What is Eduschemes Computing?

Challenging and Innovative Schemes of Work

Three progressive programmes of learning develop sustainable knowledge throughout Key Stage 3. All lessons are 95% pupil activity based so pupils are consistently on-task. With activities related to today’s fast-paced technological world, and differentiation built into every lesson, all pupils are challenged and enjoy their learning.

“Eduschemes resources are creative, encourage independent learning, highly differentiated and our students are really enjoying using them.”Mairi Rice, Head of Computing and ICT, Eaton Bank Academy.
“This activity based resource has engaged pupils of all abilities in our key stage three classes.”Jeannette Walker, Head Teacher, Malbank High School & Sixth Form College.
“Well structured with equally well thought out activities, our pupils were immediately engaged with Eduschemes and remained that way.”Sean O'Neil, Computing and ICT Teacher, Malbank High School.
“Every single lesson was piloted a number of times so progress and engagement could be maximised.”Mark Wolff, Computing and ICT Learning Manager, Eduschemes.
“In my cover lesson I was tasked to start the Modelling unit; they were on-task for the whole hour. Self-paced learning at its best. Brilliant.”Rachel Cotton-Jones, Cover Supervisor, Cheshire.

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Everything You Need for Every Lesson at KS3.

We have tried to think of everything so that you can concentrate on what you do best; directing the learning within the classroom. Every single lesson is planned out and is very easy to follow for both teachers and pupils.


  • Structured to ensure progress.
  • Always based on prior learning, including previous years.


  • On average three per lesson.
  • Minimal amount of text to read (for teachers and pupils) to maximise on-task time.


  • Everything is provided.
  • Different types of resources ensure variety and interest.

Teacher Notes

  • Explanations only where necessary.
  • Useful suggestions provided to broaded understanding and knowledge.
  • Contain completed work and example work.

Level descriptors

  • Level of demand and therefore descriptors aimed at 0.7 levels of progress per year.
  • Directly relate to the unit of learning.
  • Described in easy to understand terms.


  • To progress learning, homework is linked to activities in the current or subsequent lesson.
  • On average given out every other lesson.

Variety of Learning

Our philosophy

Through highly differentiated lessons, all pupils of all abilities always have an activity to complete, irrespective of their pace of learning. All programmes of learning engage pupils in a number of different ways; variety, progressive challenge, and structure are fundamental to our learning philosophy. All learning styles are catered for.


Within each scheme there is always a mixture of individual, paired, and group based learning. Where schemes and lessons suit a particular learning style, a predominant style has been adopted. The Organising for the Web unit, for example, involves pupils working in small teams to decide on a band, a team name and to plan their world tour. Pupils also plan a web based timeline together, but research countries individually.

Individual learning takes many forms. From web-based comprehension style exercises designed as a starter activity to get a class on task from the moment they arrive, and to improve literacy, to exercises with multiple questions demanding a high degree of concentration.


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Recommendations are provided within Teacher notes as to how best to structure an activity; independent, paired or grouped. Suggestions are also made on how peer helpers could be used in specific activities to improve progress.

Group instruction example

Web presentations

Web based presentations are used to deliver content to allow pupils to complete a subsequent activity. All presentations have a questioning style so that pupils remain active thinkers throughout.

Being browser based, presentations do not have to be downloaded and opened. Instead they load quickly and run instantaneously.


Web services

Alongside applications, a number of different web services are used so that pupils experience different methods of completing activities.


Pupils increasingly use web services, whether it be to collaborate online in a gaming environment, or for social networking. It is becoming increasingly important therefore to ensure pupils are aware of the dangers that exist online.

Secret Agent, World Tour and App Planet programmes make regular reference to e-Safety. This is through Teacher notes or through specific activities. e-Safety is built into every relevant scheme; some activities give pupils examples of how to set-up privacy settings so their work can only be shared with pupils of their choosing.

Eduschemes aim to ensure pupils are just as safe online at home, as they are at school.


Video and audio

A number of focused short videos are used to deliver more complex new skills to pupils. After watching a video, all follow-up activities encourage the development of higher order skills as they require application of newly acquired skills as opposed to just the remembering of them.

The videos are proven to help improve pupils' behaviour; pupils know there will be a challenging activity coming next. As the video plays you can actively monitor the class too.

To help ensure pupils spend the majority of their time on-task, videos are on average just four minutes long. The content of all videos is delivered efficiently so pupils maintain interest.


Self and peer evaluation

Every unit contains an activity, or suggestions, for both self and/or peer evaluation.

Level descriptors are always included for each unit so that pupils know what to aim for. Examples of completed work are provided for many units so pupils know what to aim for.

Level descriptors


Physical activity and movement are combined with computing and ICT in a number of schemes. Examples include surveying an IT suite, working out the merits of different sorting algorithms, and a role play to realise the issues of viruses.