Back to school 2026: Making this a year of progress for computing

There is change on the horizon and computing education in 2026/27 promises to be particularly exciting.

We are expecting further developments following the Curriculum and Assessment Review, including a draft of the refreshed computing curriculum during the autumn term. A refreshed curriculum is expected to be introduced from September 2028, alongside wider changes to qualifications.

But change ahead does not mean schools need to put their current computing provision on hold.

In fact, this is an excellent time to focus on the things that can make a difference now. The National Centre for Computing Education (NCCE) is here to support you throughout that journey.

Where are you now?

Before making significant changes to your computing curriculum, take a step back and ask: how strong is computing provision in our school, and where could we improve?

The Computing Quality Framework (CQF) provides a practical way to do this. It enables schools to consider different aspects of high-quality computing education, identify strengths and areas for development, and use this evidence to inform improvement planning.

Earlier this year, the CQF evolved offering further support following with the introduction of the AI & Digital Benchmark. As artificial intelligence and digital technologies become increasingly important across education and society, schools need to consider whether pupils are developing the knowledge, understanding and skills they need to navigate an increasingly digital world. The new benchmark provides another opportunity to reflect on your school's provision and identify where further development may be needed.

The important point is that benchmarking should not become an exercise that simply sits on a shelf. Use it to start conversations with colleagues, identify priorities and decide what meaningful improvements you can make this academic year.

Build confidence and subject knowledge

High-quality computing education depends on teachers having the knowledge and confidence to teach it effectively.

The Teach Computing professional development offer provides opportunities for teachers at different stages of their computing journey, with courses covering subject knowledge, pedagogy, leadership, programming, inclusion and much more.

There are multiple certificates available to support your professional development:

So, rather than simply asking “What CPD should I do this year?”, consider asking:

“What is the biggest gap in my knowledge or practice, and which CPD will help me address it?”

That might mean developing your programming knowledge, improving your understanding of computing pedagogy, becoming a more effective subject leader or developing your confidence in an area of the curriculum you currently find challenging.

Make that gap your starting point.

Make enrichment part of your plan

Computing should not end when the lesson finishes.

Planned enrichment can give young people opportunities to explore computing in different contexts, develop practical skills, meet people working in the sector and discover possibilities they may not encounter through the curriculum alone.

The Teach Computing website showcases primary and secondary enrichment opportunities throughout the year, including challenges, events, careers opportunities and activities delivered with partners.

Make enrichment part of your planning. Could a careers event sit alongside a unit on programming? Could a competition provide an authentic reason for pupils to apply their knowledge? Could a coding club allow students to explore an area of computing that they do not normally encounter in lessons?

A well-planned enrichment programme can help young people see that computing is more than the content they encounter in the classroom.

Make computing a subject for everyone

There has been positive progress in computing education, but the work is not complete.

The I Belong programme continues to support schools in encouraging more girls to engage with computing. It provides professional development, resources and evidence-informed approaches to help teachers address barriers and challenge perceptions about who computing is for.

But inclusion is broader than gender. Computing should be a subject in which young people from all backgrounds can see themselves succeeding. This means considering stereotypes, representation, accessibility, SEND and neurodiversity, as well as teaching approaches, curriculum content and the wider experiences we provide.

Consider who is engaging with computing in your school and who might be missing out. What could you do this year to help more young people see computing as a subject that is for them?

The Teach Computing Curriculum: ready for the year ahead

The Teach Computing Curriculum (TCC) continues to fully meet the requirements of the current Programme of Study. This means you can continue to use it with confidence as the foundation of your computing provision.

Change is on the horizon, but at this stage, you may choose to make small adjustments, such as refining sequencing or adapting units to better meet the needs of your learners and staff.

There is no expectation for a full redesign. In most cases, steady refinement will be more effective than large-scale change.

You may also wish to explore the resources published by Oak National Academy alongside the TCC and other high-quality resources.

Preparing for change ahead

Looking further forward, a refreshed computing curriculum is expected to be taught from September 2028.

The Department for Education is expected to publish a draft version during the upcoming autumn term, providing an important opportunity for teachers and schools to review and respond to proposed changes.

When the consultation is released, you are encouraged to engage with it. Your experience in the classroom will be essential in shaping a curriculum that is practical, relevant and workable in schools.

It is also important to prepare for the wider changes ahead. From September 2028, all schools, including academies, will be expected to deliver Key Stage 4 computing.

There is therefore plenty to keep an eye on, but there is no need to make speculative changes now.

Whatever your priority, the NCCE and Teach Computing are here to support you throughout the year, with professional development, curriculum resources, certification, enrichment, community opportunities and support for the changes ahead.

We wish you a successful, enjoyable and inspiring new academic year, and here's to a year of learning, improvement and giving even more young people the opportunity to discover just how exciting computing can be.