Last year saw a seismic shift in the ICT national curriculum as it was morphed into computing at the behest of education minister Elizabeth Truss following lobbying from, and then co-operation with, the British Computer Society and the Royal Academy of Engineering.
Despite the criticism of the wider ICT education community, the broader IT industry and a curious drafting process and public consultation where concerns were expressed about the in-balance between the three core elements of ICT – digital literacy, information technology, and computer science – teachers are now faced with what is virtually a new subject, the core of which is essentially computer science.
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