04 March 2025
CAS Innovation Panel Summary: Teaching and Learning in Primary Computing
The CAS Innovation Panel recently convened to discuss key aspects of primary computing education, reflecting on achievements over the past decade, identifying challenges, and exploring strategies for improvement. The discussion focused on four main themes: teacher training and support, curriculum content and structure, making computing relevant for learners, and inclusivity and accessibility. Below is a summary of the main themes and ideas from the discuussion around these areas.
Key Achievements in Primary Computing
Over the past decade, primary computing education has seen significant improvements, particularly in teacher engagement and confidence. Teachers are increasingly willing to teach programming, and their understanding of computational thinking has strengthened. Many now set higher expectations for their students, fostering a more ambitious approach to computing education. The curriculum has also benefited from the introduction of high-quality resources, such as the NCCE units of work, which provide meaningful context to computing lessons. Accessibility has improved with the widespread adoption of user-friendly programming tools like Scratch Jr, Octostudio, and Scratch, along with the growing presence of physical computing options such as the micro:bit, Crumble, and MaKey MaKey. Online safety has also become an integral part of the curriculum, with both teachers and students now more confident in navigating digital risks. Furthermore, pupils are successfully learning to code and develop computational thinking skills, leading to a stronger understanding of digital progression within primary computing. The subject now enjoys a higher profile within schools, reinforcing its importance in modern education.
Gaps and Challenges in Primary Computing
Despite these achievements, several challenges remain. Student digital skills are inconsistent, with an over-reliance on tablets impacting their ability to transition to secondary computing. There are also concerns about the progression and mastery of key topics, as well as a lack of focus on emerging technologies such as AI. Additionally, online critical thinking skills may be weaker due to the influence of social media. Some schools have deprioritized creativity in Key Stage 2 computing, which could hinder engagement. Teacher knowledge and confidence remain areas for development, particularly in more technical topics and understanding how computing progresses beyond Key Stage 2. The widespread use of off-the-shelf schemes, such as the NCCE units, has inadvertently limited teacher autonomy, resulting in some lessons becoming overly structured or uninspiring. Furthermore, the role of the computing lead within schools remains unclear, with some institutions still confusing computing with general educational technology management. There is also a noticeable lack of consistency in how computing is delivered across different schools.
Strategies to Improve Computing Education
To address these gaps, more targeted CPD is needed to strengthen teacher confidence in technical topics and progression beyond Key Stage 2. Teachers should be encouraged to use a range of resources to maintain their autonomy in lesson planning. Ensuring a logical curriculum flow with clear mastery and progression pathways is also essential, alongside integrating emerging technologies like AI into computing education. Schools must clarify the responsibilities of computing leads, ensuring they receive adequate support to implement a consistent computing curriculum. Promoting a shared understanding of computing’s role across different schools will help maintain high standards in the subject.
Making Computing Relevant and Effective for the Future
Keeping computing education relevant requires regular updates to curriculum content. AI should be incorporated, not as a passing trend but as an essential area of knowledge, understanding, and application. The focus should remain on key computing concepts rather than transient technologies. Cross-curricular integration offers a powerful way to enhance engagement, allowing students to apply computing skills in meaningful ways within other subjects. Primary computing already excels in this area, with strong examples such as Barefoot Computing and Scratch Maths showcasing its potential. Teacher professional development should also evolve, with computing embedded into teacher training standards, the Early Career Framework (ECF), and reformed National Professional Qualifications (NPQs). There is also a need for greater support in adaptive teaching, particularly for SEND students. Ensuring that computing lessons remain enjoyable for both teachers and learners is key, as problem-solving and computational thinking will always be relevant skills. However, these skills must be presented in engaging, real-world contexts. To achieve this, teachers need sufficient time to plan and prepare, and schools must prioritise computing as a core subject rather than allowing it to be sidelined for other activities. Computing must also be provided with reliable devices to support high-quality teaching.
Supporting Vulnerable Learners in Computing
Some of the most vulnerable learners in computing are, in fact, the teachers themselves. Many still lack confidence in computing concepts and vocabulary, which impacts their ability to support students effectively. Additionally, EAL students, girls, SEND learners, and those from disadvantaged backgrounds may struggle due to limited access to technology outside of school. Some students are not surrounded by adults who can support them in using technology, which hinders their ability to develop digital skills. Gender disparities remain a concern, particularly at secondary level, where text-heavy programming in Key Stage 3 often discourages female students. The influence of school structures, such as the requirement to study triple science, can also create unnecessary barriers to computing education. To support these learners, targeted CPD must help teachers build confidence and adapt their teaching to different needs. The curriculum should be designed to engage all students, reducing the dominance of text-based programming and ensuring early computing experiences are positive and inspiring. Schools must also provide students with access to technology at home where possible, and build a culture in which computing is widely discussed and understood. Structural barriers, such as restrictions placed on computing due to other subject priorities, must be addressed to ensure that all students have equal opportunities to pursue the subject.
The Value of Creativity and Problem-Solving in Computing
The panel unanimously agreed that creativity and problem-solving are essential components of computing education. These elements make learning more engaging and encourage deeper understanding. A high-quality computing curriculum should empower students to use computational thinking and creativity to understand and change the world. Problem-solving is not a generic skill—it is developed through solving specific challenges, which is why computing provides such an effective learning context. Other transferable skills, such as collaboration and critical thinking, are also nurtured through computing education. Encouraging creativity in computing lessons helps foster a growth mindset, in which students view challenges as opportunities to learn and improve. To enhance creativity in computing, teachers should incorporate open-ended projects that allow students to experiment and explore solutions independently. Cross-curricular activities should highlight how computing connects with other subjects, and a variety of engaging resources should be provided to cater to different learning styles. Encouraging collaboration and teamwork can also enhance engagement, with peer learning offering valuable opportunities for students to develop confidence in computing. Teacher CPD should focus on ensuring teachers understand computing’s core concepts so they can deliver creative and engaging lessons effectively.
Surprising Insights from the Panel
One interesting insight from the panel was the recognition by secondary educators of primary computing’s strong cross-curricular potential. Many acknowledged that computing is embedded in almost every industry and will play a role in the majority of students’ future careers. By showing students how technology can solve problems in different disciplines, primary computing can lay the foundations for a broader understanding of its real-world applications. The enthusiasm of primary teachers for computing also stood out, with many secondary educators noting the challenge of maintaining similar levels of engagement beyond Key Stage 2.
Final Thoughts
The panel discussion highlighted the progress made in primary computing education over the past decade, particularly in teacher confidence, resource availability, and student engagement. However, challenges remain, particularly in ensuring teacher autonomy, improving curriculum progression, supporting vulnerable learners, and addressing computing’s perceived value. A balanced approach, focusing on teacher support, cross-curricular integration, and fostering creativity and problem-solving, will be crucial to maintaining the relevance and effectiveness of computing education for all learners.