As educators, understanding our students’ interests, confidence, and access to resources is essential in shaping engaging and effective learning experiences. Recent data on Year 7 students’ engagement with computing provides valuable insights for teachers aiming to foster a supportive, inclusive, and stimulating computing curriculum. Here’s what the data tells us about students’ exposure to computing, and what it means for teachers in the classroom.

Key Findings on Computing Engagement

1.Computing Lesson Attendance:

•A strong majority (80.7%) of students attend computing lessons, with a small proportion (9.1%) unsure, and 10.1% not participating.

•This high attendance highlights a solid foundation to build on, but the gap for the 10% who don’t attend is important. Ensuring these students have opportunities to engage with computing fundamentals will be key.

2.Frequency of Lessons:

•Most students (65%) participate in weekly lessons, with 16.9% on a monthly schedule. A small percentage attend lessons only occasionally, and 7.3% report no lessons at all.

•Weekly lessons provide consistency, yet the variation among students means some may have limited exposure. Consider ways to reinforce and extend learning for those with less frequent sessions, perhaps through homework or self-guided online resources.

3.Technology Used in Lessons:

•Laptops are the most common (68%), followed by tablets (45.8%) and desktops (37.1%). Only 4.6% report not using any devices.

•With diverse device access, it’s useful to incorporate lessons that adapt easily to different technologies. This flexibility can make computing more accessible for all students, regardless of their primary device

4.Software and Platforms:

•Google Classroom (45.1%) and Purple Mash (41.5%) are widely used. Microsoft Teams is used by about a quarter of students, with other platforms like Moodle less commonly used.

•Knowing which software students are comfortable with can help streamline classroom management and lesson design. Focusing on common platforms like Google Classroom and Teams can also help with cross-disciplinary projects

5.Confidence with Computing Tools:

•Over three-quarters (76.2%) feel confident on the internet, and a strong majority are proficient with basic software like MS Word and PowerPoint.

•This high confidence level is encouraging, but some students may need targeted support. Consider differentiated tasks for students with varying levels of confidence, perhaps using peer-to-peer teaching for those who need extra help

6.Attitudes Toward Computing as a Subject:

•Most students disagree with the idea that computing is only for boys (92.3%) or only for girls (94.2%). Nearly all (92.8%) agree computing is for everyone.

•This is a powerful reminder to reinforce inclusive messages in the classroom. Consider showcasing diverse role models in technology and encouraging all students to participate in discussions and activities

7.Access to Computers and Screen Time:

•While 61.6% of students access computers weekly, only 16.5% have daily access. Nearly one-third of students (29.7%) spend over three hours on phones during school days, with this number increasing on weekends.

•For students with less computer access, in-class time becomes even more crucial. Allow students ample opportunity for hands-on practice with computers in school, and keep an eye on screen-time fatigue, particularly among heavy phone users.

8.Interest in Learning Computer Science:

•About half of students (49.9%) express an interest in learning computer science, with boys showing slightly more interest than girls.

•The interest is there, and this is a prime opportunity to engage students further. Explore ways to make computer science relevant and inspiring, such as connecting lessons to real-world applications like app development, gaming, or environmental science

9.Career Aspirations:

•Over a third of students (36.3%) intend to use computers in their careers, with more boys than girls showing interest.

•For students with career aspirations in computing, providing guidance on pathways, such as coding clubs or connecting with industry professionals, could be beneficial. For others, show how computing skills apply to various fields, broadening their understanding of potential career uses

10.Extracurricular Computing Clubs:

•A little over a third (31.5%) have access to a coding club, though 36.5% report no IT or computer clubs available at their school.

• Expanding extracurricular options could have a big impact, especially for students interested in coding and robotics. Consider creating or supporting clubs that appeal to a variety of interests, from gaming to digital art, to encourage wider participation.

Building on These Insights in the Classroom

The data provides a strong foundation for building inclusive and effective computing experiences. Here are some actionable steps:

•Differentiated Learning: Use varied tasks and projects that cater to different levels of experience and confidence, helping all students grow in their skills.

•Encourage Participation: Show that computing is for everyone, breaking down stereotypes and ensuring equal opportunity for students to lead, share ideas, and succeed in computing tasks.

•Broaden the Appeal: Connect computing to real-world examples and diverse career paths, helping students understand the relevance of computing in fields beyond traditional tech roles.

•Supportive Environment: For students less familiar with certain technologies, create a supportive atmosphere where they can safely ask questions and learn. Peer mentorship can also be a powerful tool here.

•Extracurricular Engagement: Advocate for or initiate computer-based clubs, perhaps focusing on areas like game design, digital art, or robotics, that can appeal to different interests and build a robust computing culture in your school.

With these strategies, teachers can build a more engaging, inclusive, and future-focused computing curriculum that meets the needs of all students, fostering a generation of confident, skilled, and inspired young digital citizens.