.

Why a GCSE in Computer Science matters

A GCSE in Computer Science isn’t just about writing code—it develops:

Analytical thinking for solving complex problems.
Logical reasoning for algorithms and coding logic.
Creativity for designing projects, games, or apps.
Transferable skills valued by employers and universities worldwide.

Whether you study in the UK or abroad, these skills form the foundation for careers in technology, innovation, and entrepreneurship.

Frequently asked questions about GCSE Computer Science

Does GCSE Computer Science help with university courses?
Yes. It provides a foundation in programming, algorithms, and computational thinking for degrees in Computer Science, Robotics, and Engineering.

Can I work in tech globally with a GCSE?
Absolutely. A strong foundation combined with further study or experience can open doors to global tech companies, including roles in Silicon Valley.

Which careers are most popular for computer science graduates?
Video games, VR/AR, robotics, cyber security, AI research, and tech start-ups are all highly relevant paths.

How do GCSE skills transfer to real-world jobs?
Problem-solving, logical thinking, coding, and project experience are in high demand across technology sectors worldwide.

By taking a GCSE in Computer Science seriously, you’re building skills that could shape the future of technology. From coding games and building robots to innovating in VR or launching your own start-up, the opportunities are vast.

Your GCSE isn’t just a qualification—it’s the first step toward a dynamic, rewarding, and highly relevant career in the digital age.

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How Do Map Apps Work?

The Science Behind Your Smartest Routes

8 April 2026

Unlocking the Magic Behind Your Favourite Navigation Apps

Ever wondered how your map app seems to know the quickest way to your destination almost instantly? You open it, punch in your address, and bam! It guides you faster than you can remember whether to take the first or second exit at that tricky roundabout. But what’s the clever tech that makes this possible?

Graph Theory: The Secret Map App Language

Behind the scenes, your phone is playing the world’s nerdiest game of Connect the Dots. Every intersection becomes a “dot,” and every road is a line linking these dots. Welcome to the fascinating world of graph theory — a fundamental concept in computer science that helps apps understand and navigate complex road networks.

Algorithms That Choose the Best Route (Not Just the Shortest)

Your map app uses smart algorithms like Dijkstra’s and A* (pronounced “A star”) to analyse possible paths and pick the fastest one. Because let’s face it, 5 miles on a motorway beats 3 miles crawling through a school zone with multiple zebra crossings and speedsters doing 15 in a 30!

How Your Phone Knows About Traffic Before You Do

Ever wondered how your app knows the traffic is backed up ahead? It’s simple—it’s secretly spying on you. Well, not just you, but every user of the app. Each phone sends anonymous speed and location data, creating a real-time map of traffic conditions. This collective data allows your app to spot jams, accidents, and even roadworks, giving you a heads-up before you’re stuck in a tailback.

Trust Your Map App—even When It Takes You on Weird Routes

All this data—from traffic flow to road closures—is processed to deliver one message: “This way, human. Trust me.” So, when your app reroutes you through six roundabouts and a narrow goat track, it’s not confused. It’s saving you from a worse alternative.

Ready to Dive Deeper Into the Tech Behind Your Map App?

Watch our full YouTube video to explore the incredible computer science powering your navigation tools.

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

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

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What is Chip Binning?

Understanding the Silicon Sorting Hat of CPUs

8 April 2026

Ever wondered why processors like Ryzen 9 cost more than Ryzen 5, even though they look pretty similar? The answer lies in a clever process called chip binning — essentially, the art of sorting silicon chips after production to separate the stars from the rest.

Baking Silicon Cookies: A Simple Analogy

Imagine you’re baking 1,000 cookies. They all look alike, but some come out golden and chewy, while others might be a bit burnt or crumbly. Chip binning is a bit like that — but instead of sugar and flour, it’s silicon and electrons being tested.

When manufacturers slice a large silicon wafer into hundreds of tiny processors, not all chips are created equal. Some perform faster and use less power — these are the “golden” chips. Others work well, but only if you don’t push them too hard.

Why Do Chips Get “Binned”?

After production, each chip is rigorously tested. The best performers earn premium titles like “Ryzen 9” or “Core i9” — these are the five-star biscuits of the tech world. Chips that don’t quite make the cut get repackaged as “Ryzen 5,” “Core i5,” or even the more modest “Pentium.”

Importantly, the cores or speeds you see on your CPU label are genuine. You can’t unlock hidden performance by fiddling with the BIOS—those disabled parts are either broken or physically removed. It’s like buying a chair with missing legs and hoping it will magically grow back.

The Benefits of Chip Binning

Chip binning helps reduce waste and maximise profits, ensuring that processors meet different needs and budgets. Thanks to this process, consumers get a range of CPUs that balance performance and price.

So, the next time you pick up a “binned” chip, remember you’re essentially getting the best available chip in that batch — the teacher’s pet of the silicon classroom, complete with all A*s but no free biscuit.

Want to learn more about how your computer’s brain really works? Check out our Lesson Hacker YouTube video.

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

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Meet Dodona: A powerful coding platform built for real classrooms

8 April 2026

If you’re a computing teacher searching for a reliable, classroom-ready coding platform, then it’s time to take a closer look at Dodona.

In a recent interview, we sat down with the Dodona team to explore how their platform is helping teachers deliver engaging, effective programming lessons — without the usual headaches of setup, maintenance, or disappearing tools.

We’re also excited to see Dodona include our Time2Code pedagogy and problems to enhance the teaching and learning of programming.

Time2Code and Dodona

Time2Code helps bring programming concepts to life through structured, interactive challenges that students can work through at their own pace, building confidence step by step. By integrating programmes of study like Time2Code, Dodona are helping teachers to manage the complexities of managing, delivering, assessing, troubleshooting and tracking progress. It’s a great example of how the partnership of pedagogy from Time2Code and the platform from Dodona complements each other to augment the teaching of a critical but often difficult aspect of the course.

Built by educators, for educators

One of the standout things about Dodona is its origin story. Unlike many platforms that come and go, Dodona was developed by university educators to solve real classroom challenges — particularly around giving students meaningful feedback at scale.

With features like automated assessment, visual debugging tools, and detailed learning analytics, it allows students to experiment, make mistakes, and improve — all while receiving instant, helpful feedback.

For teachers, this means less time spent troubleshooting code line-by-line, and more time focusing on teaching, supporting, and stretching students.

A platform that supports real learning

What really sets Dodona apart is its focus on feedback for both students and teachers. Rather than relying heavily on AI to generate answers, the platform is designed to support the learning process — not replace it.

Students are encouraged to think, test, and refine their work through a feedback-rich loop, helping them build genuine programming skills that will stand up in exams and beyond. For teachers there are unique reports that help spot students who may be copying each other!

It’s also fully browser-based, making it ideal for schools where installing software can be a challenge — a common issue across UK classrooms.

See Dodona at the Festival of Computing

We’re delighted that Dodona are an official sponsor of this year’s Festival of Computing

They’ll be there on the day, so you can:

See the platform in action.
Ask questions directly to the team.
Explore how it could fit into your teaching.

Grab your tickets to this year’s Craig’n’Dave Festival of Computing now.

Watch the full interview on our YouTube channel ‘At the chalk face’ and learn more.

Want to dive deeper into what Dodona can do? Check their website.

Whether you’re looking to enhance your programming lessons or find a more sustainable coding platform, Dodona is well worth your time.

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Four Revision Techniques That Actually Work

✅ DO: Effective Revision Habits

❌ DO NOT: Common ineffective practices

Four Revision Techniques That Actually Work

1. Self‑testing with Cornell notes (active recall through reconstruction)

2. Brain dumps with spider diagrams/mind maps

3. Key‑term review using Smart Revise “Terms” Mode (Leitner System)

4. Practice papers under exam conditions + Smart Revise “Advance” mode

How to Use Revision Guides and Knowledge Organisers

Should Revision Be Fun?

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