The national curriculum for computing in England was introduced by the Department of Education in 2014. The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.

The national curriculum for computing aims to ensure all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)
• are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)

For more information, visit the Department of Education Computing Programme of Study

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The Northern Ireland Curriculum is underpinned by the development of skills and capabilities and incorporates ‘Cross-Curricular Skills’ (CCS) and ‘Thinking Skills and Personal Capabilities’ (TSPC).

Using ICT (Information and Communications Technology), along with Communication and Using Mathematics, is one of the three statutory Cross-Curricular Skills that form part of the Northern Ireland Foundation Stage Curriculum (opens in new window) and the Northern Ireland Key Stage 1 and 2 Curriculum (opens in new window). Across the curriculum, at a level appropriate to their ability, pupils should be enable to develop skills in Using ICT.

The curriculum requirements for Using ICT are set out under the headings of Explore, Express, Exchange, Evaluate and Exhibit referred to as the 5E’s. Explore contains the requirement that pupils should ‘investigate, make predictions and solve problems through interaction with digital tools’. Primary teachers can use programming and computational thinking classroom activities to address this requirement.

CCEA has provided non-statutory guidance for progression for this type of Using ICT aligned to the statutory Levels of Progression for Using ICT. This guidance was originally called the Desirable Features for Interactive Design but the name Interactive Design has been replaced with ‘Computational Thinking and Coding’.

CCEA also advise that statutory Using ICT requirements in primary schools in Northern Ireland can be aligned to a proposed CCEA digital skills pathway for learners.

These are:

• Becoming a Digital Citizen
• Becoming a Digital Worker
• Becoming a Digital Maker

It is within the ‘Becoming a Digital Maker’ strand that the elements of programming, computational thinking and computing are housed. Logical and structured options include pupils exploring coding and programming through interaction with different types of languages and devices.

Register or Log In to access further details on how the Barefoot resources have been aligned to the curriculum in Northern Ireland.