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partner courses

Partner Courses

CPD award in computing studies
The CPD Award in Computing Studies for Teachers May 31, 2022

The CPD award in Computing Studies for teachers was created for primary teachers and secondary teachers for 1st and 2nd year pupils to give the confidence and skills to teach computing to pupils. More than 50% of our current cohort are primary school teachers. The course is open to any… Read more

Additional Teaching Qualification in Computing Studies CPD Award
Additional Teaching Qualification in Computing Studies CPD Award May 31, 2022

The course is designed to allow you to teach computing within secondary schools as it has the required numbers of credits stated by the GTCS. The programme is designed to be a roll on roll off programme as each of the units are separate although designed to encompass what is… Read more

Introduction to Cyber Security for Teachers
Introduction to Cyber Security for Teachers – Funded places available! May 31, 2022

The CPD award Introduction to Cyber Security, jointly funded by Education Scotland, was created for ALL primary and secondary teachers and designed to give background knowledge and understanding related to teaching basic cybersecurity and configuring an environment suitable for cybersecurity education. The module allows you to get a basic practical understanding of cybersecurity and cyber resilience… Read more

North Lanarkshire Code-Alongs

Following on from the Education Scotland live code-alongs and reflecting on the participation and engagement of young people, we wanted to build on this momentum and give learners in North Lanarkshire an opportunity to code along with their peers and dive further in to Computing Science. Knowing this needed to be fun and memorable to engage young people and staff, we planned for a space theme.

Pedagogy is at the heart of North Lanarkshire’s Digital School, and therefore the Code-Alongs, also needed to be planned in line with Curriculum for Excellence, providing learners, and teachers, with a taster session of what computing science could look like in the classroom. We know that Computing Science can be perceived as a challenging area to teach, with staff unsure where to start in planning and skills development. We issued a Microsoft Forms survey to staff in North Lanarkshire, to evaluate how confident they were teaching Computing Science. 15% of teachers in North Lanarkshire who responded indicated that they were confident teaching Computing Science and over 90% of teachers were interested in taking part in a North Lanarkshire code-along.

We planned live sessions for First and Second level, with a further session for those who are confident at Second level to ensure all learners from P4 to P7 had the chance to join. A key consideration was making sure that everyone who wanted to take part, could take part. We chose to use Scratch during the code-alongs as it is easily accessible, and learners are not required to have a login to code. To support continued access and any technical issues all Code- Along sessions were recorded. A Teacher Support Pack was created to prepare staff to support learners with step-by-step instructions and images to ensure everyone was able to complete their project. The Support Pack also contained suggested next steps to inspire teachers to continue their Computing Science journey.

There was tremendous enthusiasm and feedback to the code-alongs. We asked teachers to complete a post code-along survey and found that 40% of teachers were now confident to teach Computing Science.

Moving Forward

The code-alongs were a great success, with over 4000 learners joining over ten sessions and engaging with Computing Science. In our own reflection the following points were a success or would have been helpful for us to include:

1. Create a Teacher Support Pack with step-by-step instructions. This helps teachers prepare in advance, improve their own understanding of block coding and support their learners through the code-alongs.

2. Team up! Make sure you have one or two people involved in the planning and delivery of the code-alongs. A team of 3 is ideal! This means one person can deliver the code-along, another can provide any technical support whilst a third person can engage with classes through the chat bar.

3. Record the code-alongs in advance. This lets teachers join in at a time that suits them and re-visit the code if any technical issues occur.

4. Keep the benchmarks in mind when you are planning your sessions to ensure they are at the right level for the learners taking part.

5. Looking back, one thing that would have been really useful is a learner help sheet. This would have helped learners be more independent in debugging their code and rely less on their teacher’s support.

We’d like to thank everyone who helped us plan, promote and deliver the code-alongs and of course, the learners and teachers who took part. We thoroughly enjoyed coding along with learners across North Lanarkshire and look forward to seeing how North Lanarkshire schools continue on their coding journey.


Schools Challenge for International Women in Engineering Day – 23rd June

Schools Challenge for International Women in Engineering Day – 23rd June

The Civil and Environmental Engineers at Abertay University are running a video competition for INWED22 (International Women in Engineering Day – 23rd June). The challenge is open to students at Secondary Schools, Colleges, Universities and Graduates.

The challenge is to create a 2 minute video which highlights: a female engineer; a structure designed by a female engineer; &/or showcases the impact of the inventor or her innovation or how it could shape future developments. The winner will receive a £50 amazon voucher. The finalists and winner will be announced at an Abertay event on INWED day (23rd June).

Deadline for entries 20th June 2022.

Poster containing text for INWED video challenge from Abertay University.

Poster containing text on tips and entry info for INWED video challenge from Abertay University.

Our Documents

This page contains links to useful content, documents and playlists that outline our offer of support for digital literacy and digital learning and teaching.


This chapter for the 2021 CIDREE Yearbook charts the development and implementation of digital technology in the Scottish curriculum.


This paper provides level 5 illustrations and examples of what effective digital practice can be. It can be used to support evaluation for awards, such as Digital Schools, and for improvement planning at school or local authority level.

This paper provides guidance on how to plan for, implement and assess learning remotely.

This is Digital Learning and Teaching professional learning programme overview – DigiLearn (


This page, and its sister Secondary page, provides enquiry and video tutorials to support teachers with the use of digital to plan, create content, deliver and assess learning.


This document provides examples of digital literacy, cyber resilience and computing science activities that illustrate each Experience and Outcome from Early to Second level.


This document considers both synchronous and asynchronous delivery models of learning.  This provides advice for practitioners on how to best support learners and families to engage in learning when it is most appropriate for them and their family/home circumstances.

learning-and-teaching-online-december-2021.pdf (

This playlist has examples of tools and webinar content exploring the use of digital to enhance Literacy and English teaching.

This playlist has examples of tools and webinar content exploring the use of digital to enhance Numeracy and Mathematics teaching.

this is digital learning and teaching professional learning course

This is Digital Learning and Teaching professional learning programme – May 22

As educators it is our responsibility to make effective use of digital technology to deliver high quality teaching, engaging learning and effective assessment.

This four-part professional learning programme is designed to enhance educators’ knowledge and skills in order to develop their learning, teaching and assessment with digital technology.

The four sessions are:

  • 10/05/22 planning
  • 17/05/22 teaching
  • 31/05/22 learning
  • 07/06/22 assessment and feedback


Scottish Government Have Released £1.3m Capital Spend for Computer Science Equipment in Scottish Schools

The Education Secretary has announced up to £1.3m for Computing Science education in Scottish schools. Schools will be able to use this money, which will go directly to them, to buy physical computing resources to support engagement with Computing Science in the BGE stages. They are able to access £2000, with additional £500 available for resources that will be incorporated into transition events with associated primary schools or pupils with additional support needs.


She also announced two appointments to the new teacher-led the University of Glasgow ‘STACS’ initiative, which aims to help prepare pupils for careers in tech.

Read the full announcement here

Microsoft Imagine Cup Junior 2022 Challenge

Microsoft are excited to announce the launch of Imagine Cup Junior 2022 – a global challenge that provides educators/team leaders with all the resources needed to teach students about new technology concepts and energize them to come up with ideas that leverage technology to solve challenges in the world!

Students are curious about AI, Machine Learning and other tech concepts emerging in the world and they need to learn about these technologies to best prepare them for the digital economy they will enter once they graduate. Imagine Cup Junior provides a simple way to address this need and apply learning to social good. Last year’s challenge saw thousands of students participating and recognized 10 global winners who came up with incredible projects to address Microsoft’s AI for Good initiatives.

Registration for Imagine Cup Junior opens on February 3rd 2022. Team Leaders must submit projects on behalf of their student teams before the submission deadline, May 12th 2022. Winners will be announced June 9th 2022.

What you need to know

Participation in Imagine Cup Junior for students is via a Team Leader (educator, instructor, parent, or guardian – over the age of 18). Team Leaders register on behalf of students at and gain access to the learning resource pack (outlined below) to facilitate learning and the challenge. Students work in teams of one (1) to six (6) to develop an original concept addressing Microsoft’s AI for Good Initiatives and complete the Imagine Cup Junior PowerPoint submission template with their idea for the challenge, along with a pitch video.


**New for 2022** – In addition to the current lessons on AI, a new module has been added for 2022 focused on Cybersecurity. This is a growing area and one thirsty for future talent, so we are excited to bring security concepts to students via ICJ in 2022!

Learning Resource Packs

Beginners Kit – provides all ICJ lessons (Word documents, PDFs and PowerPoints), submission template, judging criteria & rubric, and hands-on activities.

Lesson 1 What problem does your team want to solve?
Lesson 2 What is AI?
Lesson 3 How to be an AI Inventor
Lesson 4 How to make sure your AI is good
Lesson 5 Improving the Cybersecurity of your AI
Lesson 6 How to make your submission great

Deep Learning Modules – provides in-depth content with extra assessment, challenges, and resources for those students who want to extend their learning;

Module 1 Introduction to AI
Module 2 Machine Learning
Module 3 Applications of AI
Module 4 Deep Learning and Neural Networks
Module 5 AI for Good
Module 6 Cybersecurity


Team Leader Toolkit – provides social media templates and participation resources like certificates, posters, lock ups, t-shirt templates, selfie frames and more.


All rules and regulations for participation in Imagine Cup Junior 2022 are available for download – Rules and Regulations

18 February 10:00 – 13:00, UK DigiGirlz x GirlGuiding Day with Microsoft

The DigiGirlz Program aims to breakdown the stereotypes associated with careers in technology by giving young people the chance to experience first-hand what it is like to develop cutting-edge technology.


Microsoft are primarily aiming these sessions at girls, in partnership with GirlGuiding, but they are open to all! They’re creating a space where girls aged 10-16 feel comfortable and excited to create using technology.


Sign up now!


Teams meeting link:

If you have any questions, please reach out to


When you join this event, your name, email address and/or phone number may be viewable by other session participants in the attendee list. By joining, you’re agreeing to this experience.

Creating Videos for Learners

Video is a major component of educational delivery using technology.  We need to ensure that the content we create is as accessible and effective as possible.  Video alone is not a single solution to learning online.  It is likely that a single video will be part of a suite of learning resources which may include practical tasks, diagnostic assessments, interactive challenges etc. 

Multimedia instruction is defined as “presenting words and pictures that are intended to foster learning” (Mayer, 2009).  The cognitive theory of multimedia learning makes three assumptions about how the mind works:

  1. there are two separate channels (auditory and visual) for processing information;
  2. channel capacity is very limited and can hold very little information for short periods of time;
  3. learning is an active process of filtering, selecting, organizing, and integrating information.

Cognitive Overload happens when the content being presented exceeds the processing capacity of a learners cognitive system.  

In order to reduce cognitive overload, there are some principles to consider when developing a video or multimedia resource, including…

Coherence principle

Learning is better when words, pictures, and sounds are directly related to the subject matter. Keep your content simple.

Segmenting principle

Creating multiple, short videos illustrating a single concept/area instead of one long video. 6 minutes is the recommended length.

Contiguity principle

Place printed words near corresponding parts of graphics to reduce need for visual scanning

Signalling principle

Use cues such as  numbers, arrows or labels to direct learners attention to the content.

Options for recording videos