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Home / Resources / Demystify computing theory with new elearning

Demystify computing theory with new elearning


A new elearning programme to help teachers improve their knowledge and confidence in key aspects of computing theory is being launched in the UK.

The digital learning, created by Sponge, covers new areas of study in the school computing curriculum, including computational thinking, algorithms and the principles of programming.

The modules are the result of a partnership between innovative technology company, ARM and The Tech Partnership, which helps to support digital skills in the UK economy.

Teachers who are non-specialists in computing will benefit from the free resources, which introduce key computing concepts including examples and ideas for teaching this across the Key Stages.

Sue Nieland from the Tech Partnership said:“Recent changes in the computing curriculum are welcome, but as the recent report from the House of Commons Science and Technology highlighted, there is a shortage of qualified teachers of the subject. These modules are custom-designed to bring teachers up to speed, and enable them to teach these three vital topics confidently and engagingly. With the generous support of ARM, the Tech Partnership is making these materials freely available to teachers across the country.”

Award-winning custom-made elearning provider, Sponge created the modules using the latest design techniques to help explain complex computational theories such as Boolean logic.

Louise Pasterfield, Sponge’s Managing Director, said:

“Computing theory used to be the realm of programmers and specialists but now it is being taught to children aged 5 and upwards. The elearning courses are all about demystifying the basics of computing and supporting the computing revolution in schools.”

Computing was added to the national curriculum in September 2014 and saw a new focus in schools on how computers work and coding. The former Education Secretary, Michael Gove said the changes were necessary for the UK to keep pace with the most successful education systems in the world.

Making the complex subject matter accessible and relevant for non-specialist teaching staff was central to the project, explains Pasterfield:

“The language, examples and activities are all user-friendly and engaging. By the end of the modules, teachers should feel more confident and informed about inspiring the next generation in the core digital skills they will need in the future.”