Last year the government proposed new changes to our educational curriculum with an aim to keep up with the world’s best school systems. At the time of proposal, the curriculum was widely perceived as having targets too challenging to achieve in such a short space of time, and teachers across the UK emphasised their feelings with great effect. One of the most shocking changes, and one that everyone would have to adapt to quickly was undoubtedly that to the computing/ICT curriculum.
‘Computing will teach pupils how to write code. Pupils aged five to seven will be expected to understand what algorithms are and to create and debug simple programs. By the age of 11, pupils will have to design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.’
This was one of the demands set out by the curriculum changes that were first…
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