Course Overview
The Computer Science ITT programme is designed to deepen your existing knowledge while equipping you with the essential subject matter and pedagogical skills needed to excel as a Computer Science teacher. Throughout the training, we will develop your understanding of the Key stage 3 curriculum and the different specifications at Key stage 4 and Key Stage 5 exploring various strategies and approaches to help you become the most effective teacher possible.
As a result, it is intended that Computer Science trainee teachers will be able to:
- Develop their subject knowledge to a depth and breadth that enables them to teach their subject at KS3-KS4 with confidence and competence.
- Understand the pedagogy of their subject and be both deliberate and judicious in their choice of methods and approaches.
- Be able of the curriculum requirements for the age range they teach and have awareness of how content is chosen to be broad, balanced and deliberately sequenced.
- Understand how learning happens in their subject and be able to use a range of approaches to ensure that knowledge is more likely to be retained.
- Learn about the statutory assessment arrangements for Computer Science and be able to guide and prepare students for both internal and external assessment.
- Anticipate and address common misconceptions within planning and lesson delivery.
- Develop students’ hinterland knowledge and intellectual curiosity.
- Use a wide range of subject terminology and be aware of strategies to help students use these terms for themselves.
- Provide learners with actionable, motivational and manageable subject specific feedback in order for them to make progress in their learning.
- Create classroom climates that are inclusive for all learners regardless of ability or background through an awareness of potential barriers to learning and how to overcome these.
- Learn how to activate hard thinking in their subject as a result of a deliberate approach to structuring, explaining, questioning, interacting and embedding knowledge.
Defining and Acquiring Subject Knowledge
Over the course of the training year, you will develop your subject knowledge in a range of ways. MEITT use the following terms when referring to the knowledge you gain as part of your training. Subject knowledge needs to remain high on the agenda for all trainees throughout the ITT year and beyond. Subject knowledge can be divided in to 4 broad areas
- Subject knowledge- content and substantive knowledge, the subject’s curriculum- facts, principles, methods, evidence, skills
- Subject specific pedagogy- how to plan in this subject, how to teach the required learning behaviours, any health and safety implications, the skills/methods for retention of knowledge required for this subject.
- Pupils’ development- understanding of how pupils develop as learners/critical thinkers in this subject and how subject teaching needs to be adapted to meet pupils’ individual cognitive, social, and psychological needs.
Trainees’ attitudes to their own scholarship and continued professional development- believing in the value of continued professional development and the power of learning from others.
Entry Requirements
Mandatory
Recommended
Reading List
Reading List: Subject Knowledge
Below are the essential texts you should read:
- Rosenshine’s Principles of Instruction by Tom Sherrington
- 100 ideas for Secondary Teachers: Outstanding Computing Lessons by Simon Johnson
- William & Leahy’s Five Formative Assessment Strategies in Action
- Teaching WALKTHRUs: Visual Step-by-Step Guides to Essential Teaching Techniques
- Assessment for Teaching by Patrick Griffin
- Lau, William (2018) Teaching Computing in Secondary Schools: David Fulton
- French, C (1986) Computer Studies: DP Publications
- Christian, Brian & Griffiths, Tom (2016) Algorithms to live by: William Collins
- Kidder, Tracy (1981) The Soul of a New Machine: Back Bay Books
- Sedgewick, R (2016) Computer Science: An Interdisciplinary Approach: Addison-Wesley Professional
- Sentence, Sue (2018) Computer Science in Education: Bloomsbury
- Simmons, Carl & Hawkins, Claire (2015) Teaching Computing (Developing as a Reflective Secondary Teacher): Sage
Textbooks for the examination board you will be teaching:
- Python Programming Guide for GCSE Computer Science by CGP
- GCSE Computer Science OCR Knowledge Organiser and Retriever
- PG Online OCR GCSE (9-1) Computer Science by S Robson and PM Heathcote
- Hodder Education AQA GCSE Computer Science by George Rouse, Lorne Pearcey
The following texts are not essential reading but would be worth becoming familiar with:
- Bentley-Davies, C. (2010). How to be an Amazing Teacher. Bethel: Crown House Publishing.
- Bryan, H., Carpenter, C. and Hoult, S. (2010). Learning and Teaching at M-Level: A guide for student teachers. Sage Publications.
- Capel, S., Leask, M. and Turner, T., eds, 2009. Learning to teach in the Secondary School. A companion to school experience. 5th ed. London: Routledge.
- Cowley, S., 2010. Getting the Buggers to Behave (4th edition). London: Continuum
- Dale, N. and Lewis, J. 2012. Computer Science Illuminated (5th ed.). Jones and Bartlett Publishers, Inc., , USA.
- Kubica, Jeremy, 2012 Computational Fairy Tales. CreateSpace Independent Publishing Platform
- Hramiak, A. & Hudston, T.(2011). Understanding Learning and Teaching in Secondary Schools. Longman.
- Simmons, C. and Hawkins, C. (2009) Teaching ICT, London, Sage
- Smith, J. (2010). The Lazy Teacher’s Handbook: How your students learn more when you teach less. Bethel: Crown House Publishing.
Course Funding
For 2025-2026, if you are eligible, you will receive a bursary of £29,000 to train in Computing.
To find out more about financing your teacher training, click here
Course Codes
QTS with PGCE, full time or part time, 2GGK
QTS full time - Q149
Any Questions?
If you have any queries about the content of this page please call the Mid Essex ITT office on 01376 556 398 or email us on