Championing computing science
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Championing computing science
Scottish Teachers Advancing Computing Science (STACS) is a teacher-led initiative working to advance computing science in Scotland. Co-lead Toni Scullion tells us about the organisation’s commitment to raising the subject’s profile, amplifying teacher voice, inspiring students and growing the vibrant STACS community.
Why is computing science a vital field for students to learn about – and for Scotland’s economy?
Computing science is undeniably a vital field for students today, and its importance is deeply rooted in the economic landscape of Scotland. The tech sector has emerged as a cornerstone of the Scottish economy, driving innovation and generating high-value employment. With strengths in areas like financial technology, data science and software development, Scotland’s digital economy is poised for continued growth. Critically, equipping young people with robust computing science skills is not just about immediate economic benefits; it’s about nurturing the tech talent pipeline within our schools. If we can get this right, we will establish a sustainable source of skilled professionals, ensuring Scotland remains competitive on a global scale. Beyond these economic advantages, computing science opens up a wealth of diverse career paths for young people. From software development and cybersecurity to data analysis and artificial intelligence, the opportunities are vast. And the skills acquired through computing science education, such as problem-solving, critical thinking and logical reasoning, are invaluable in any field, fostering innovation and adaptability in an increasingly digital world.
What are some of the issues facing computing science in Scotland at the moment?
While vibrant, Scotland’s technology sector faces significant challenges, primarily rooted in the tech talent pipeline and the persistent gender gap. These issues are deeply connected to the state of computing science education at the school level.
One of the most pressing concerns is the chronic underrepresentation of women in computing science. This subject exhibits the largest gender disparity amongst traditional STEM disciplines, a problem that has persisted for over a decade. This disparity is not merely a statistical anomaly; it reflects a significant challenge in providing equitable access and opportunities for female students.
A significant number of students are being left behind due to a lack of equity of access to computing science provision in schools. This problem is not confined to remote areas like the Highlands and islands; it’s prevalent across Scotland. The issue isn’t simply a matter of discouragement; in many cases, there is literally no opportunity to study computing science at all. This lack of equity of access significantly impacts overall uptake and is heavily influenced by teacher recruitment challenges, highlighting the interconnected nature of these problems. While this lack of access affects all students, it disproportionately impacts female students, exacerbating the existing gender gap.
Computing science often suffers from a perceived lack of importance compared to other STEM subjects. For instance, some schools offer only one period of computing science per week for students in their first year of secondary education, amounting to approximately 38 periods per year. After accounting for administrative tasks, holidays and other disruptions, the actual teaching time can dwindle to as few as 30-32 periods. Some schools even offer no periods at all within certain year groups. While computing science may be nominally offered, the equity of access is severely compromised.
How is STACS working to tackle these issues?
To address these challenges, a sustained, long-term investment at the grassroots level is crucial, starting from early years through to secondary education. Closing this gender gap and expanding the talent pipeline requires a dedicated, long-term commitment. At the current pace, this disparity will not be resolved within a generation. Every student deserves the opportunity to experience high-quality computing science education and make informed choices about their future.
Who makes up the STACS community?
The STACS community is a diverse and growing network comprising computing science teachers, primary teachers delivering computing science, teachers from other subject areas who deliver computing science and faculty heads – it is a growing community of educators.
Given the geographic dispersion of teachers across Scotland and the often-isolated nature of single or small-person departments, the STACS community serves as a vital hub for connection and collaboration. STACS recognises that teachers are the experts in their field and are key to improvement on a national level. Our international footprint is also growing, with teachers who have signed up from countries such as Greece, Norway, USA, Australia, America, UAE, Italy, India, Canada, Vietnam and South Africa, demonstrating the real value of our resources.
Our community is united by a shared love for computing science and a passionate commitment to improving the subject. Members come together to learn from each other, share knowledge and inspire more students to choose computing science at school and consider careers in the tech sector. This collaborative community spirit is fundamental to STACS’ mission. The tech talent pipeline starts in our classrooms, and computing science teachers, along with all teachers delivering computing science, are fundamental to that solution.
What support does STACS offer teachers?
STACS provides a wide range of practical support and resources for teachers. Central to this is a teacher-led national upskilling programme, where experienced teachers share their knowledge and best practices with the wider community. Teachers can also access an extensive library of free ‘pick-up-and-play’ resources. Specifically, there are over 250 hours of materials for secondary schools and over 160 hours for primary schools. These resources are designed by computing science teachers, incorporate research and are aligned with established computing science pedagogy. They include detailed lesson plans, slides with teacher notes to support non-specialists, activities and answer keys. We also provide a directory to connect teachers for knowledge sharing, up-to-date information on student opportunities and teacher courses, and curated lists of coding websites, classroom tools, and over 290 classroom videos.
As a core mission of STACS is to address the gender gap, all resources feature female role models and include research-driven practices. Our commitment to gender equality is recognised through STACS’ resources being featured on UNESCO’s science hub for promoting inclusive science.
Essentially, STACS offers a practical and supportive network for teachers, facilitating collaboration and empowering them to advance computing science in Scotland. At the core of everything STACS does are the students and a commitment to enhance their learning experience and inspire them.
What does a STACS Connect event involve?
Whether virtual or in person, STACS Connect events are dynamic and highly interactive, offering a collaborative and enriching space for computing science teachers from across Scotland and beyond.
We specifically welcome current trainee and newly qualified computing science teachers to our annual in-person STACS Connect event. Attendees share best practice, pose questions, and discuss challenges and solutions with their peers. This peer-to-peer learning environment allows teachers to gain fresh perspectives and actionable ideas that directly benefit their classroom practice. We provide crucial networking opportunities, helping to build a strong, supportive community, including those single person departments who might otherwise feel isolated in their subject area.
A key component of every STACS Connect event is the teacher-led national upskilling programme. These aren’t your typical ‘chalk and talk’ presentations; they are engaging and interactive sessions where experienced teachers share their knowledge, teaching techniques and classroom activities. The focus is on practical strategies that attendees can implement immediately.
The overarching goal of every STACS Connect event is to empower teachers with the knowledge, confidence and resources needed to deliver engaging and effective computing science education, ultimately enhancing the learning experience and inspiring the next generation of students.
STACS is teacher-led. What do you want teachers to tell you about?
At STACS, the teacher voice is paramount, as we firmly believe that teachers are the experts in their classrooms and understand the needs of their students best. We want to hear about what is working well in their computing science departments and in the delivery of computing science in primary schools. We want to know what challenges they’re facing, and what resources or support would be most beneficial to them.
We don’t just listen; we also amplify the voices of teachers delivering computing science in our annual report and through crucial meetings with the Scottish Government.
To gather these vital insights, we regularly run initiatives like our STACS Survey, which is currently live! This survey is designed to collect honest data directly from computing science teachers to understand the current state of computing science provision in Scottish schools. Teacher responses are critical for helping us identify key factors that contribute to a thriving computing science curriculum, which is absolutely essential for the long-term success of our subject. (It’s important to note that this survey focuses on the provision of computing science in the respondent’s school, not individual teachers, and anonymity is guaranteed.) The survey covers factors both outside and within the teacher’s control, followed by open-ended questions for valuable insights. All findings will be shared with the STACS community to inform and empower teachers, ultimately benefiting pupils across Scotland.
Beyond the survey, teachers can share their voices through dedicated feedback mechanisms on our website, and by engaging with us through STACS Connected, our exclusive community platform.
What has STACS achieved so far?
Despite being a relatively young initiative, STACS has already achieved significant milestones in advancing computing science education in Scotland. One of our proudest accomplishments is the rapid growth and engagement of our community, demonstrated by over 1500 sign-ups on our platform. Since our website launch in November 2022, we’ve achieved impressive representation, including 94% of secondary schools and 38% of independent schools across Scotland. We’re proud that 98% of registered computing science teachers in Scotland are part of our network. This widespread engagement underscores the profound need for and value of a teacher-led initiative. Critically, this has cultivated a vital space where teachers are genuinely connecting with and supporting each other. Beyond Scotland, our community boasts a thriving international reach, with educators participating from countries around the world.
From the development and dissemination of our extensive, free, ‘pick-up-and-play’ resources and our national teacher upskilling programme, STACS is having a tangible impact on strengthening computing science education and fostering a vibrant community for educators.
What does the future hold for STACS?
The future for STACS is one of continued growth, deeper impact and unwavering commitment to our core mission: to advance computing science in Scotland. The tech talent pipeline starts in our classrooms, and our work is essential to create a sustainable tech talent pipeline for Scotland, directly addressing the significant challenges it currently faces. We envision a future where every student has equitable access to high-quality computing science education, a vital step for Scotland’s digital future that is currently hindered by disparities in provision.
We remain intensely focused on tackling the persistent and alarming gender gap in computing science, and accelerating change so all young people feel inspired and empowered in the subject.
Looking ahead, STACS will intensify its advocacy efforts to amplify teacher voices. We’ll also deepen our vital industry connections, creating even more opportunities for students to gain real-world exposure and insight into the tech sector. By leveraging data-driven insights, we’ll continue to highlight areas of concern and drive evidence-based improvements across the country.
These future ambitions build upon STACS’s core pillars, which include:
Fostering a Strong Community: Facilitating and nurturing robust networks among computing science teachers across all stages and regions of Scotland, promoting the exchange of knowledge and best practices.
Driving Professional Development and Collaborative Expertise: Leveraging the collective knowledge within the teaching network to offer streamlined shared learning, resource exchange, and professional growth opportunities.
Advocating for the Subject: Representing the voice of computing science teachers and pupils in national discussions, with a crucial focus on championing equity of access to high-quality computing science for all pupils in every Scottish school.
Strengthening the Teacher Pipeline: Proactively working to attract, support, and retain dedicated computing science teachers in Scottish schools to ensure a robust and sustainable educator base.
Connecting Education and Industry: Bridging the gap between schools and the technology sector to enrich learning experiences with real-world insights and prepare pupils for future careers.
Ultimately, STACS will champion the essential role of computing science and its teachers, ensuring Scotland’s young people are truly equipped with the critical thinking abilities necessary to thrive in an increasingly technology-driven world, securing our nation’s economic future.
Do you have a question for Toni?
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