Computing Science Summary Report: Scottish Government Computing Science Meeting Series: March 2026

Annex B: Case Studies of Good Practice

The following case studies demonstrate evidence of good practice within the Computing Science Education community which were discussed during the meeting series. This is not an exhaustive list of good practice across Scotland, but attempts to place them in the context of this report to demonstrate positive case studies across the meeting themes.

Teacher Recruitment and Retention

Pathways to qualification:

Skyscanner Braided Careers Programme, University of Glasgow

A presentation was provided by the University of Glasgow, during the meeting on Teacher Recruitment and Retention, highlighting the new Braided Careers Programme. Four Skyscanner employees will undertake a full-time PGDE, resulting in a braided career modelled on working two days a week as a Computing Science teacher, and three days in their roles for Skyscanner. This is in its first year for the academic year 2025/26, assessment of its progress and impact has yet to be undertaken. This is a programme that could provide evidence of whether a braided career between industry and teaching is a viable system opportunity to continue to pursue. While it could be challenging to implement, it has potential benefits of securing more Computing Science teachers and adding industry role models into classrooms that could inspire more learners to take the subject. This concept could also be useful for other subject areas.

Software Engineering & Teaching Programme - Skyscanner

Pathways to qualification:

University of Aberdeen, MA(Honours) Secondary Education with Computing Science

The University of Aberdeen are now offering a MA (Honours) Secondary Education with Computing Science. This course is funded by the Scottish Government and will be offered to students in the academic year 2026/27 as part of a two-year pilot. The aim is to provide an alternative pathway, in which students who are undertaking an appropriate computing-based HND (such as Software Development), entry into Year 3 of University which will include 60 credits Education and 60 credits of Computing Science. Year 4 mirrors the accredited PGDE Secondary programme and includes education and placement. Any evaluation of its impact cannot yet be undertaken. However, it offers another pathway into teaching which could prove to be popular and contribute towards teacher recruitment targets.

Secondary Education (Computing Science) at University of Aberdeen - UCAS

Promote Teaching as a Career to Computing Science Students:

STACS, Engagement with Further and Higher Education Institutions

STACS have undertaken preliminary work in engaging Computing Science students in numerous Higher Education institutions to highlight the benefits of becoming a Computing Science teacher. They are working to offer classroom teaching experience to these students with the assistance of voluntary Computing Science teachers. The intended outcome is to promote the teaching of Computing Science to students who are considering their career options. STACS will continue to expand this work to engage the cohort of students earlier in their course pathway and with further education institutions.

For more information, or to get involved, please consult Scottish Teachers Advancing Computing Science

Professional Learning

Scottish Government support for teacher professional learning:

STACS, Computing Science Professional Learning Offer

STACS’s professional learning model, formed around a ‘community of practice’ which is often peer-led, has proved to be a strong example of upskilling Computing Science teachers who are registered and engage with the STACS network. They also create teaching resources which support Computing Science teachers at all stages of education, and experience and staffing levels in their respective schools. These are designed to be easy to implement and deliverable for all teacher experience levels. The model is largely designed around using SQA (now Qualifications Scotland) course reports to shape targeted support in response to National Qualifications.

For more information, you can consult Scottish Teachers Advancing Computing Science

SSERC, Computing Science Professional Learning Offer

SSERC’s Computing Science professional learning offer largely targets Primary teachers, whilst encouraging engagement from secondary teachers looking to enhance BGE experiences for learners. While being paid-for in person sessions, SSERC ensure value for money for participants by facilitating them to take away 16-week ‘physical computing’ class loan kits on the day, which helps to embed professional learning across the school, and can often influence school investment into Computing Science resources. SSERC also provide the knowledge and tools for teachers to lead the Computing Science learning back in their own settings, helping to overcome the barriers of low confidence in teaching Computing Science and lack of access to professional learning.

SSERC | Digital Professional Learning

Education Scotland, Professional Learning Offer

Education Scotland offer professional learning via online and in person sessions, curated and created resources and live lessons, alongside partnership offers - such as professional learning offered by Raspberry Pi Foundation and Micro:Bit Education. Education Scotland are the regional delivery partner for the CyberFirst programme through UK Government funding. This involves a schools award programme, professional learning, local hubs (Abertay University and West of Scotland College), creation and curation of learning and teaching resources, network of associate teachers to support locally with engagement in the programme, youth worker piloting a programme for young people not attending school, and to an online cloud based platform to deliver the National progression award.

School Infrastructure

Classroom Devices:

Utilising a Range of Devices

It has been highlighted that local authorities employ different device strategies with varying success for Computing Science education. While further work shall be undertaken to formally explore the evidence as part of these case studies, anecdotal evidence through the STACS network and from Education Scotland suggests that schools are delivering good Computing Science education through increased engagement with professional learning events that focus on the use of physical computing devices such as Micro:bit, Lego and MakeyMakey which are compatible with a range of common desktop, laptop, Chromebook and iOS devices. In particular, these physical computing devices are most commonly seen in learners BGE experiences. Moving into the senior phase, and a more focussed approach on text-based syntax, learners have better experiences with desktop-based systems with external monitors, keyboards and mice. It is more challenging to have positive experiences at this level with this type code-based activity (software development, web development and database development – all part of current National Qualifications in Computing Science) with smaller screen devices and restricted access to the filing systems. At Advanced Higher, there have been examples of pupils being given a Raspberry Pi computer to carry out their course and project as these devices can be connected to external peripherals and allow learners to fully access the system in a way that they cannot when using Local Authority devices. This indicates success by utilising the infrastructure in place and being adaptive to their circumstances given infrastructure decisions are made at local authority level. However, there may be other challenges associated with using this type of device.

Subject Attractiveness

‘Mearns Masters’: Mearns Primary School, East Renfrewshire

Mearns Primary School and Nursey have adopted the Mearns Masters Programme throughout the school. This is a skills-based initiative designed to equip learners with the agency, creativity, and technical proficiency required for their futures. As part of the Coders pathway in this programme, they weave together the core principles of Computing Science, Project-Based Learning, and link in with Global Citizenship to promote creation, problem-solving and confidence in their learners. A variation of physical resources are used that map the learning journey from their early learners through to primary 7.

For more information, please visit Mearns Primary School & Nursery Class - Mearns Masters

North Lanarkshire Council Approach to Computing Science

Encapsulating the totality of all the themes discussed, the North Lanarkshire Digital Pedagogy Team have embarked on policies that aims to enhance the benefits of a rich Computing Science curriculum offer within the local authority. They provide tailored support packages across all settings, including early years settings, primary schools, ASN provisions, and secondary schools. These bespoke packages are designed in partnership with individual settings to align with school improvement priorities, staff confidence levels, and learner needs. By offering flexible, responsive support, the team are working to ensure that Computing Science is accessible, progressive and embedded meaningfully across all sectors. To support consistency and progression, the team has developed localised Computing Science progression pathways from Early Years through to Third Level.

To further enhance access and equity, the Digital Pedagogy Team has established a digital lending library comprising a range of coding and programmable devices to support learning across all stages. Each device is accompanied by a minimum of three structured lessons per stage, to ensure clear progression and purposeful integration into classroom practice. Lastly, the professional learning offer and resource development are described as designed to build long-term capacity rather than dependency. By combining high-quality career long professional learning, exemplified materials, and practical in-class modelling, the Digital Pedagogy Team empowers practitioners to grow in confidence and embed Computing Science meaningfully across the curriculum, to invest in a lasting impact for learners across North Lanarkshire. This is being implemented as part of a wider curriculum support with other subjects.

Curriculum and Qualifications Reform:

Engagement with Computing Science-related Programmes

CyberFirst

Education Scotland have outlined the positive impact that programmes like CyberFirst is having on schools. A case study provided on St. Matthew’s Academy, North Ayrshire, demonstrates increases in engagement in Computing Science classes and an expansion of the classes offered at S3, S4, and a separation of senior phases offering between NPAs and National Courses taught separately. This has proved to have had a positive impact on many pupils who may not have considered studying Computing Science as a subject or qualification choice. The University of Glasgow has completed an evaluation of the CyberFirst programme in Scotland and highlights high quality and accessible resources, positive impact on students, and strong peer and national support.

CyberFirst Schools Award – DigiLearn

There is other evidence of positive impact that other programmes have on Computing Science education. Other initiatives include:

Digital Xtra

Digital Xtra is a Scottish charity which continues to receive Scottish Government funding. It facilitates funding awards for specific programmes that supports innovative, meaningful and creative extracurricular activities. For more information consult their website: Digital Xtra l Supporting digital skills provision across Scotland

dressCode

dressCode is a Scottish Charity founded by Toni Scullion. It aims to close the gender gap in Computing Science education by building a network of dressCode clubs in schools, running of annual coding competitions open to primary and secondary schools among other activity. For more information and how to get involved please consult: Dresscode | Inspiring girls into Computing Science in Scotland

Power of Role Models and Industry Exposure:

St. George’s School – Fearless Women in Computing Event

As referenced in the report, St. George’s School, Edinburgh deliver their annual Fearless Women in Computing Event, which targets female pupils from P6-S6 from the school, but also invites nearby state schools, particularly from low socio-economic areas. The event’s reach, particularly to state schools, was made possible through industry sponsorship, which funded transport and ensured that financial barriers did not prevent participation. All pupils participate in various interactive stalls put on by partners of the event to engage and inspire the female pupils in attendance. As evidenced in their impact report, this event demonstrates rapidly improved perceptions of studying Computing Science in the future, and genuine considerations of entering the tech sector as a desirable career option.

The impact report is yet to be published, however, you can consult the following link to view video content from the event. Fearless Women in Computing 2025 - Sponsor and speakers announced