Petrified of breaking things… and frightened of looking stupid: exploring ways to improve the teaching of computing in a UK primary school
Publication Date
July 27, 2026
Creator
Rolfe, Gemma
Abstract
The introduction of computing to the English National Curriculum in 2014 brought significant challenges for teachers. The teaching of computing, specifically Computational Thinking (CT), to primary pupils (ages 5-11) was argued to lead to long-term benefits for pupils, including increased problem-solving skills and greater participation among underrepresented or minority groups. However, many teachers did not feel prepared to teach CT or thought that the curriculum was inappropriate.
This research addressed this challenge in the specific case of a one-form-entry primary school in the North West of England. Starting three years after the introduction of the curriculum, the first phase of the study aimed to determine how the curriculum changes had been implemented in the school. Through document analysis, interviews and lesson observations of teachers and teaching assistants, it was found that the school had initially struggled with the change. This was evident in its translation of the National Curriculum objectives into the school curriculum, with further challenges arising during implementation. Teachers struggled specifically with the computer science or computational thinking (CT) parts of the curriculum. Computing was not taught consistently throughout the school year or across the different age groups within the school. While pupils were enthusiastic about computing, teachers reported challenges related to outdated equipment, planning that was not fit for purpose, and a fear of not knowing how to teach computing, which was exacerbated by the lack of time to research the subject or integrate it into an already busy school timetable.
The second phase of the research aimed to develop and evaluate an intervention, through Continuing Professional Development (CPD), that would change how computing was perceived and taught in the school using a pedagogy-focused CPD that was context-specific and driven by middle leaders. Working with a change agent, a design-based research approach was adopted, enabling the refinement of curriculum design and continuing professional development based on the school’s priorities and the change agent's experiences. Initially, working just with the change agent, the curriculum was rewritten to ensure complete coverage of the computing objectives, supporting progression in CT across the year groups. It was cross-curricular where possible, and key language was identified for teaching. CPD, including joint lesson planning, model lessons and team-teaching, had a positive impact on the change agent’s subject knowledge and perceived confidence. The change agent’s experiences of and outcomes from rewriting the curriculum and CPD led to the design of CPD for the rest of the teachers in the school. There were initial signs that this was positive; the teacher’s medium-term planning showed an increase in computing objectives, and staff were keen to further develop their computing teaching. However, the limitations imposed by COVID-19 adjustments and their implications unfortunately disrupted the longer-term follow-up of its impact.
This research concluded that changes to curricula without support for schools can pose challenges for teachers; however, working collaboratively with a passionate middle leader or change agent within a school can help alleviate these challenges. It is hoped that these findings will enable this research to contribute to knowledge and professional practice.
Item Type
ethesis
Thesis Type
EdD
Supervisors
Subjects (LC)
Associated Schools / Departments
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Gemma Rolfe 14223990 Thesis March 2026.pdf
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