Theory of Change
What needs to change
Digital technologies have already transformed the world and the pace of technological change isaccelerating all the time, including with the advent of new innovations in artificial intelligence (AI) andmachine learning. Too many young people are missing out on the enormous opportunities this brings.
Being an effective end user of technology is important, but insufficient. Young people need to bedigital protagonists, able to confidently engage with and shape the digital world. This will expand theiropportunities to access meaningful work, empower them to solve the problems they care about, andenable them to express themselves creatively.
Yet, access to the opportunities to learn how to create with computers and digital technologies remains
unequal, meaning that too many young people grow up as passive consumers of technology. Too much
still depends on who your parents were, where you were born, what access you have to schools, teachers,and technology, and, even if you have all of that, whether those opportunities feel relevant to your life.
Many parents and educators themselves lack the skills and knowledge to effectively support young people
to learn about computing and digital technologies. Investing in their learning is essential to opening up
opportunities for all young people and breaking the cycle of educational disadvantage.
That is why our mission is to enable all young people to realise their full potential through the power ofcomputing and digital technologies.

Our impact
As a result of our work, more young people are able to take advantage of the opportunities that computersand digital technologies offer to transform their own lives and communities, to contribute to society andthe economy, and to help address the world’s challenges. This impact looks different for each young
person we work with and can include:• Qualifications. Academic or vocational qualifications in computing, computer science, engineering, andrelated fields.
• Careers. Jobs in engineering, programming, computer science, AI, and which involve using technology
to solve problems, for example, in healthcare, education, and the environment.
• Entrepreneurship. Creating value for themselves and others through starting new commercial andsocial enterprises.
• Citizenship. Making better choices about the use of technology for themselves and their communities.
• Creative expression. Being able to make things with technology to express themselves and just for thejoy of it.

Outcomes for young people
The more immediate outcomes we support young people to achieve are to:
1. Build knowledge and skills. Young people develop the technical knowledge and skills to use computersand digital technologies effectively and independently, along with wider life skills, such as teamwork,problem solving, and communication.

2. Understand opportunities and risks. Young people gain an understanding of how technology
is changing the world and the role it could play in their lives, including future education and career
opportunities, the societal and ethical issues involved with digital technologies, and how to criticallyevaluate digital technologies and their application.
3. Develop mindsets and confidence. Young people develop the mindsets to confidently engage withtechnological changes and to continue learning about new and emerging technologies, like AI and data
science. Young people feel that computing is for them and that they are part of a community.

What we do
Learning experiences for young people
We design learning experiences and products for young people which are fun, engaging, and which enable
them to learn about computing and how to create with digital technologies. We provide opportunities
for young people to learn independently, to work in teams, and to support their peers as volunteers andmentors. We do this through:• Online resources and projects for all skill levels, utilising a wide range of technologies and contexts.
• Coding clubs where young people learn together in informal settings.
• Challenges and competitions that inspire young people to get creative with digital technologies.
We design learning experiences and products that are universal and accessible to all. We systematicallyreduce barriers to access and work hard to ensure learning experiences and products are culturally
relevant, translated into multiple languages, and reflect the best research into how to increase
participation. We invest in making sure that our learning experiences and products are being accessed byyoung people who experience educational disadvantage or who come from traditionally underrepresented
backgrounds. That is reflected in our partnerships, marketing and incentives, storytelling, and role models.
We use freely available and open source software that reduces barriers to accessing our learning
experiences, and through Raspberry Pi Ltd, we provide access to low cost, general purpose computers foreducation.

Resources and support for educators
We support teachers, youth workers, volunteers, parents, and other educators to develop their own skills
and knowledge, to inspire young people and help them learn about computing and digital technologies inboth formal education and nonformal learning environments. This includes:• Curriculum and resources, including a comprehensive computing curriculum with all of the associatedresources and materials for teachers to use in the classroom and a wide range of extra-curricular
projects and resources.
• Professional development and training with both online and in-person courses for educators covering
subject knowledge and pedagogy, helping them to develop their own skills and confidence alongside
young people.
• Support and guidance to help educators to run safe and effective learning experiences like coding clubs,challenges, and competitions.

Research and thought leadership
We share what we learn from research and practice to help elevate the state of computing education more
broadly and we advocate for policy and systems change. We achieve this through:• Research. We learn from existing research and carry out our own original research to deepen ourunderstanding of how young people learn about computing and how to create with digital technologies.
• Evaluation. We are rigorous in evaluating our own impact and challenge ourselves to incorporate what
we learn into our work.
• Thought leadership. We share the insights and learning from our research and practice with policy
makers and the wider education system, and make recommendations for policy based on our expertiseand experience.

Our values
Everything we do is underpinned by our values:• Democratising access to computing. We believe that every young person — whatever their backgroundor access to resources — should have the opportunity to learn how to create with digital technologies.
We are committed to supporting young people who experience educational disadvantage, or whocome from traditionally underrepresented backgrounds, into computing. We bring that commitment
to life in the design of our learning experiences and educational products, the choices we make about
partnerships, our research agenda, and our marketing and outreach efforts.
• Digital makers, not consumers. We believe that all young people should have opportunities to learn
how to independently create and solve problems with digital technologies. We call that digital making,and we think that it is one of the best ways to learn about computing. We want young people to seethemselves as digital makers and not just consumers of technology products.
• User- and community-led. We are part of a global community of young people, parents, educators,volunteers, makers, and businesses that share our mission and bring it to life through their actions. We
are active members of this community ourselves, as learners, mentors, and organisers. We make surethat we understand our users and communities, and we design learning experiences and products that
address their needs and aspirations. We proactively seek out user and community feedback and use it
to drive improvements.
• Focused on impact. We use research and evidence as the basis for everything we do. We invest timein learning from the best research in the field, we conduct our own original research, and we challenge
ourselves to incorporate what we learn into our work. We are rigorous and transparent about the impact
we are having. We use data to shape our decisions.
• Open and collaborative. We develop partnerships with mission-aligned nonprofits in other countries
and work with them to adapt and use the educational resources and products we create to bringcomputing education to more young people in their countries. We particularly focus on building
partnerships with organisations from low- and middle-income countries, and with organisations thatserve educationally disadvantaged or traditionally underrepresented communities.