![]() ![]() summarised our review of research into factors that can affect the quality of education in computing.outlined the national context in relation to computing.Since there are a variety of ways that schools can construct and teach a high-quality computing curriculum, it is important to recognise that there is no single way of achieving high-quality computing education. The purpose of this research review is set out more fully in the ‘Principles behind Ofsted’s research reviews and subject reports’. We will then publish a subject report to share what we have learned. ![]() We will use this understanding of subject quality to examine how computing is taught in England’s schools. Its purpose is to identify factors that can contribute to high-quality school computing curriculums, assessment, pedagogy and systems. This review explores the literature relating to the field of computing education. The national curriculum makes it clear that computing is mandatory at key stages 1 to 4 and that ‘a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world’. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution. Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution. ![]()
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