Annexes and references

Any discussion of computing skills (wherever these are developed - in school, in work, at university) should take care to be precise, where possible, about what terminology is employed.

In a 2016 international review for the National Council for Curriculum and Assessment (NCCA) the authors noted that it as critical to be clear about ‘distinguishing between Computer Science and Information Communications Technology, when establishing a Computer Science programme to purposely cultivate a better understanding about the nature of Computer Science’^[85].

The Royal Society tackled the lack of clarity in use of nomenclature in 2013, observing how the National Curriculum in England National Curriculum in England ‘lumps together a range of aspects of Computing including Computer Science, Information Technology and digital literacy under the heading ‘ICT’’^[86]. Their 2017 review of computing education^[6] helpfully set out some good definitions of terms that can often be used interchangeably:

Information technology means the assembly, deployment and configuration of digital systems to meet user needs for particular purposes.

Digital literacy means the basic skill or ability to use a computer confidently, effectively and safely, including the ability to use office software such as word processors, email and presentation software, and the ability to use a web browser and internet search engines. Digital literacy also includes understanding the morality and ethics of the personal and societal implications of digital technologies. These are the skills that secondary school teachers of other subjects should be able to assume that their pupils have, as an analogue to being able to read and write.

Computer science should be interpreted as referring to the scientific discipline of computer science, covering principles such as algorithms, data structures, programming, systems architecture, design and problem-solving.

Digital literacy is often also described as digital competency^[87,88], whilst the European commission^[89] notes that computer science can also be described as computing education or informatics.

The International Telecommunication Union (ITU) defines the wider realm of ‘digital skills’ as: The ability to use ICTs in ways that help individuals to achieve beneficial, high-quality outcomes in everyday life for themselves and others... [and to] reduce potential harm associated with more negative aspects of digital engagement^[1].

Source: https://www.sqa.org.uk/sqa/64561.html

• Ofqual, Vocational qualifications dataset
• Department for Education, Statistics: further education and skills
• Department for Education, Statistics: performance tables
• Department for Education, Statistics: 16 to 19 attainment
• Department for Education, A level and other 16 to 18 results
• Department for Education, Key stage 4 qualifications, discount codes and point scores
• Department for Education, Key stage 4 performance 2019 (revised)
• Department for Education, 2018 performance tables: technical and vocational qualifications