TEACHER.

DO YOU WANT YOUR SCHOOL TO END DIGITAL INEQUALITY?

WE DO TOO.

BY ENGAGING ALL STUDENTS WITH COMPUTING.

Resources for you to print and share coming soon.

Explore our timeline of influential females in computing. This resource highlights key milestones and contributions, offering an inspiring journey through the history of women in technology.

Download a PDF of the timeline of females in computing.

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DID YOU KNOW?

24%

of those working in coding are women.

27%

of female & non-binary students say they’d consider a career in tech.

41%

of girls are interested in studying computer science when integrated with other subjects. Computer science is often perceived as an isolated subject, rather than a skill to develop.

One of the contributing factors to female/nonbinary students not choosing to study computing is a lack of role models working in technology.  

Our workshops are led by female/non-binary experts with strong & varied careers in creative digital spaces.  

OUR IMPACT.

Participants reached in the UK and internationally.

Hours delivering MOVE AND CODE.

100%

100%

7,000+

Students who feel more confident using computer-based programming after a MOVE & CODE workshop.

50%

40+

Increase in female/non-binary interest in taking computing for GCSE and A Levels.

Schools delivered to in the UK.

7,000+

1,200+

Teachers said students improved their programming skills and computing vocabulary.

Of our teachers would recommend this workshop to other schools.

MEETING NATIONAL CURRICULUM TARGETS.

  • Design and write programmes.

  • Detect and correct errors in algorithms and programs.

  • Control or simulate physical systems.

  • Solve problems by decomposing into smaller parts.

  • Use sequence, selection, and repetition in programs.

  • Work with variables and various input and output forms.

  • Use logical reasoning to explain simple algorithms.

  • 'To see it being combined with another subject and how engaged the children were was amazing.'

    In our school, we teach computing as computing. You're on a laptop and that's it. You're learning a skill, whereas this was actually combining it with another subject and being able to see it being combined with another subject and how engaged the children were was amazing.

  • 'I like how key vocabulary is linked to the children's choreography.'

    I like how key vocabulary is linked to the children's choreography and I think in the future I will use this idea in my own practice when teaching algorithms and sequencing.

  • 'Students appreciate how computing is a subject that impacts on all other areas.'

    The students appreciate how computing is a subject that impacts on all other areas of the school curriculum including something as diverse as dance.

  • 'One girl...quite reserved...was really nice that she had taken an interest in it.'

    I had one girl in particular, she was saying oh have we got Becca and Sue coming today? Are we doing code? And she's quite reserved that I wouldn't think that would really interest her. So that was really nice that she had taken an interest in it.

A FLEXIBLE PROGRAMME.

The programme options.

Teacher leading movement session, gathering ideas from girls and non-binary students in a hall.

ONE DAY. 

Key Stage 2 and 3 computing skills through accessible movement and physical computing.

Modular delivery accommodates any school schedule.

Two girls collaborating on their STEM project.

ONE WEEK.

Design, build, code, and choreograph interactive performances. 

Student led world building for a creative outcome.

A group of girls and non-binary students performing together for other students and teachers.

ONE TERM.

Tailored term projects for schools.

Weekly or bi-weekly sessions to develop impactful initiatives.

Examples include AR app for local history, public interactive art, or immersive museum experiences.

A very happy smiling girl looking directly into the camera.

SUMMER INTENSIVES.

1-2 week intensive.

Design, build, code, and choreograph interactive performances.

Student led world-building for a creative outcome.

Student's hands working with paper and cardboard circle.

TEACHER INSET/CPD: MOVE.

Equip teachers who have no movement background with the tools and resources to teach fun, accessible coding instruction through movement.

Teacher standing with group of girls and non-binary students sitting on floor, looking off camera.

TEACHER INSET/CPD: CODE. 

Discover how to bring the exciting world of physical computing to your students, through a hands-on workshop, filled with tips and tricks and creative ideas.

STUDENT DIRECTED.

We use co-creation methods to allow students to lead their own creative outcomes.

NO CODING/DANCE EXPERIENCE REQUIRED.

Workshops are accessible to all.

We challenge each participant at the level appropriate for them.

ENGAGE HARD-TO-REACH PUPILS.

Using creative, physical and visual methods builds pathways to understanding computing concepts that can be abstract to some students.

ARTS AWARD.

Integrated Bronze Arts Awards through our 1 month/1 term programmes.

FUN KINAESTHETIC & VISUAL LEARNING.

Using movement creates learning pathways that engage a variety of learning styles and embeds knowledge deeply. 

ALL THE KIT.
NONE OF THE HEADACHE.

We bring all computing equipment and visual learning materials.  All we ask for is space to dance and a parking spot.

BUILDING 21ST CENTURY SKILLS.

Collaboration, Communication, Social perceptiveness, Cognitive, Originality, Fluency of ideas, Active learning Systems and Decision making. Nesta’s research with Pearson predicted skills of the future. 

FLEXIBLE PROGRAMMES MADE FOR YOU.

From one day to a term programme we love working with schools and organisations to create a programme right for your pupils and staff.

FAQ.

  • No experience in either subject matter is needed.

    The two facilitators real world expertise to the classroom, 1 in dance and 1 in computing.

  • We bring ALL computing equipment needed for a whole class of 30 to work.

  • A large gym/dance studio/hall where 30 students can move around freely and there is a sound system.

    This space is usually needed for 1.5 hours in the morning (ex. 9:00-10:30) and the last hour of the day (ex. 13:30-14:30).

    A space where we can set up laptops. This usually is in a classroom. This space is usually needed for about 2 hours (ex. 10:30-12:30).

    A parking space as we are transporting a large amount of computing equipment.

  • Yes, the team has experience working with SEN students through movement and delivering the computing curriculum aims.

  • As there are two people delivering from the MOVE AND CODE team we only need one further teacher in the room.

  • We usually teach to whole classes of around 30 students.

'It was so inclusive.

The project engaged all – including those who don't really like PE - because they were able to do dances that they knew whether it was from TikTok. There was no resistance to the tasks that we were being set, and everybody was able to access it. It was so inclusive.’

GET IN TOUCH TO SHIFT THE DIGITAL FUTURE.