The Department for Education in England has today announced reforms to the national curriculum following the publication of the final report of the Independent Curriculum & Assessment Review.
BCS, The Chartered Institute for IT is proud to have provided evidence and insight to inform these important changes, which should enable young people to thrive in the modern world, including navigating the threat of fake news and online disinformation.
Key highlights for Computing & Digital Literacy from the report and government response include:
- Citizenship to be compulsory, ensuring all pupils learn media literacy and financial literacy, law and rights, democracy and government, and climate education.
- The narrowly focused computer science GCSE will be replaced with a broader, future-facing computing GCSE
- Exploration of a new qualification in data science and AI for 16–18-year-olds.
Julia Adamson MBE, Executive Director of Education and Public Benefit at BCS: “Digital skills sit at the heart of today’s global economy and are essential for full participation in modern society.
"The rapid rise of AI, and generative AI makes digital literacy more important than ever. The assumption that young people are automatically ‘digitally native’ simply doesn’t hold; intentional, high-quality education is needed. We’re therefore pleased to see a clear ambition for digital literacy for all.
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"We welcome the development of a future-facing computing GCSE that reflects the full breadth of the curriculum. It should empower young people to engage confidently in a technology-driven world, whether they’re preparing for specialist digital roles or building the skills to use technology effectively in any profession.
"It’s vital we build clear and flexible pathways into further study and meaningful careers, including the proposed Level 3 qualification in Data Science and AI. Strengthening these routes will ensure the UK can develop, attract, and retain the high-value skills our economy needs to thrive.”
Key recommendations for Computing
Provide greater clarity in the Computing curriculum about what students should be taught at each key stage so that they build the essential digital literacy required for future life and work.
The Computing curriculum should be updated to provide greater clarity at each key stage. Programmes of study should support students to develop the knowledge and skills they need to flourish as well-informed and competent participants in a digital world, and to develop the behaviours and confidence to use technologies (including AI) and systems creatively, safely and effectively.
Replaces GCSE Computer Science with a Computing GCSE which reflects the full breadth of the Computing curriculum and supports students to develop the digital skills they need.
A broader GCSE in Computing could better reflect the range of knowledge and skills young people need and address current shortages in the digital economy. Retaining a foundation in Computer Science, while expanding to include content on the effective and critical application and creation of technology. This broader qualification should replace the current Computer Science GCSE and prepare young people for both specialist careers in computing and for applying digital technology and data across a wide range of fields. It should enable them to progress to further study, including A Level Computer Science, and/or to pursue a career in computing and digital fields.
Review where digital skills and technologies have become an integral part of subject disciplines other than Computing. Where this is the case, it should determine whether to include this specific digital content in those subjects’ Programmes of Study, sequenced and aligned with the Computing curriculum
Computing should remain the primary subject for teaching computing knowledge and skills, however aspects of digital literacy are relevant to other subjects. Certain subjects can be enriched through the thoughtful application of computing knowledge. There is an opportunity to support students in applying the skills they learn in Computing by including clearly defined references to using computing skills in other subjects, where relevant and feasible, bearing in mind constraints on resources and school IT infrastructure. These references should be aligned with the Computing curriculum at each key stage to ensure coherence and progression.
Key Findings: Digital Literacy
The assumption that young people will acquire digital literacy automatically is incorrect. Advances in AI and genAI have made digital literacy even more critical.
Computing is the primary subject to deliver digital literacy content and greater clarity is needed on what should be taught at each key stage.
Responsible technology use and awareness of online harms and safety should be addressed in RSHE, where young people explore the social, emotional and ethical dimensions of digital life. Critical evaluation of online content, essential for navigating misinformation and disinformation, should be covered in Citizenship.
Response to the recommendations by The Department for Education: Computing
“We will continue to invest in the National Centre for Computing Education, equipping teachers to confidently teach about topics such as digital literacy and AI, and supporting them to improve their schools’ computing provision.
“Through the reformed curriculum, pupils will know from a young age how computers can be trained using data and they will learn essential digital skills such as AI literacy.
“We will also explore introducing a new level 3 qualification in data science and AI, to ensure that more young people can secure high value skills for the future and that we cement the UK’s position as a global leader in AI and technology. “
The Computing at School (CAS) network, powered by BCS, is looking at these challenges at scale:
We’ve built a nationwide infrastructure for computing education that delivers measurable outcomes:
- 90% of UK schools reached, supporting millions of pupils to access high quality teaching.
- 141,000+ teachers trained, improving confidence and pedagogy.
- CAS-supported schools achieve 0.2 grade higher on average—equivalent to a year’s extra progress, in computing.
You can view the full Building a World Class Curriculum for All report and government response here:
Curriculum and Assessment Review Final Report - GOV.UK
