Rethinking GCSE Computing: What Are Our Options?

At a recent innovation panel session, educators and experts gathered to explore possible changes to Key Stage 4 (KS4) Computing qualifications. While no changes have been confirmed by the DfE or the Curriculum Assessment Review, the aim was to start important conversations and develop proposals in anticipation of potential reform.

The Problems with the Current KS4 Setup

Currently, Computing at KS4 largely means GCSE Computer Science. This single qualification has led to several issues:

• Mismatch with the Curriculum: The breadth of Computing (computer science, IT, and digital literacy) is not reflected in the single GCSE qualification.

• Narrow Focus: The current GCSE is heavy on theory, perceived as narrow, dull, and hard—turning off many students who were initially enthusiastic.

• Equity Concerns: Disadvantaged students and girls are significantly underrepresented. Data shows that students from poorer backgrounds and girls are far less likely to study the subject.

• Declining Interest: Engagement drops sharply between Year 7 and Year 11, with only about a third of students still finding Computing “interesting” by the end of KS4.

• Teacher Recruitment and Workload: A heavily theoretical, exam-driven qualification limits practical creativity, making the subject less appealing to teach and harder to staff.

Several proposals have been put forward to address these issues. Here’s an overview:

Proposal 1: A Single, Holistic GCSE in Computing (Miles Berry and Pete Kemp)

Miles Berry and Pete Kemp propose replacing the current GCSE Computer Science with a new, single GCSE covering the full breadth of Computing:

• Content: Foundations (computer science), Applications (IT), and Implications (digital literacy and ethics).

• Assessment: 50% practical work (with pre-release materials and a locked room practical exam) and 50% written examination.

• Aim: Broaden appeal, particularly to girls and disadvantaged students, by combining programming with media, data science, web development, and ethics.

• Long-Term Vision: All students should continue studying the full Computing curriculum to age 16, delaying specialisation.

This proposal highlights Computing as a creative and practical subject, making it more inclusive and representative of the skills needed in modern life and work.

Read more about Miles & Pete's proposal

Proposal 2: A Broad, Modernised GCSE Computing (Flip Computing – Tracy Gardner and Rebecca Franks)

Flip Computing’s proposal focuses on an inclusive and forward-looking GCSE:

• Digital Skills for All: Mandatory digital skills qualification for every student, alongside an optional but broad GCSE Computing.

• Curriculum Content: Real-world contexts, automation and AI, creative and analytical thinking, software development, human-computer interaction, cybersecurity, data analysis, and creative media.

• Assessment: 60% non-examined assessment through three open-ended mini projects and 40% written exam.

• Naming: They suggest a possible rebranding to “GCSE Digital, Data and Tech” to better reflect the content and break old perceptions.

Flip Computing strongly advocate phasing out the current Computer Science GCSE, arguing that it does not prepare students well for the range of future study or employment options.

Read more about Flip Computing's proposal

Proposal 3: A New GCSE in Digital Creativity (UKIE - Shahneila Saeed)

Shahneila Saeed’s proposal offers something entirely new: a separate GCSE called Digital Creativity:

• Focus: Fusing creative arts and digital technologies.

• Content Pillars: Visual technologies, audio technologies, and creative design thinking, with an emphasis on practical application of computer science principles in real-world projects.

• Skills Development: Programming in context, AI, design thinking, teamwork, collaboration, sound engineering, and interactive media.

• Positioning: To sit alongside (not instead of) a reformed Computer Science GCSE.

Initial student survey results showed strong interest in the idea, particularly among girls, suggesting it could help close the gender gap in computing education.

Read more about UKIE's proposal

Continuing the Conversation

Although none of these proposals are guaranteed to be implemented, it’s crucial that the teaching community shares its views now.

• Which proposal resonates most with you?

• What challenges would your school face in delivering any of these models?

• What would you add or change?

Join the conversation on the CAS forum https://forum.computingatschool.org.uk/t/what-should-we-do-with-qualifications-for-ks4/17464

Your feedback could help shape the future of KS4 Computing.

Missed the Event? Access the recording here