A recent report by the Subject Choice, Attainment and Representation in Computing Project (SCARI) has found that the current computing curriculum in the UK places too much emphasis on programming skills, neglecting other crucial digital skills. The report, funded by the Nuffield Foundation and conducted over three years, highlights the low uptake of computing subjects and the lack of diversity in students choosing to study them.
According to SCARI, the shift in focus towards teaching computational thinking and programming skills in the 2014 curriculum reform has resulted in a decline in basic digital skills education for students. This has also led to a decrease in the number of girls choosing computing subjects, affecting the diversity and future of the tech industry.
The report suggests that a comprehensive computing GCSE should be introduced to provide essential digital skills beyond just computer science. It also raises concerns about negative stereotypes surrounding tech careers, particularly for girls, and the lack of support and preparation for teachers in delivering the computing curriculum effectively.
SCARI’s findings show disparities in the uptake of computing among girls based on ethnicity, region, and school type. The report also notes a decline in teaching hours for computing subjects at different key stage levels, indicating a need for improved teacher training and professional development in this area.
Overall, SCARI calls for reforms to the computing curriculum to make it more inclusive, diverse, and relevant to the needs of students and society. The aim is to ensure that all students, regardless of gender or background, have the digital skills necessary to thrive in the modern world.