Abstract
This report provides an analysis of a national survey of 108 Computing teachers between January and April 2024. The research was undertaken by the Computing Education Research team at King’s College London to examine current practices in teaching programming education in England.
Key findings:
• Python dominates the programming landscape in schools with 90%+ of KS3 and KS4 teachers using the language. KS5 provision offers more variety in languages with C# being present in 30% of schools.
• State schools are more likely to have programming taking place in 0-25% of KS3 and KS4 lessons, whereas independent schools are more likely to have programming taking place in 26-50% and of KS3 lessons.
• PRIMM is the most popular programming pedagogical technique, with female teachers being more likely to use this technique “often” than males. Male teachers are more likely to often use Parson’s problems than female teachers.
• The majority of teachers have taught students better at programming than themselves, with female teachers more likely to say this than male teachers. In mixed schools, the gender split of best programmers is roughly in line with national figures for entry to GCSE computer science.
• Most schools offer a computing-related club, but state non-selective schools are the least likely to. Independent schools are more likely to offer Robotics clubs.
• Competitions are popular, with 74% of all schools supporting students in entering competitions, including 100% of the independent schools surveyed supporting entries. Independent schools are more likely to enter students into programming competitions, whereas state-maintained schools are more likely to enter students into game design and animation competitions.
Key findings:
• Python dominates the programming landscape in schools with 90%+ of KS3 and KS4 teachers using the language. KS5 provision offers more variety in languages with C# being present in 30% of schools.
• State schools are more likely to have programming taking place in 0-25% of KS3 and KS4 lessons, whereas independent schools are more likely to have programming taking place in 26-50% and of KS3 lessons.
• PRIMM is the most popular programming pedagogical technique, with female teachers being more likely to use this technique “often” than males. Male teachers are more likely to often use Parson’s problems than female teachers.
• The majority of teachers have taught students better at programming than themselves, with female teachers more likely to say this than male teachers. In mixed schools, the gender split of best programmers is roughly in line with national figures for entry to GCSE computer science.
• Most schools offer a computing-related club, but state non-selective schools are the least likely to. Independent schools are more likely to offer Robotics clubs.
• Competitions are popular, with 74% of all schools supporting students in entering competitions, including 100% of the independent schools surveyed supporting entries. Independent schools are more likely to enter students into programming competitions, whereas state-maintained schools are more likely to enter students into game design and animation competitions.
| Original language | English |
|---|---|
| Publisher | King's College London |
| Number of pages | 30 |
| Publication status | Published - 28 Oct 2024 |