Our Purpose and Mission

Every child in every school has the right to a world-class computing education.

An understanding of computing enables citizens to make informed choices in our digital world. To get to that point, we need to encourage and equip school staff. The CAS community of teachers, academics and industry professionals provides access to a range of resources and local events supporting continuing professional development. Membership is open to all adults except students in Further Education taking school-level qualifications.

Being part of CAS means getting involved fully – giving as well as taking.

CAS’s mission is to lead and promote excellence in all those staff involved in Computing education in schools. Our aim is for computing – with Computer Science at its heart – to become firmly established in all Primary and Secondary schools alongside maths and the natural sciences. CAS speaks for the discipline of computing at school level – including Further Education – but not for any particular interest group.

"The huge network of teachers has provided me with support and insight into the world of the computing curriculum, from recommending schemes of work to visiting me and helping me in my new role of Computing Coordinator. I now have a clear vision of what I would like to do next."

Computing at School supports the National Centre for Computing Education

The National Centre for Computing Education exists to support teachers at every stage, from primary to A level, to improve computing skills and subject knowledge. It does this through certified CPD, resources and local meet-ups, through the CAS Communities of Practice.

The National Centre for Computing Education is a funded programme by the Department for Education in England. It is led by a consortium of STEM Learning, BCS, The Chartered Institute for IT and the Raspberry Pi Foundation. Visit www.teachcomputing.org for more information.


Diversity and Inclusion

Our principles

CAS is committed to supporting all teachers to ensure that every child has a world-class computing education in a culture which fosters inclusion and champions the value of diversity, defined as understanding the needs of each individual while embracing our differences.

No individual or group of people should face challenges to engaging with computing education because of prejudice or discrimination based on issues like racism, sexism, LGBTQIA+ rights, disability inclusion, religious discrimination, ageism, parental and relationship rights, socio economic disadvantage, or neurodiversity.

While we have made progress there is more that we can do to make the CAS community as welcoming and helpful as possible to all computing teachers. Diversity is a strength. The more diverse and inclusive our community becomes, the richer the dialogue will be about teaching computing. Different perspectives on the challenges we face will broaden the range of solutions we develop.

The promotion of diversity and inclusion is the responsibility of all members of our community. It is expected that we will all contribute to ensuring that CAS is a safe, welcoming, and productive environment, where there is equality of opportunity, fostered in an environment of mutual respect and dignity. We value the uniqueness and talents, beliefs, backgrounds, capabilities, and ways of working of all CAS members, joined in a common endeavour, to create a culture of belonging.

What we will do

In practical terms this means we commit to:

  • Challenging racism, sexism, homophobia and other forms of discrimination and harassment where it may occur in computing education
  • Develop ways to promote and showcase the diversity of our educators and learners
  • Raise the profile of unheard voices and experiences to enrich our understanding of diversity
  • Identify practical ways to demonstrate that teaching and learning computing is for all.

There are a number of concrete actions we will be taking to make CAS more inclusive and diverse.

Teaching resources

Our subject has developed through contributions from many people and backgrounds over many years. However, often contributions are hidden, presenting a distorted view that computing is predominantly the purview of ‘white and male’.

  • We will help teachers amplify diversity and promote inclusion by highlighting culturally responsive (or relevant) teaching ‘that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.’ (Ladson-Billings, 1994, p. 382). We will recognise the historical contributions made by different cultures and groups, make direct connections with the lives of young people, and use language that is inclusive.

Our community

The CAS community has grown organically over a short number of years. We want to ensure that, as our community continues to grow, the community and our key roles reflect the diversity in schools and the wider teaching population.

  • We will identify under-represented groups and pro-actively reach out to them. particularly in institutions with a high proportion of teachers or trainee teachers from these groups such as ethnic minorities, and teachers who teach marginalised communities. We will monitor diversity within our community and benchmark ourselves against other similar communities. We will encourage teachers from under-represented groups to become CAS community leaders and to contribute to CAS’s development. We will support them as they take on the role and ensure that their contribution is properly recognised. We will also seek advocacy and support for our work on diversity and inclusion from across the CAS community and support CAS Community Leaders to ensure the communities they lead are fully inclusive.

Events

CAS events will promote diversity and inclusion by profiling diverse participants and facilitators, creating inclusive event content, and ensuring accessibility is built into the design of the events.

  • We will identify and use communications channels that will reach the widest and most diverse groups of teachers to promote CAS events. Through a blend of local and online events we will provide flexible opportunities for teachers to participate, ensuring the scheduling of events, their length and the means of engagement are inclusive. We will ensure that specific events and sessions within larger events focus on addressing issues of diversity and inclusion and that all sessions support diverse and inclusive teaching methods and content.

Quality Assurance and Governance

Diversity and inclusion should become ‘business as usual’ across all aspects of CAS, however, we are not at that point yet. It is essential that we continue to challenge ourselves and seek the challenge of those communities with which we wish to engage.

  • We will involve teachers from under-representative groups in the review, quality assurance and governance of all aspects of CAS’s work and ensure this is recognised and rewarded.

These are first steps to showing our commitment to diversity and inclusion. We will not get everything right. Talk to us and tell us if there is anything we could do better or anything you would like to see more of. It is through the open, honest dialogue that characterises CAS at its best, that we will make progress.

Find out more about Diversity and Inclusion at BCS.


Structure and Organisation

CAS has formed a strategic alliance with BCS, The Chartered Institute for IT. The BCS is the natural professional society for our discipline, and it is hugely helpful to us to have their support. BCS contributes significant resources in terms of time and money which enables staff to support CAS members from within BCS.

Formally, CAS is part of the BCS Academy, and provides advice to the BCS School Curriculum and Assessment Committee, supporting its role in shaping public debate and shaping the future of computing in schools. This provides a supportive institutional framework but does not threaten CAS's autonomy or grass-roots style. CAS is internally governed by the CAS Board, formed from the membership.

Around the country, members of CAS volunteer to be regional representatives for the association forming a valuable network across the UK.

CAS is supported financially by BCS, The Chartered Institute for IT, Microsoft, Google, Ensoft and the Council of Professors and Heads of Computing(CPHC). Without their help there would be no CAS. Thank you!

CAS Board

The Computing at School working group is managed by a board of members under the auspices of the BCS Academy.

CAS Management Board Terms of Reference

Julia Adamson  

Director of Education, BCS

Dr Irene Bell Chair CAS Northern Ireland

Head of Science, Mathematics and Technology, Stranmillis University College

Miles Berry  

Principal lecturer in Computing Education, University of Roehampton

Claire Buckler  

Devonport High School for Boys, Plymouth

Mark Campbell  

Ada, National College for Digital Skills

Beverly Clarke National Community Manager, CAS

Prof Tom Crick Chair, CAS Wales

Swansea University

Prof Paul Curzon  

Queen Mary University of London, cs4fn

Prof. Quintin Cutts Chair, CAS Scotland

University of Glasgow

Prof Sally Fincher  

Immediate Past Chair, CPHC

Sarah Foxall Corporate Affairs Manager

Microsoft

Simon Humphreys Vice Chair

Co-founder of Computing at School

Simon Johnson  

Tablet Academy

Prof Simon Peyton Jones Chair

Principal Researcher, Microsoft Research Cambridge

Peter Kemp

King’s College London

Rob Leeman Chair of CAS Curriculum

Arm

Duncan Maidens  

Director of Computer Science Education, Raspberry Pi Foundation

Niel McLean  

Head of Education, BCS

Eamonn O'Hare  

St Malachy’s High School

John Palmer  

Faculty Head for IT, Computing and Business, The Chase School, Malvern

Carrie-Anne Philbin Chair of CAS #include and CAS Women

Raspberry Pi Foundation

Will Rogers  

STEM Learning

Chris Stephenson  

Head of Computer Science Education Strategy @ Google

Jane Waite Chair of CAS Research

Queen Mary University of London

John Woollard Chair of CAS Assessment

University of Southampton

Sarah Zaman Chair of CAS Primary, CAS North West (Manchester) Regional Coordinator

The University of Manchester



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