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Abstract
Abstract Computing, a broad discipline including computer science, information technology and digital literacy, was introduced as a mandatory national curriculum subject in England in 2014. This meant the introduction of both computer programing and more academic computer science into the curriculum. Such a significant curriculum change involves a period of transition, lasting several years. Here we consider what we have learned about the implementation of the new curriculum, the external influences that have come to bear on teachers’ and pupils’ experiences, and the challenges that are faced.
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