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How to Get Your Class Into Coding

How to get your class into coding

Introducing coding in the classroom can feel like a big leap, especially if you’re new to computing teaching. But you don’t need to be an expert to help pupils explore this vital skill. With the right tools, resources and lesson formats, coding can quickly become one of the most exciting parts of your computing lessons.

We’ve put together some beginner-friendly platforms and ideas to help you feel confident getting your class into coding. This approach also aligns well with our NCCE Computing Quality Framework (CQF) – that’s our official framework for benchmarking and assessing your school’s computing provision, allowing you to apply for the nationally recognised Computing Quality Mark (CQM).

Why start coding early?

Coding supports much more than just computing knowledge. It helps pupils to:

  • develop logical thinking and problem-solving skills
  • understand how everyday technology works
  • build creativity and confidence through making and testing

When introduced in a fun, practical way, coding for children can become an interactive and exciting lesson, and something they actively look forward to. Building that excitement can make a big impact on their engagement and progress across the curriculum, especially when it comes to getting involved in computing at later stages.

Our intention in launching the CQF was to encourage schools to provide meaningful and relevant learning experiences through computing. Embedding coding in the classroom from early key stages is a powerful, practical step that you can take using some relatively simple tools and techniques.

Best tools and games for kids learning to code

There are now more tools than ever that help make programming for young people accessible and fun. These are some of the most popular and trusted options for teachers:

1. Scratch (KS2 and early KS3)

Scratch is a visual block-based programming platform that helps pupils create stories, games, and animations. It’s intuitive and colourful, which makes it ideal for beginners. We have a dedicated CPD course to introduce how you can use this program with key stages 1-3, which will cover how to use the Scratch environment and how to make your own games and animations using the tool – check out Introduction to Programming with Scratch for more detail.

Features:

  • Scratch is free to use online
  • Supports cross-curricular links with art, music and storytelling
  • Builds understanding of sequences, logic and debugging

Tip: Try starting with a simple ‘make your name dance’ activity to introduce basic Scratch elements, like motion and sound blocks.

2. ScratchJr (KS1)

A simplified version of Scratch, ScratchJr is great for introducing programming concepts to younger pupils aged 5-7. It’s tablet-based, and there’s a greater focus on storytelling and interactive games and stories. The easy interface is great for introducing core concepts to younger pupils, and the problem-solving focus helps them to pick up basic programming concepts without overcomplicating things.

Features:

  • Tablet-friendly
  • Uses images instead of written instructions
  • Encourages creativity and sequencing

3. micro:bit (KS2–KS4)

micro:bit is a tiny, affordable, programmable microcontroller device for use in computing education here in the UK. A micro:bit device has a built-in LED display, sensors and buttons, and it’s an ideal in-between stage to help pupils move from block coding into more advanced concepts. You can start small, with exercises like coding the LED display to show basic images and symbols, and go all the way up to coding wireless door alarms or calculating energy costs. You could start by exploring our online course Introduction to the micro:bit in KS2.

Features:

  • Supports both block-based and text-based coding (Scratch, MakeCode, Python)
  • Ideal for group projects or physical computing challenges
  • Engages pupils who prefer hands-on learning
  • Can work alongside other systems like the Raspberry Pi for more complex lessons or more advanced pupils

4. Python (KS3–KS4)

Once pupils are comfortable with block-based tools, Python is a great next step. It’s used widely in tech and computing industries, and learning it at a younger age can give pupils a leg up when it comes to picking up more complicated coding and computing later in their education. The interface is more traditional, with a coding environment, but Python can still be taught using simple and engaging exercises and problems to solve, which is a great place to start. Not sure where to begin with your class? We have a dedicated curriculum (including lesson plans and resources) for an introduction to Python programming for KS3, which is a great place to start.

Features:

  • Great for text-based coding and project work
  • Works well in combination with Raspberry Pi and micro:bit
  • Helps meet secondary curriculum goals

Beginner-friendly lesson formats

You don’t need to overhaul your entire curriculum to start teaching coding. Try incorporating short, practical sessions that fit into existing lesson structures. Some ideas

Unplugged coding

Before introducing computers, teach concepts like sequencing, loops and conditionals through physical activities. Try simple, fun exercises – like giving each other step-by-step instructions to find a hidden object, or introducing if/then conditional statements with games like Simon Says.

Quick wins

Use 20-minute challenges like ‘make your sprite move in Scratch’ or ‘create a timer with micro:bit’. These smaller challenges get pupils used to using the tools, and help build momentum without needing a full project.

Open-ended tasks

Encourage creativity by setting open challenges like ‘design your own game’ or ‘build a helpful gadget’. Provide structure, support, and clear instructions available if pupils need them, but leave room for choice. All of these formats support the CQF’s goal of encouraging ‘engaging, inclusive and progressive teaching and learning practices’ – helpful when you come to benchmarking and assessing your school’s computing provision.

Building teacher confidence

You don’t need to be a coding expert. Start small, learn alongside your pupils, and use free resources from the NCCE. Many teachers find confidence grows through just one or two successful sessions. The Computing Quality Framework is also an extremely helpful tool for assessing your current provision and planning your next steps. You can use your CQF assessment to:

  • self-evaluate your current strengths
  • get tailored actions and resources
  • map progress towards excellence

Learn more about the benefits of the CQF or explore how to create a school vision for computing to build whole-school support for coding and computing.

Coding for every pupil

Bridging the digital divide is important, ensuring that all of your school’s pupils have access to the tools they need to succeed, no matter their background. As you build your approach, consider how to make coding accessible to all learners:

  • Use tools with built-in accessibility features (like high-contrast mode or text-to-speech)
  • Let pupils work in pairs to promote collaboration and peer support
  • Celebrate progress rather than perfection - help pupils debug in a positive way

The CQF also highlights the importance of equity and inclusion. Every pupil should have the opportunity to succeed in coding, regardless of experience or confidence.

What you can do next

  • For younger pupils, plan an unplugged coding exercise
  • Start with a free tool like Scratch and plan a short project for your next computing unit
  • Share successes with colleagues to encourage a school-wide approach

Teaching coding doesn’t have to be overwhelming. With the right resources and support, you can make programming an exciting, empowering part of your classroom - and inspire the next generation of problem solvers.