Raspberry Pi Foundation’s latest research seminar focuses on a theme that should be central to Scottish Computing Science: agency. If AI is something done to young people, they disengage. If we position it as a set of tools they can interrogate, adapt and critique, they lean in. The seminar outlines pedagogies—critical/speculative design, transformative agency, and expansive learning—that align well with Curriculum for Excellence and the experiences & outcomes in Computing Science.
Why it matters for secondary CS: senior phase pupils need structured ways to question AI systems, reason about bias and evaluate evidence. Approaches like ‘design for social good’ provide authentic contexts for N5/Higher projects while addressing digital literacy and ethics.
- Try this: frame a brief around a community issue (e.g. transport accessibility). Learners prototype an AI‑assisted solution and write a short reflection on data, model limits and unintended consequences.
- Assessment idea: pair code artefacts with a critique of model behaviour (hallucinations, bias, reliability), aligning with outcomes for software design and development and information systems.
Source: Raspberry Pi Foundation research seminar. See original post for references and slides.
