Introducing I Belong for key stage 2 - TC meeting

If you were unable to join us for the CAS Primary Community meeting on the "I Belong" programme, don’t worry! You can catch up on all the content and a recording of the session below.

Key Takeaways

• Gender stereotypes in computing form as early as Key Stage 1 and can influence later subject choices.

• Role models, such as women in tech, are critical in challenging stereotypes and inspiring girls.

• Classroom strategies like gender-responsive lesson tweaks can foster a sense of belonging for girls in computing.

• Engaging girls in activities like computing clubs, competitions, and transition events can boost their confidence and interest.

• The "I Belong" programme provides resources and support for schools to address gender balance in computing.

During this meeting, Helen Cotton led a conversation about the importance of early intervention to tackle gender disparities in computing. By Key Stage 3, a noticeable gap in the number of girls choosing computer science becomes evident, and the "I Belong" programme aims to address this by engaging girls from a younger age.

Helen highlighted research showing that gender stereotypes about computing form surprisingly early. By the age of 5 or 6, some girls have already internalised beliefs that computing isn’t for them. Addressing these stereotypes during primary school can help ensure girls feel equally capable and welcomed in the world of computing.

The discussion also delved into practical strategies:

Role Models: Schools can invite women in tech to share their experiences or feature them on posters to inspire students. For instance, one participant shared how Ocado’s female engineers held a robotics workshop that captivated the pupils.

Collaborative Activities: Pairing primary girls with secondary students in STEM-focused events fosters mentorship and bridges the transition to higher education.

Cultural Capital: Using tools like the "CS Cultural Capital Wheel" can help teachers understand and address the confidence gaps many girls experience in computing lessons.

Helen also walked attendees through the simple steps to participate in the "I Belong" programme—a free initiative offering resources like handbooks, posters, and online courses designed to empower educator

Next Steps: 

To translate these insights into action, consider the following:

Reflection Questions:

• What subtle biases might exist in your classroom materials or teaching methods?
• How can you better highlight diverse computing role models?
• Are there activities that could make computing lessons more engaging for girls