Two lessons that establish three things: an honest map of where you are starting from (the confidence audit); a working understanding of what the LCCS specification requires of students (and therefore of you); and a productive mindset for delivering LCCS without pretending to be a domain expert.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The LCCS Specification — Three Strands, Two Components, and the Anticipated Tranche 3 Update | Beginner |
Replaces 'watch the teacher code, then write your own' with computational thinking as named classroom moves, PRIMM and worked examples, explicit instruction in debugging, and a sequenced two-year Python progression with programming-specific assessment.
| Computational Thinking as Classroom Practice | Beginner | ||
| PRIMM, Worked Examples and Misconception Diagnostics | Beginner | ||
| Teaching Debugging Explicitly | Beginner | ||
| Scaffolding Python Across Two Years and Assessing Programming Progress | Beginner |
Subject-knowledge confidence-building for non-specialists across LCCS Strand 2: data representation, algorithms, computer systems, networks and the web, and AI / machine learning / computers in society. Aim is teaching confidence at LCCS level, not a CS degree.
| Data Representation — Binary, Encoding, Images and Sound for Non-specialists | Beginner | ||
| Algorithms and Algorithmic Thinking for Non-specialists | Beginner | ||
| Computer Systems — Hardware, Software, Operating System for the Written Paper | Beginner | ||
| Networks and the Web — the Topic Most Out-of-field Teachers Find Hardest | Beginner | ||
| AI, Machine Learning and Computers in Society | Beginner |
The four prescribed team-based ALTs — Interactive Information Systems, Analytics, Modelling and Simulation, Embedded Systems — as the heart of Strand 3 and the principal way students develop the design, build and reflection muscles they will need for the Coursework Project. Includes frank engagement with the calendar-pressure reality some teachers face.
| Designing and Running Alts in a Crowded Senior Cycle Calendar | Beginner | ||
| Using Alts as Coursework Project Preparation | Beginner |
The Coursework Project carries 30% of the LCCS grade and is the largest single source of teacher anxiety. Three lessons cover reading the brief and marking scheme like an examiner, coaching topic selection and supervising the ~10-week SEC window, and applying the marking scheme to a sample submission.
| Reading the Coursework Project Brief and Marking Scheme Like an Examiner | Beginner | ||
| Coaching Topic Selection and Supervising the Year-long Project | Beginner | ||
| Applying the Marking Scheme to a Sample Submission | Beginner |
The written paper carries 70% of the grade and is the component most often neglected in favour of the louder Coursework Project. Four lessons cover paper architecture, chief-examiner-driven exam prep, year-round exam technique, and finally the year plan, recruitment pipeline and final reflection.
| The Written Paper — Structure, Question Architecture and Marking Patterns | Beginner | ||
| Chief Examiner Insights — Highest-frequency Errors and Teaching Responses | Beginner | ||
| Exam Technique Across the Year — Question Parsing, Code-question Strategy and Time Management | Beginner | ||
| Your Year Plan, Recruitment Pipeline and Final Reflection | Beginner |
Two lessons that establish three things: an honest map of where you are starting from (the confidence audit); a working understanding of what the LCCS specification requires of students (and therefore of you); and a productive mindset for delivering LCCS without pretending to be a domain expert.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The LCCS Specification — Three Strands, Two Components, and the Anticipated Tranche 3 Update | Beginner |
Replaces 'watch the teacher code, then write your own' with computational thinking as named classroom moves, PRIMM and worked examples, explicit instruction in debugging, and a sequenced two-year Python progression with programming-specific assessment.
| Computational Thinking as Classroom Practice | Beginner | ||
| PRIMM, Worked Examples and Misconception Diagnostics | Beginner | ||
| Teaching Debugging Explicitly | Beginner | ||
| Scaffolding Python Across Two Years and Assessing Programming Progress | Beginner |
Subject-knowledge confidence-building for non-specialists across LCCS Strand 2: data representation, algorithms, computer systems, networks and the web, and AI / machine learning / computers in society. Aim is teaching confidence at LCCS level, not a CS degree.
| Data Representation — Binary, Encoding, Images and Sound for Non-specialists | Beginner | ||
| Algorithms and Algorithmic Thinking for Non-specialists | Beginner | ||
| Computer Systems — Hardware, Software, Operating System for the Written Paper | Beginner | ||
| Networks and the Web — the Topic Most Out-of-field Teachers Find Hardest | Beginner | ||
| AI, Machine Learning and Computers in Society | Beginner |
The four prescribed team-based ALTs — Interactive Information Systems, Analytics, Modelling and Simulation, Embedded Systems — as the heart of Strand 3 and the principal way students develop the design, build and reflection muscles they will need for the Coursework Project. Includes frank engagement with the calendar-pressure reality some teachers face.
| Designing and Running Alts in a Crowded Senior Cycle Calendar | Beginner | ||
| Using Alts as Coursework Project Preparation | Beginner |
The Coursework Project carries 30% of the LCCS grade and is the largest single source of teacher anxiety. Three lessons cover reading the brief and marking scheme like an examiner, coaching topic selection and supervising the ~10-week SEC window, and applying the marking scheme to a sample submission.
| Reading the Coursework Project Brief and Marking Scheme Like an Examiner | Beginner | ||
| Coaching Topic Selection and Supervising the Year-long Project | Beginner | ||
| Applying the Marking Scheme to a Sample Submission | Beginner |
The written paper carries 70% of the grade and is the component most often neglected in favour of the louder Coursework Project. Four lessons cover paper architecture, chief-examiner-driven exam prep, year-round exam technique, and finally the year plan, recruitment pipeline and final reflection.
| The Written Paper — Structure, Question Architecture and Marking Patterns | Beginner | ||
| Chief Examiner Insights — Highest-frequency Errors and Teaching Responses | Beginner | ||
| Exam Technique Across the Year — Question Parsing, Code-question Strategy and Time Management | Beginner | ||
| Your Year Plan, Recruitment Pipeline and Final Reflection | Beginner |
Enrol today and learn at your own pace.