Ofsted has warned that an ongoing shortage of “suitably qualified” computing teachers will have a significant impact on the quality of education pupils receive.
The inspectorate has produced its latest subject research review, looking at the curriculum of computing.
Ofsted has said that its review highlights approaches to “constructing, sequencing and teaching a coherent computing curriculum that achieves the aims set out in the national curriculum”.
Here are some of its key findings:
Warning over a lack of qualified computing teachers
The review notes that there remains a shortage of suitably qualified computing teachers.
In a statement accompanying the review, the inspectorate said this “will have significant consequences for the quality of education that pupils receive if nothing is done to remedy the situation”.
Ofsted’s research highlights a 2017 UK-wide survey of teachers with responsibility for computing education, which found that only a small percentage of primary school teachers held a computer science qualification as their highest qualification.
Call for more computing subject CPD in primary schools
The inspectorate said that, while primary school teachers cannot be expected to hold specialist qualifications in all the subjects that they teach, this research highlights the importance of subject-specific CPD in primary schools.
In secondary schools, 46 per cent of computing teachers held a computing qualification (36 per cent computer science and 10 per cent ICT or business with ICT).
The review adds that, in 2018 and 2019, just under half of the hours taught in computing in secondary schools were taught by a teacher with a relevant post A-level qualification.
This contrasts with other English Baccalaureate subjects, where most hours were taught by subject specialists, Ofsted said.
Curriculum must be rich in computer science, IT and digital literacy knowledge
Ofsted has identified what it describes as common features of successful curriculum approaches in computing.
It has said the planned curriculum should include a breadth of knowledge in computer science, information technology and digital literacy.
It describes computer science as covering the knowledge of computers and computation, including concepts such as data, system architecture, algorithms and programming.
Ofsted’s review says that computer science is seen as the core of computing and underpins the whole of the subject.
It adds: “Because of this, it is fair to say that computer science provides the foundational knowledge required to understand and interpret the other areas of the computing curriculum. Therefore, it is important that any computing curriculum is rich in computer science knowledge.”
Teaching pupils to become programmers
The review highlights the importance of pupils learning important programming knowledge to enable them to become “skilful programmers”.
It says that learning to program is considered to be difficult and that pupils are often expected to learn different things at the same time, such as:
- Programming constructs, such as sequence, selection and repetition.
- Programming language syntax.
- How to solve problems using programming.
Ofsted’s review notes that programming is seen primarily as a skill that pupils develop. However, it highlights research which notes that “learning to program successfully involves learning a body of knowledge”.
This includes knowledge of programming language and styles.
Teaching pupils about ‘digital artefacts’
In a section on information technology in the review, Ofsted looks at teaching involving digital artefacts - digital objects created by humans, which can include text, image, video and sound.
Ofsted says it is important that pupils learn the knowledge they need to be confident in using applications in creative projects, including applications that can analyse data or manipulate digital artefacts.
The inspectorate said that when developing digital artefacts, it is important that pupils “can make judgements on trustworthiness, to design products using recognised design elements and to design with usability in mind”.
It says pupils should have sufficient curriculum time to learn this knowledge and to have repeated encounters with it to secure it across differing media, products and sources.
Do not assume all pupils will be digitally literate
One barrier to pupils developing knowledge in digital literacy is the belief that they are “digital natives” and already experts in the use of digital devices, the review warns.
Ofsted said that schools might assume that, because pupils have grown up in a world of technology, they do not need to be taught how to use it.
However, research indicates that teachers should not make this assumption and that it is important to look at a range of indicators to determine the levels of pupils’ knowledge.
E-safety should be an integral part of the curriculum
The watchdog says that it is important that schools establish a carefully sequenced curriculum for e-safety, which builds on what pupils have already learned and “identifies subject content that is appropriate for their stage of development”.
The review highlights previous Ofsted research from 2010, which found that, for e-safety, there had been “a close relationship between the provision that the schools made and the pupils’ knowledge and understanding”.
Ofsted has said it is not enough to set out in the school’s policy what pupils should know and remember. “This should be rooted in the design of the curriculum and taught by teachers who have had opportunities to develop subject knowledge in online safety,” it adds.
Amanda Spielman, Ofsted’s chief inspector, said: “Digital technology is driving extraordinary global changes, so it’s crucial that children and young people are educated to make use of their opportunities.
“Computing is rich in complex knowledge, which can make it interesting for pupils to learn. Yet, it is also hard to teach well.
“I hope this review is useful for teachers and school leaders and helps to raise the quality of computing education for all young people.”
