Teacher Conference 2010

University of BirminghamJuly 9th

Conference Report

September 12, 2010

Contents

1 Introduction 2

2 The Pre-meeting Event 4

3 Summary Report 5

4 The Workshops 84.1 Running an After School Club - Allan Callaghan . . . . . . . . . . . . . . 84.2 Where are the girls? - Rebecca George . . . . . . . . . . . . . . . . . . . . 84.3 Teacher Trainee Workshop - John Woollard, Miles Berry, Tim Tarrant,

David Longman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104.4 cs4fn - Peter McOwan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104.5 Greenfoot - Michael Kolling, Neil Brown . . . . . . . . . . . . . . . . . . . 114.6 Apps for mobile phones - Diane Dowling . . . . . . . . . . . . . . . . . . . 124.7 Qualifications at KS4 - Thomas Ng . . . . . . . . . . . . . . . . . . . . . . 124.8 Algorithmic Problem solving - Roland Backhouse . . . . . . . . . . . . . . 124.9 A Level forum - Roger Davies . . . . . . . . . . . . . . . . . . . . . . . . . 134.10 The Science of Nearly Everything - Aaron Sloman . . . . . . . . . . . . . . 15

5 The Poster Display 17

6 The Conference Program 40

7 List of Attendees 41

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1 Introduction

The Computing at School Working Group held their second annual teacher conference atthe University of Birmingham on July 9th. As with the previous conference, also held atthe University of Birmingham, the event was aimed squarely at teachers and sought toprovide resources and ideas for those looking to engage their students in fun and excitingways. Secondary school teachers formed the overwhelming majority of the 140 attendees, atleast half of whom were not previously members of CAS, and they spent the day in a vari-ety of plenary sessions, small group workshops and attending the poster display over lunch.

CAS was born out of excite-ment with the discipline of com-puting combined with a seriousconcern that many school pupilsare being turned off computing asa subject. The number of studentsapplying to computing courses atuniversity has halved in the lastten years, despite increasing take-up of university education, andstrong employer demand. Thenumber of students wanting totake an A Level in Computing issmall, and also declining. Conse-quently, schools typically have onecomputing teacher who has no col-leagues and feels isolated. One of

the achievements of CAS is in bringing together like-minded professionals to share ideas,techniqus and resources. The annual teacher conference provides a platform to celebratethe developments in schools and to encourage others by giving the clear message that com-puting, as a subject and discipline, is a good and right thing to be doing in their classrooms.

There is still a long way to go for CAS but we believe we are moving in the rightdirection, albeit slowly. If you are reading this report and are not a member of CAS doconsider joining us in seeking to educate, engage and encourage both teachers and studentsin computing.

This report provides links to all of the materials distributed on the day of the conferencewhich are all available from the CAS website. It summarises the activities and providessome detail for the discussion topics.

CAS are particularly grateful to both Microsoft Research (UK), the BCS Academy,CPHC, Vital and the University of Birmingham for making the event possible through

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their generous financial support. Grateful thanks also to the speakers and workshop lead-ers who donated their time and made the event such a success.

In particular we wish to thank, on behalf of the CAS Working Group, the local organ-isation team at Birmingham University, in particular Achim Jung. Without you none ofit would have been possible!

Simon Peyton-Jones, Chair of the CAS Working GroupSimon Humphreys, 2010 Conference Organiser

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2 The Pre-meeting Event

An informal reception was held on July 8th atone of the conference facilities on the University ofBirmingham campus. Many travelled a long wayto attend the conference proper and about 60+folk were able to attend the pre-conference meet-ing.

This took the form of a ’teachmeet’ style eventi.e. several short presentations on a variety of topicswhich was streamed live to any who wished to login and view remotely. The footage of the evening isavailable on the CAS website. Topics included:

• Using Robomind (Peter Marshman)

• The probot (Miles Berry)

• Using scratch for the first time (Blossom Lane)

• Greenfoot (Michael Kolling and Neil Brown)

• Magic tricks as a ‘way in’ to computing algorithms (Peter McOwan)

• Extending Scratch with BYOB (John Stout)

• The Royal Society report (Simon Peyton Jones)

• The Open Source Education Disc (Peter Kemp)

• The Digital Schoolhouse Project (Mark Dorling).

It was an excellent way to begin our event, relaxing, informal but charged with theenergy of teachers passionate about their work and eager to share ideas with colleagues.

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3 Summary Report

The full conference day started with Andrew Herbert OBE (Managing Director Mi-crosoft Research UK) and Peter Dickman (Technical Manager, Google) sharing theirvision for computing education 2020.

Andrew provided a fascinat-ing insight into the historical per-spective leading to the conse-quences of cloud computing anddata at scale and how cloudcomputing can liberate schoolsfrom existing hardware and soft-ware constraints; he spoke aboutnew programming paradigms e.g.F# that are being used to har-ness the power provided by theCloud. Finally, he touched onthe issues of ‘natural user in-terfaces’ (greater use of gesture,speech, touch, handwriting) andthe growing importance of ‘infer-ence’ versus ‘algorithms’. (Theslides for Andrew’s presentationare here).

Peter followed with a subtitleof ‘How to get there from here’.Using inspirational teachers andcontent from his own education asa starting point he took us on anexciting journey that touched on:how current technology enablesarbitrary learning once basics aremastered; the contrast betweenskills/tasks/understanding & datavs info vs knowledge - computingvs ICT etc; the importance of clear

thinking and problem solving as a taught activity, algorithmic thinking and technologicalrate of change. He presented the 4 R‘s of teaching, which was subsequently extended byAaron Sloman to the 5 R‘s:

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• Reading

• wRiting

• aRithmetic, and

• pRogRamming!

CAS were particularly pleased to inviteMatthew MacLaurin to share his visionbehind the Kodu Project.

Matthew is the chief developer, basedin Redmond USA, of this project. Koduis an exciting software tool that enableschildren to build interactive games. Orig-inally built for the Xbox, a PC versionis now available but the input device ofchoice remains the gamepad. Follow-ing a plenary demonstration, an explana-tion of the design principles that under-pin Kodu and a summary of the educa-tional benefits of using Kodu in the class-room Matthew presented 3 workshops tosmaller groups. These were very well at-tended and Kodu was one of the mostcommented upon features in the feedbackforms.

Alongside the Kodu workshop were twoother repeat workshops with longtime CASpartners: cs4fn and Greenfoot. PeterMcOwan from cs4fn demonstrated hisskills as a magician and taught how to doseveral magic tricks that folk could takeback into their classrooms to demonstrate

algorithms and the ’Magic of Computer Science’. Michael Kolling and Neil Brownfrom the Greenfoot project gave 3 interactive workshops on Greenfoot. Many teachers arenow beginning to use Greenfoot, particularly with their KS4 classes, as a way of teach-ing introductory programming. It is an excellent tool for this, built on solid pedagogicalfoundations. Once again, many teachers commented on how useful this workshop had been.

Further workshop sessions were offered that included: ’Where are the Girls’ (RebeccaGeorge OBE), Algorithmic Problem Solving (Roland Backhouse), Running an after-school club (Allan Callaghan), Qualifications at KS4 (Thomas Ng), Developing Apps

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for the mobile phone (Diane Dowling), Teacher Trainee session (John Woollard, MilesBerry, Tim Tarrant, David Longman), Wedo and Scratch (Miles Berry), Computing- the science of nearly everything (Aaron Sloman) plus open forums on both A LevelComputing and the new GCSE Computing pilot (Roger Davies, George Rouse). Fur-ther details of each of these can be found later in this report.

A new event for this year was the poster display. Teachers were invited to submit aposter that celebrated one aspect of their teaching. Over 20 were submitted; CAS hadthem printed in A1 form and these were then displayed in the atrium of the ComputingSchool in Birmingham and delegates could view and chat with the teachers about theirposter and pick up even more ideas for developing computing in school.

All the posters are included in this re-port.

The overwhelming feeling from thosewho came was that the day was veryworthwhile, one comment received throughemail after the event sums it up forthem:

“The effects of the CAS con-ference has made me feel so”heady” with excitement thatI have still not come down toearth. It was so enjoyable and Igot so much out of it. On reflec-tion it was not so much what was said, but all the many helpful and interestingcolleagues I met and chatted to. Hence a huge ”thank you” for enabling thisevent to happen. I would love to join the CAS group.”

Simon HumphreysCoordinator Computing at School

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4 The Workshops

4.1 Running an After School Club - Allan Callaghan

Allan looked at how to run after school clubs, illustrating a range of activity ideas andresponses to quickly get young people programming with examples of how to get studentsexperimenting with programming games and curiously fiddling with Linux. Various issuesassociated with hardware, software, finding time, seniour management and progression toqualifications were also covered.

Further information can be found here

4.2 Where are the girls? - Rebecca George

I asked everyone to tell me where they came from and about their experiences with theparticipation of girls. They all told me that they had almost no participation of girls intheir classes, in several cases they had none at all.

I then summarised the situation, provided somefacts and figures:

• 23% of the IT workforce are women versus 45%national average

• 15% of university applicants/accepts arewomen for computer science and related sub-jects

• There is 9% participation of women at A level,an 8% drop since 2003

• However there is 44% participation of girls atGCSE, possibly because Technical Academiesmandate at least the short form GCSE IT

I talked about what I have done to increase the participation of women in IT overthe last 13 years, including activities at schools, pre-university, university careers offices,graduate recruitment, early career, maternity returners, mid career and retaining seniorwomen. I said that now my focus is on collaboration and the wider agenda of diversityand inclusivity. This is on the basis that many fragmented initiatives, run by women forwomen, and with funding that inevitably runs out, werent working. So instead I hadturned my attention to improving the profession and industry for everyone on the basisthat more women would also then come along and stay.

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I am responsible for Diversity and Inclusivity for the BCS and we are working on avery small number of initiatives in collaboration with universities, professional organisa-tions, the government, universities etc. They are Technocamps with the universities inWales, marketing IT to schools, and running W-Tech, an event for women in IT which at-tracted 1200 women the first time we ran it last year. We also maintain the IT Scorecardwhich is the definitive place to go for facts and figures.

Very briefly I mentioned that women act differently from men in the workplace (ininterviews, in appraisals, doing their jobs and negotiating salaries) and we all need to beaware of this at all stages in development.

I asked then what they would suggest we do and said I would take a summary of keyideas to the BCS and potentially to the Government.

We then had an open conversation for the rest of the session about 30 minutes. Thekey themes emerging were:

• The content of the Computing GCSE is disappointing and needs to be revisited

• Would it be worth pooling GCSE and A level resources for an area rather than eachschool trying to do it for themselves make better use of scarce resources?

• The STEM Ambassadors programme needs more work it needs more on Technology,more sustainability, and more ways to link industry with education for role modelsas well as up to date information and trends. As an aside, sending young women andpregnant women out as Ambassadors has had great results to encouraging women toparticipate, and then to stay in the IT profession

Other points included:

• IT is like marmite students seem either to love it or hate it; and also be good at itor really bad at it

• Most girls (and many boys) who start AS dont progress to A2

• Senior management in schools/colleges dont understand about IT or its requirements,and worry about losing the few qualified teachers they have

• Girls generically seem more drawn to applications and usability rather than moreabstract aspects of computing girls tend also to maths and stats but more rarelyapplied maths

• It is important to get computing embedded into other subjects (computing by stealth)

• Set up communities for teachers to share experiences, resources and contacts

• BCS for BCSWomen, the network for women in IT and the IT scorecard

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• Access eSkills for the Big Ambition website and updated information on ComputerClubs for Girls which I understand is being revamped. eSkills are also thinkingabout putting together their own IT qualifications as the governments have beendisappointing.

• Access the Department for Business for the STEM Ambassador Programme

4.3 Teacher Trainee Workshop - John Woollard, Miles Berry,Tim Tarrant, David Longman

The trainees represented the following programmes: University of Cumbria, University ofSouthampton and University of Exeter. Also present were other teacher trainers: AletheBailey and Alan Rodgers from Newman College, Richard Vickery from Liverpool JohnMoore and Mick Hammond from Warwick was also at the conference.

Presentation slides

4.4 cs4fn - Peter McOwan

Computer Science For Fun (cs4fn) is the UKs biggest campaign enthusing young peopleabout computer science. We engage with students and teachers from primary school tosixth form, from varying backgrounds and with diverse academic interests. We publishmagazines, magic books, teacher resources and more, promoting the idea that computingis exciting, multidisciplinary and, most of all, fun.

Most people are surprised to learn that card tricks can help teach computer science,but there are strong links between them that your students can have fun exploring:

• The Leading Aces The four aces travel from four separate piles of cards joiningtogether in a single pile. . . except not to the pile where they should have gone! Thisis a good trick to teach algorithms and Graphical User Interfaces.

• The Remote Control Brain Experiment In this trick, it looks like you can control therandom distribution of red and black cards using the power of your mind, but reallyits just algebra! The science behind this trick relates to verification and proof thesame kind of maths that you might want to use to test a computer program.

• The Torn Card Trick Any magician can force someone to choose a particular cardit takes real talent to make a whole crowd of people choose the same one. Youcan use this trick to introduce the concepts of human-computer interaction, artificialintelligence, and even show how humans process visual information, and how mp3works.

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• The 16th Card In this trick you show the audience a mysterious way to choose arandom card from the pack, only to reveal that you predicted the card youd end upwith at the very beginning. It all depends on binary numbers.

. . . and there are more magic tricks, downloads and teacher resources at www.cs4fn.org.

Also see and here a link to the vanishing person effect with a full description and theanimated gifs I use also covered in Magic of Computer Science Book 2 and the teleportingrobot with instructions to make your own.

4.5 Greenfoot - Michael Kolling, Neil Brown

The Greenfoot workshop was run threetimes during the CAS conference, andwas intended to introduce participants toGreenfoot: a beginner’s programming en-vironment for teaching Java and Object-Oriented Programming to those aged 13+.We showed what could be achieved inGreenfoot: we demonstrated finished ex-amples of scientific simulations (ants wan-dering around, finding food and droppingpheromone markers), games (an asteroidsclone), and other systems (a playable on-screen piano). We took attendees throughthe basics of the Greenfoot system, anddemonstrated building a simple playable

game from scratch, with only around 20 lines of code in the finished game. We finishedthe workshop by showing the support materials for Greenfoot: the textbook, the Green-foot Gallery website (where users can upload their scenarios for everyone to see) and theGreenroom website where teachers can discuss teaching with Greenfoot and share teachingmaterials.

Links to resources and follow through material:

• the slides and the example project from the presentation.

• Greenfoot website, with links to download the software

• The website for the Greenfoot book, all links to all the scenarios used in the workshop

• The website for users/pupils to upload and share their Greenfoot scenarios

• The website for teachers to join and share material for teaching with Greenfoot

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4.6 Apps for mobile phones - Diane Dowling

The workshop covered:

• installing and configuring the necessary software for Android development

• developing a very basic ”Hello World” app

• developing the user interface by adding a button!

Links to all worksheets to follow

4.7 Qualifications at KS4 - Thomas Ng

The focus of the session was to offer a framework for Heads of Department to choose acourse for students in KS4.

Please find a copy of the slides and also an exercise I prepared for the participants.

4.8 Algorithmic Problem solving - Roland Backhouse

Algorithmic Problem Solving is a com-pulsory 1st-year, 1st-semester module of-fered by the School of Computer Sci-ence at the University of Nottingham,which has been running for the last sevenyears. As the name suggests, it is amodule about problem solving but witha focus on problems whose solution in-volves the development of an algorithm.The module is problem-driven and sev-eral of the problems are well-known puz-zles from the literature on mathemat-ical recreation. A book to be pub-lished by John Wiley is in prepara-tion.

This workshop explored via examples how much of the material might be suitable forintroducing the science of computing to sixth-form students. Several problems were pre-sented and their solutions derived in interaction with the participants. The session endedwith a preliminary discussion of the suitability of the material.

See here for Roland’s website

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4.9 A Level forum - Roger Davies

The meeting aimed to provide an open forum for colleagues to discuss issues arising fromthe delivery of current AS/A2 courses in Computing. Twenty six people attended, the vastmajority teaching the AQA syllabus, with a few delivering WJEC and OCR.

This was the second year we have held an informal discussion along these lines. It waspleasing to note that, unlike last year, technical issues did not feature in the discussionsuggesting that many teachers have resolved the issues of making programming environ-ments available to their students.

It was inevitable, given the make up of the meeting that some of the issues with AQAwere dominant. Kevin Bond, author of the recommended textbooks and chief examinerfor AQA Computing was in attendance and answered some of the queries raised.

There was a broad measure of support for the new specification, many feeling it wasa worthwhile change. Despite the difficulties and workload involved for staff familiarisingthemselves with new material it was felt that the specification provided a coherent intro-duction to Computing for students and provided good grounding for those going on tofurther study.

Nonetheless, several concerns wereraised by those present. Foremost was afeeling that the specification was inade-quate in outlining the breadth and depthrequired in many areas. This point was ac-knowledged, as was the difficulties arisingfrom not having any past papers from whichto garner the type of questions likely to beasked of students. Over time this situationwill improve, but it is clearly a concern formany teachers, not knowing what level topitch their teaching. Further exemplifica-tion of topic areas would be made availablevia the AQA Teacher Resource Bank. It

was requested that AQA implement an RSS feed on the website or some other system fornotifying staff when new material becomes available.

Some colleagues commented that the AQA supporting inset had been very useful butthe issue remained for many of what balance they should accord in teaching different topics.This was felt to be the biggest area of uncertainty for most present, and some indicationof the relative weight of different topics would be appreciated.

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A question was raised about future AQA plans to continue to support the current lan-guages available for tasks at AS level. It was noted that support for two languages hadbeen dropped and it was hoped that no further changes would be made in the near future.Teachers pointed to the considerable work involved in developing their own material tosupport the teaching of their chosen language.

The other main area of discussion centred on problems colleagues had in supportingstudents in the practical project (Comp4). The guidance regarding the complexity ofprojects was felt to be very confusing. Further guidance will be made available in thenew term. Teachers had made a big shift in encouraging students to develop programmingsolutions but not without considerable difficulties. Suggestions for project areas otherthan databases were requested and it is hoped that some exemplars may become availablefrom the submissions this year. The uncertainty involved in embarking on a non standardproject were aired particularly as the mark scheme seemed to be written specifically for adatabase type project. One positive suggestion was to use CAS hub meetings early in theautumn term for sharing and discussing projects once the moderation process was completeand marks awarded.

Many present reported that their stu-dents had not enjoyed the coursework ele-ment, a recurrent theme from the previousyear. There was a general feeling that fartoo much work is involved and presentingstudents with a software engineering taskwas expecting too much at this stage, re-sulting in students jumping hoops to gainmarks, rather than having a rounded feelfor a development process. It was stressedthat the clarity of the analysis and projectspecification was a key determinant in thefuture success of the coursework. How-ever this raised questions for lower or mid-dle ability students, who, having failed to

clearly specify their project requirements faced an increasing uphill struggle in developingany solution.

Some colleagues questioned whether a coursework element was the best approach. Manyfelt the experience of the set task at AS level had been a very positive experience and won-dered if a similar approach, or a series of set projects might not be preferable at A2. Itwas reported that it was a requirement of the QCA to include a coursework element butit wasnt clear whether this had to account for such a significant amount of the overall marks.

There was a general view that the considerable workload involved in the current project

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was detrimental to students getting to grips with much unfamiliar theory for Comp3. Here,again, there was a feeling that the change in specification was very welcome but there aremany areas where staff who havent themselves studied Computing at degree level wouldbenefit from a rounder understanding of its place in computer science. There were specificrequests (as last year) for CAS to utilise its connections with higher education to provideinset that goes beyond the particular syllabus requirements on specific areas. In particularthe topics of intractable problems and what is computable, the role of regular expressions,backus naur form and reverse polish notation, the relevance of Turing machines and thehalting problem, data transmission and machine architecture were suggested.

Teachers welcomed CAS as a bodywithin which they could develop self helpforums through hubs and the google groupbut it was felt that some inset develop-ments, perhaps through the help of Vi-tal would be a significant step forward.Other avenues of self help exist. Pe-ter Kemp reported his attempts to de-velop a wiki book to support the new syl-labus (http://en.wikibooks.org/wiki/A-level_Computing), the AQAComputingdiscussion forum (http://aqacomputing.ning.com/) was highlighted, as was thegrowing list of web based resources beingcollated within the CAS Google Group.Aline Cumming was also in attendance and reported on the aim of the BCS to maketheir well renowned Glossary Of Computing Terms available on-line. The prospect of aweb version of this marvellous, succinct resource was very well received. As more teachersbecome aware of CAS, the importance of pulling these strands together, within a web basedcommunity grows.

4.10 The Science of Nearly Everything - Aaron Sloman

The slides used during this workshop are here

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5 The Poster Display

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6 The Conference Program

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7 List of Attendees

Mr. Andrew Adams Tupton Hall SchoolMrs. Vanessa Alderton Baycroft SchoolMs. Jody Armstrong Robert Smyth SchoolMr. Ilia Avroutine Royal Grammar SchoolMrs. Soraya Aziz Beths Grammar SchoolProf. Roland Backhouse University of NottinghamMrs. Alethe Bailey Newman University CollegeMs. Sophie Baker The Sandon SchoolMr. Steve Beard Shropshire CouncilMs. Charlotte Beeney Oakwood Park Grammar SchoolMr. Miles Berry ICT EducationDr. Kevin Bond Educational Computing Services LtdMrs. Wendy Bowe Cockermouth SchoolMrs. Amy Box Drayton Manor High SchoolMr. James Bridges Waingels CollegeMr. Neil Brown University of KentMr. Simon Budgen Alun SchoolDr. Steve Bunce Open UniversityMr. Arnold BurdettMr. Allan Callaghan Sandwich Technology SchoolMr. Jamie Chadwick Davenant Foundation SchoolMs. Annelie Chambers Queen Elizabeth SchoolMr. Ray Chambers Lodge Park Technology CollegeDr. Tom Chothia Univ. of BirminghamMr. Mark Clarkson Egglescliffe SchoolMr. Michael Constantino ICT TeacherMrs. Maggie Cooper New CollegeMrs. Janet Corboy Devonport High School for BoysMr. Gavin Craddock Painsley Catholic CollegeMr. Ian Crosby Hills Road Sixth Form CollegeMs. Jodie Crush University Of CumbriaMrs. Aline Cumming BCSMr. David Cumming Hills Road Sixth Form CollegeMr. Steven Curtis Aylesbury Grammar SchoolMs. Claire Davenport BCSMr. Roger Davies Queen Elizabeth SchoolMrs. Jo Davies Highcliffe SchoolMr. Peter Davis Bedford SchoolMs. Chara Delliou Ernest Bevin CollegeDr. Peter Dickman Google ZurichMr. David Dinsmore Haberdashers’ Aske’s Hatcham College

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Mr. Mark Dorling Digital Schoolhouse CoordinatorMrs. Diane Dowling Collyers Sixth Form CollegeMr. David Durning Royal Grammar SchoolMr. Dave Emsley Shelley CollegeMrs. Christine Enderby Ferndown Upper SchoolMr. Paul Foxall University of BirminghamMr. Nick Frost Camp Hill School for GirlsMr. Leoni Funfe Head of ComputingMr. Duncan Garbett Vital - The Open UniversityMrs. Rebecca George OBE DeloitteMr. Dave Gill Cockshut HillDr. Lee Gillam University of SurreyMr. Mark Gutteridge Walsall Childrens’ ServicesDr. Michael Hammond University of WarwickMs. Esther Hanley Bottisham Village CollegeDr. Andrew Herbert OBE Microsoft ResearchMs. Ceinwen Hilton City and Islington 6th Form CollegeMs. Shirley Hine Lomg Road Sixth Form CollegeMr. Clive Hirst Merchant Taylors’ SchoolMs. Lyndsay Hope Monmouth SchoolMr. Simon Humphreys Computing at School/BCSDr. Frank Hurvid Barclay SchoolMr. Tommy Ittu Greenford High SchoolMr. Nick Jackson Fulford schoolMs. Georgia James-Olner The Sixth Form College SolihullMr. Trevor Joy Court Moor SchoolMr. Peter Kemp Christ the King Sixth Form CollegeMr. Daniel Kennedy University of ExeterMr. Rob Kidger Cadbury Sixth Form CollegeMr. Michael Klling University of KentMrs. Kamaljeet Lally King Edward VI AstonMrs. Blossom Lane Connaught SchoolMrs Gabrielle Litten The College of Richard CollyerMr. David Longman Newport School of EducationMs. Gemma Loughhead University of CumbriaMr. Stuart Lucas Aquinas CollegeMr. David Luke Kirklees LADr. Matthew MacLaurin MicrosoftMs. Nicki Maddams Hartsdown Technology CollegeMr. Peter Marshman Park House SchoolMs. Gillian Matthews Little Heath SchoolMrs. Karen McCathie St James Henderson SchoolMr. Adam McNicol Longsands College

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Prof. Peter McOwan QMULMr. Mike McSharry Systems and Education LtdMr. Tim Meek Scholastic EducationMr. Terry Millar Wilmington Grammar School for GirlsMs. Sarah Morris Centre for Forensic ComputingMr. Ernest Muzungu Coulsdon CollegeMs. Mala Nagulendran TGSMr. Christopher Neale Twynham SchoolDr. Thomas Ng West BerskhireMs. Brenda Obwolo Heritage International SchoolMs. Carole O’Connor Didcot Girls SchoolMr. Wesley Overton Alun SchoolMs. John Owen Walsall Childern’s Services - SercoMr. Stavros Panayi Waingels CollegeMrs. Nevita Pandya Townley Grammar SchoolMr. David Pearce Brynteg SchoolProf. Simon Peyton Jones Microsoft ResearchMr. Howard Pratt Tupton Hall SchoolMr. Keith Priscott Keele UniversityMrs. Emma Robinson University of CumbriaMrs. Susan Robson Bedales SchoolMr. Alan Rodgers Newman University CollegeMr. George Rouse K E VI Camp Hill BoysMrs. Sara Rowell KGV CollegeMrs. Shahneila Saeed Graveney SchoolMs. Mara Saeli ESoEMrs. Cynthia Selby Bay House School and Sixth FormDr. Sue Sentence Long Road Sixth Form CollegeMr. Tony Smith Twynham SchoolMr. Mel Starkings Loughborough Grammar SchoolMr. Rob Statham Loughborough Grammar SchoolMr. Mike Still Quainton Hall SchoolMr. John Stout King George V CollegeMr. Matt Tancock Waingels CollegeMr. Jeffrey Tansey Bath Spa UniversityMr. Tim Tarrant TDAMr. Alec Titterton SSATMrs. Kath Townsend University of CumbriaMr. Darren Travi Royal Grammar SchoolMr. Andrew Tringham Archbishop Tenison’sMr. Richard Vickery Liverpool John Moores UniversityMr. Terry Watts Hardenhuish SchoolMr. John Wheeler LB Wandsworth

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Mrs. Ann Whitehead Newport Free Grammar SchoolMrs. Rhona Winterburn The Abbey SchoolDr. John Woollard School of EducationMr. Adrian Wright Ashby School

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