When pupils solve problems in computing, this is often described as computational thinking (CT). CT lacks a clear definition which makes explicit teaching difficult. Grover & Pea (2018) have produced a list of concepts and practices related to CT, including: logic and logical thinking; algorithms and algorithmic thinking; patterns and pattern recognition; abstraction and generalisation; evaluation; and automation.

Tricot and Sweller argue that teaching generic skills does not work and ‘learned skill, especially problem-solving skill, derives primarily from the accumulation of a large store of domain-specific knowledge stored in long-term memory’ (2014). Our pupils therefore acquire CT skills through procedural tasks such as coding and programming. By having a go, making mistakes, learn from them and overcoming obstacles, these CT skills are continually strengthened from EYFS to Year 6.

Knowledge of how computing is used purposefully is ‘empowering knowledge’ as it sets out the profound impact it has had on humanity. We are continually reviewing our curriculum to find ways we can demonstrate this, for example in Year 6 when learning about the Second World War, we highlight the early use of computers such as Colossus, which contributed to saving lives during the war effort.

We are also keenly aware of the gender imbalance in computing. The Wellcome Trust found that less than half the number of girls find the subject interesting compared with boys (2020). Other research states that over a quarter of female respondents said that the subject is boring and nearly a fifth said that they lack interest (2018). This lack of engagement may partly come from lack of confidence so we have a strong focus on encouraging and praising girls’ achievements and efforts in computing.