New research has revealed that Computing is growing in popularity as a subject taken at both GCSE and A-Level. However, despite climbing levels of student interest, the subject is facing a teaching crisis.
The new Curriculum Reboot Report shows that while student interest in Computing has surged over the last decade, a combination of dwindling classroom hours and a shortfall in specialist graduates is creating a ‘pipeline collapse’ that threatens the UK’s position as a global tech leader.
Over the past ten years, Computing has seen a huge rise in interest, with GCSE entries climbing by 40% and A-Level participation increasing by 20%, and GCSE entries consistently exceeded 90,000.
Despite a recent dip in entry trends, the 47% growth since 2021 proves that Computing remains one of the fastest growing subjects in the country. Therefore, the high level of student competency for Computing revealed in the data set is unsurprising, with only 150 students still needing a pass out of the 87,300 who sat the GCSE in Year 11.
In spite of a clear student drive, teaching hours for Computing have plummeted since 2011 showing a critical need to overhaul how teaching is currently delivered to keep up with the demand of a world dominated by AI and cybersecurity.
Emma Slater, a former Head of English and Lead Practitioner at Access Education who curated the report, added:
“Our Curriculum Reboot Report shows a major disconnect between student interests and, to bridge this gap, the curriculum must be reformed to help students see how core subjects apply to the real world and their future careers.
“While students easily grasp the value of subjects like Computing, they often view other subjects as mere ‘tick-box’ requirements. To support the UK’s tech ambitions, we must shift this narrative and ensure they leave school with the practical skills needed to thrive in a tech-driven world.
Education consultant, Adam Speight, said: “It is clear that many students are still falling short of achieving GCSEs in core subjects which are vital for the majority of career paths. Without these grades, young people face a much tougher road, possibly struggling to secure full-time employment, which can lead to long-term unemployment or significantly reduced lifetime earnings.
“While it is crucial for the government to act on these recommendations to protect the future of our workforce, schools don’t have to wait for policy changes. By doing everything possible to support and encourage students, especially those resitting exams in Year 13, and by emphasising why that pass grade matters, schools can drive real change. Focusing on student engagement today is the best way to boost GCSE success rates and, ultimately, increase the number of students moving on to higher level A-Level subjects."
