The national curriculum must deliver for a digital future

The government’s Curriculum and Assessment Review signals a bold step toward modernising education in England for a digital age. With commitments to embed digital literacy and rebalance computing, the challenge now is turning vision into reality, writes Nimmi Patel, associate director for policy at techUK

The publication of the Curriculum and Assessment Review, and the accompanying government response, marks a pivotal moment for education in England. It reflects a recognition that education must evolve to meet the demands of a changing world.

As part of the review, techUK called for a curriculum that prepares young people for a future shaped by digital transformation, AI and rapid technological change and we are pleased to see that many of our recommendations have been taken on board.

The government’s commitments to embed digital and media literacy into the curriculum, rebalance the Computing curriculum, and explore a new level 3 qualification in data science and AI are welcome steps forward. So too is acknowledgement that essential (otherwise known as ‘soft’) skills are critical to prepare young people for life and careers. These changes reflect the reality that both digital and human skills are foundational to success.

From vision to implementation

Data from Three UK shows 85 per cent of parents view digital skills as equally important as reading and writing, but 44 per cent worry their child’s knowledge doesn’t go far beyond scrolling social media. The myth of pupils being “digital natives” must be challenged; under 19s are less likely to have basic digital skills than over 60s. Too many students are leaving school without the skills they need for life and work. These competencies need cultivating, not assuming.

Within the review, there is clear intent to tackle these issues, but the challenge now is turning vision into reality.

A fully digital curriculum, better integration of digital skills across subjects, and a refreshed approach to computing education all have the potential to transform learning, but only if they are carefully developed and schools are supported to deliver them. That will require sufficient investment in teacher training through organisations like the National Centre for Computing Education, ensuring continued access to up-to-date resources, and tackling inequalities in digital access and engagement.

The review rightly acknowledges that computing is taught inconsistently across schools, often due to a lack of specialist teachers and clarity in the curriculum. Addressing this must be a priority. 

A broader, more inclusive digital education

Importantly, the review recognises that the computing curriculum could more effectively equip students with the digital knowledge and skills they need in their everyday lives. 

From using AI tools critically, to applying digital technologies in creative and practical contexts, students need a broad and inclusive digital education. The replacement of the computer science GCSE with a broader GCSE in computing reflects this fact.

This is especially important for engaging a wider range of learners, including underrepresented groups and girls, to view computing as something ‘for them’ and study the subject at GCSE and beyond. techUK’s survey found that only 34 per cent of parents in tech said they were somewhat confident in schools’ ability to encourage tech education for all genders, while 25 per cent said they were unconfident in their ability to do so.

Essential skills for a changing world

Alongside digital skills, the review’s focus on oracy and communication, and government’s consideration of social-emotional learning and ‘subject-specific disciplinary skills’, is a welcome recognition of what employers know all too well: that human skills are essential in an AI-enabled world. Our survey of tech parents found that 70 per cent of parents believe schools neglect core (‘soft’) skills, while 68 per cent see a blend of soft and technical skills as key to preparing students for the future workforce. These core human capabilities – such as creativity, problem-solving and critical thinking – must be integrated throughout the curriculum, underpinned by a unified language that supports teachers and students to understand, teach and learn these fundamental competencies.

Looking ahead

The revised curriculum is due to be published in 2027, with implementation from 2028. That gives us time, and a responsibility, to get this right. techUK stands ready to work with government to build a world-class, digitally-enabled education system – one that equips every young person with the knowledge, skills and confidence to thrive in a fast-changing world.