I don’t want to give the impression that England has all this figured out. It’s been a hugely exciting few years, changing a nation’s curriculum in such a significant way and seeing the impact that this is already having on schools, teachers and pupils. We’ve something approaching an alpha release – a minimum viable product, but there’s plenty more development work still needed, and I suspect we’re never going to have a final, finished product, much more a perpetual cycle of beta versions.
I worry at times that we’ve emphasised coding too much, sometimes at the expense of computational thinking, but also at the really, really useful e-skills that our learners still need – no one gets a job programming in Scratch, but plenty of folk are likely to have to word process reports, make presentations and develop online content. Some of what follows next for us might well be about restoring the balance to the curriculum as implemented – ensuring that the foundations, applications and implications of computing all get covered so that our pupils are prepared as well as they possibly can be for the opportunities, responsibilities and experiences of their later life.