Establishes an honest baseline of where you start (a confidence audit), a working understanding of what the current LCCS specification requires, and the Lead Learner mindset that lets out-of-field teachers deliver LCCS confidently without performing domain expertise.
| The Landscape | ||
| Welcome, Confidence Audit and the Lead Learner Mindset | ||
| The LCCS Specification: Three Strands, Two Components, and What 2027 Changes | ||
| Python from the Beginning | ||
| Your First Python Programs | ||
| Making Decisions | ||
| Repeating Things with Loops | ||
| Lists and Strings | ||
| Functions, and Putting It Together | ||
Replaces 'watch me code, now you try' with evidence-based programming pedagogy: computational thinking as named classroom moves, PRIMM and worked examples, explicit debugging instruction, and a sequenced two-year Python progression with programming-specific assessment.
| Computational Thinking as Classroom Practice | ||
| PRIMM, Worked Examples and Misconception Diagnostics | ||
| Teaching Debugging Explicitly | ||
| Scaffolding Python Across Two Years and Assessing Programming Progress |
Builds subject-knowledge confidence across Strand 2 (Core Concepts) for non-specialists, covering data representation, algorithms, computer systems, networks and the web, and AI/machine learning/computers in society at the level the spec and the SEC written paper actually require.
| Teaching Data Representation: Mental Models Before Conversion (for Non-specialists) | ||
| Algorithms and Algorithmic Thinking for Non-specialists | ||
| Computer Systems, Hardware, Software, and the Operating System for the Written Paper | ||
| Networks and the Web: Teaching It Without Drowning Students in Acronyms | ||
| AI, Machine Learning and Computers in Society |
Builds capability to design and run the four prescribed team-based Applied Learning Tasks across the two-year course, addresses the realistic 3-versus-4 calendar decision honestly, and frames the ALT sequence as deliberate preparation for the individual Coursework Project.
| Designing and Running Alts in a Crowded Senior Cycle Calendar | ||
| Using Alts as Coursework Project Preparation |
Builds Coursework Project supervision capability, the longest assessment-focused module because the Coursework is where good teaching most directly affects outcomes: reading the brief and marking scheme like an examiner, coaching topic selection within the SEC brief, supervising the concentrated eight-to-ten-week window, and applying the six quality descriptors to a sample submission.
| Reading the Coursework Project Brief and Marking Scheme Like an Examiner | ||
| Coaching Topic Selection and Supervising the Concentrated Coursework Window | ||
| Applying the Marking Scheme to a Sample Submission |
Gives the 70% written paper its proper share of attention: paper architecture, marking-scheme insights into where students lose marks, year-round exam technique, and a final lesson synthesising the whole course into a Year 5 LCCS plan with a JC-to-LCCS recruitment pipeline and a closing reflection.
| The Written Paper, Structure, Question Architecture and Marking Patterns | ||
| Marking-scheme Insights, Where Students Lose Marks and Teaching Responses | ||
| Exam Technique Across the Year, Question Parsing, Code-question Strategy and Time Management | ||
| Your Year Plan, Recruitment Pipeline and Final Reflection |
Establishes an honest baseline of where you start (a confidence audit), a working understanding of what the current LCCS specification requires, and the Lead Learner mindset that lets out-of-field teachers deliver LCCS confidently without performing domain expertise.
| The Landscape | ||
| Welcome, Confidence Audit and the Lead Learner Mindset | ||
| The LCCS Specification: Three Strands, Two Components, and What 2027 Changes | ||
| Python from the Beginning | ||
| Your First Python Programs | ||
| Making Decisions | ||
| Repeating Things with Loops | ||
| Lists and Strings | ||
| Functions, and Putting It Together | ||
Replaces 'watch me code, now you try' with evidence-based programming pedagogy: computational thinking as named classroom moves, PRIMM and worked examples, explicit debugging instruction, and a sequenced two-year Python progression with programming-specific assessment.
| Computational Thinking as Classroom Practice | ||
| PRIMM, Worked Examples and Misconception Diagnostics | ||
| Teaching Debugging Explicitly | ||
| Scaffolding Python Across Two Years and Assessing Programming Progress |
Builds subject-knowledge confidence across Strand 2 (Core Concepts) for non-specialists, covering data representation, algorithms, computer systems, networks and the web, and AI/machine learning/computers in society at the level the spec and the SEC written paper actually require.
| Teaching Data Representation: Mental Models Before Conversion (for Non-specialists) | ||
| Algorithms and Algorithmic Thinking for Non-specialists | ||
| Computer Systems, Hardware, Software, and the Operating System for the Written Paper | ||
| Networks and the Web: Teaching It Without Drowning Students in Acronyms | ||
| AI, Machine Learning and Computers in Society |
Builds capability to design and run the four prescribed team-based Applied Learning Tasks across the two-year course, addresses the realistic 3-versus-4 calendar decision honestly, and frames the ALT sequence as deliberate preparation for the individual Coursework Project.
| Designing and Running Alts in a Crowded Senior Cycle Calendar | ||
| Using Alts as Coursework Project Preparation |
Builds Coursework Project supervision capability, the longest assessment-focused module because the Coursework is where good teaching most directly affects outcomes: reading the brief and marking scheme like an examiner, coaching topic selection within the SEC brief, supervising the concentrated eight-to-ten-week window, and applying the six quality descriptors to a sample submission.
| Reading the Coursework Project Brief and Marking Scheme Like an Examiner | ||
| Coaching Topic Selection and Supervising the Concentrated Coursework Window | ||
| Applying the Marking Scheme to a Sample Submission |
Gives the 70% written paper its proper share of attention: paper architecture, marking-scheme insights into where students lose marks, year-round exam technique, and a final lesson synthesising the whole course into a Year 5 LCCS plan with a JC-to-LCCS recruitment pipeline and a closing reflection.
| The Written Paper, Structure, Question Architecture and Marking Patterns | ||
| Marking-scheme Insights, Where Students Lose Marks and Teaching Responses | ||
| Exam Technique Across the Year, Question Parsing, Code-question Strategy and Time Management | ||
| Your Year Plan, Recruitment Pipeline and Final Reflection |
Enrol today and learn at your own pace.