Grover, Pea and Cooper have suggested that: Pupils’ development of early computing knowledge is important. Our handbook states that ‘academies are expected to offer all pupils a broad curriculum that should be similar in breadth and ambition’. All pupils in maintained schools are expected to study the national curriculum. In England, the national curriculum states that pupils should study computing until the end of key stage 4. The national curriculum for computing established computing as a foundational discipline that every child studies. Despite its importance, in 2017 the Royal Society suggested that ‘computing education across the UK is patchy and fragile’. Through computing education, pupils can learn ‘powerful knowledge’, enabling them to become informed and active participants in our increasingly digital society. In contrast, computing education is considered to be important, because it has social, cultural and economic benefits. Larke observed that ‘overall, a narrative of ICT as academically weak and vocationally useless prevailed’. The government’s own consultation on the change highlighted negative views of curriculum content. Some felt that the ICT curriculum focused too heavily on office skills and did not allow pupils to develop knowledge that enables technical innovation. This followed successful representations by those in industry, academia and subject groups. National contextĬomputing in the national curriculum replaced information and communication technology ( ICT) in 2014.
The research we have considered here uses all of these terms however, for the purpose of this review, we will use the standardised term ‘computing’, as this is the name given to the subject in the national curriculum. Many different terms are used in England, in the rest of the UK and internationally to describe computing education, such as computing, computer science and informatics. We hope that, through this work, we will contribute to raising the quality of computing education for all young people.
The review draws on a range of sources, including our ‘Education inspection framework: overview of research’, which sets out the 3 phases of our curriculum research. considered curriculum progression in computing, pedagogy and assessment, and the impact of school leaders’ decisions on provision.summarised our review of research into factors that can affect the quality of education in computing.outlined the national context in relation to computing.Since there are a variety of ways that schools can construct and teach a high-quality computing curriculum, it is important to recognise that there is no single way of achieving high-quality computing education.
The purpose of this research review is set out more fully in the ‘Principles behind Ofsted’s research reviews and subject reports’. We will then publish a subject report to share what we have learned. We will use this understanding of subject quality to examine how computing is taught in England’s schools. Its purpose is to identify factors that can contribute to high-quality school computing curriculums, assessment, pedagogy and systems. This review explores the literature relating to the field of computing education. The national curriculum makes it clear that computing is mandatory at key stages 1 to 4 and that ‘a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world’. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution. Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution.
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