ABSTRACT
This chapter discusses the challenges and opportunities that those changes present to curriculum designers and the teachers of computing. The national curriculum saw the rationale for a balanced use of computing in five strands (communicating, handling, controlling, monitoring and measuring) and continues as the four aspects within the knowledge, skills and understanding of the pre-disapplication of the Information Communication Technology (ICT) national curriculum. The implementation of the ICT curriculum was based on a broad framework of design, investigation, communication, analysis and control but was often limited to office-type software, development of media and exploration of web-based resources. The 2014 national curriculum is lauded as inspirational and instrumental in bringing computational thinking to the fore in the education of all learners. The national curriculum does nothing to enhance society's use and exploitation of technology, or to promote its value in lifelong learning, citizenship or community action.
