About this Guide

  • This guide has been funded by the London Enterprise Panel. It provides advice to headteachers and senior leaders on introducing and embedding the new computing curriculum into schools.

  • The purpose of this guide is to provide an overview of some of the resources available, the challenges that senior leaders may face when introducing the new curriculum and how they can be best overcome.

  • The new curriculum is an exciting opportunity to engage and inspire learners and to help prepare them for a future workplace environment where an understanding of technology is going to be essential. This guide aims to support school leaders in their efforts to make best use of this opportunity.

Who is this for?

This guide is for senior leaders and teachers with responsibility for implementing the new computing curriculum in all schools

Key Points

  • Creativity and computational thinking underpin the new computing programmes of study. It is therefore, important that we develop broad and balanced school curriculums that enable learners to develop their skills in these areas.

  • Programming is a key part of the new computing curriculum, but not its sole component. The new curriculum enables learners to explore digital creativity and focuses on the fundamental concepts of computing. It’s not all about coding!

  • Technology Enhanced Learning (TEL) & digital literacy play a key role in schools to help learners develop their competencies with current technology. There are opportunities for these to be covered in and amongst other subjects. The school needs to have a clear understanding of when and how these ‘unofficial’ strands of CS, IT and DL are covered with learners.

  • Set long and medium term goals and use school improvement plans as a practical tool to help give direction and structure to the schools efforts to embed the new computing curriculum.

  • Auditing staff skills and establishing CPD needs is an important part of the process of introducing the new curriculum. There are many options for staff to undertake CPD and support now comes in various forms. The school should incorporate staff CPD into the school improvement plans.

  • Computing at Key Stage 4 is mandatory. However, it is up to schools to decide how this is provided for. It is important to be aware that not following a GCSE Computing qualification may mean that some aspects of the programmes of study cannot be completely met. Alternative provision will need to be planned for.

  • It is important to be able to monitor and assess learner’s progression through the curriculum. The school will need to decide upon their own reporting and rewarding model, although several existing models exists that could easily be adopted.

  • Establishing a baseline measure of learner’s knowledge, skills and understanding will enable schemes of work to be planned to meet learners needs, as well as assist in the monitoring of learners progress. Several tools already exist that could easily be used.