The impact of the Computing National Curriculum in English secondary education. A comparative case study

Overland, Eleanor Elizabeth (2025) The impact of the Computing National Curriculum in English secondary education. A comparative case study. Doctoral thesis (EdD), Manchester Metropolitan University.

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Abstract

The National Curriculum for Computing was introduced in 2014 to move away from the predecessor subject information communication technology (ICT). The new curriculum was intended to change pupils from being users of computers, to building an in-depth understanding of how they work (Royal Society, 2012; DfE, 2013). This change was to address a lack of fundamental computing knowledge and remedy a skills gap identified in employment patterns. Despite the intentions, data and research demonstrated a decline in the numbers of pupils studying computing at the ages of 14-16 years in the years following the curriculum change. There were also indications of gaps in both gender and socioeconomic background of the pupils selecting to study computing at higher levels (Royal Society, 2017). The data for this thesis was collected in the academic year 2018 to 2019. This was following the outcomes in 2017 when just 11.9% of eligible pupils were selecting to study the general certificate of education (GCSE) in computer science (qualification at age 14-16 years). This was far fewer than those studying the predecessor qualification in ICT at its peak in 2014 (Kemp, Berry and Wong, 2018). This thesis takes a case study approach to explore how the updated curriculum was being received and delivered in schools within the first five years of its introduction. The study also explores what the perceived impact was for learners in the schools. The two case studies are dissected through a Bernsteinian lens to explore the strength of classification of computing as a subject, including the influence of the official field of reproduction, the pedagogic discourse, as presented through a range of pedagogic 4 devices, and the experience of learners from different backgrounds (Bernstein, 1975; 1990; 2000). During the academic year 2018 to 2019, data were collected in two contrasting schools. Data consisted of interviews with each of the Heads of Department, two teachers, 6 pupils in key stage 3 (age 11 to 14 years), 14 pupils in key stage 4 (age 14 to 16 years) and 2 pupils in key stage 5 (age 16 to 18 years). Included as part of the data is a selection of photographs of the learning environments, a range of curriculum documentation and department level documentation including a department vision and web pages. Analysis of the data explores the strength of classification of computing as a subject and how the curriculum was being designed and structured. The data also explore the pedagogic discourse, how teachers were delivering the curriculum and the experiences of learners in the classroom. This is followed through to attainment and whether the learners intended to continue their studies or seek employment relating to computing. The findings indicate an interconnectedness between the curriculum intentions, the strength of the classification of the subject and the experience of learners. For example, when the classification of the subject was weak, this resulted in a lack of prioritisation of computing in management decisions. This could then reduce the efficacy of pedagogic devices, for example, through a lack of curriculum time given to the subject. These consequences are revealed through the regulative discourse, which is the actual pedagogy taking place in the classroom (Bernstein, 2000). Schools also faced external barriers, including a shortage of specialist staff, that weakened the pedagogic discourse in the subject. The study concludes with recommendations for further research to explore relationships between the strength of classification of the subject in individual schools and the outcomes for pupils, including for those in demographic groups that remain underrepresented in computing education.