In November 2024, Flip Computing delivered a session for a Year 10 class of Game Design students at UTC@MediaCityUK. The students play tested our ‘Storytelling with Music‘ Fortnite island, funded by our Innovate UK grant. They provided some fantastic insights that have informed the direction of the prototype island.  

At the play test session the students completed a form answering questions about visual style, user interface, and game mechanics. They also examined the experience from a learning position and documented bugs or glitches they found along the way.  

During the double lesson, students also took part in co-design discussions, dot-voting and naming activities to help guide some of the bigger decisions about the island. 

We received such a great range of feedback and suggestions. Many comments related to creating a clearer narrative and using cut scenes as a way to move the story forward between the different areas on the island. They noted a need for extra directions in places and a forcefield to keep the player from wandering off and getting lost. It was also suggested that the narrator character be used throughout the island as a way for players to get repeated instructions or extra clues. 

Reward was a recurring theme particularly once the player has completed all the objectives. Suggestions included making the next objective more prominent, adding an ending collectibles game to get people to revisit the different island areas, and using a particle effect to trigger fireworks when the final objective was completed.  

Students commented on the visual style and suggested adding background scenery to immerse the player further into the virtual world. They asked for more characters to be added and noted that it would be great to include the funny characters from Fortnite such as Cobb and Bendy. Students asked for more visual clues to help answer questions as the liked the existing clues and the way the props became relevant to the story.  

The learning objectives for the experience were to recall the term leitmotif and to create a leitmotif for a character. Some students didn’t feel like they had covered the objective as they weren’t used to learning in this way. When we discussed leitmotifs towards the end of the session it was clear that not only had students gained the knowledge but they could also relate how it applied to the wider curriculum such as English Literature and Film Studies. It was suggested that we add an optional knowledge check to be triggered at the end for those who wanted to use traditional methods to check their learning. 

EVERYTHING!! We loved all the suggestions and could see how each one improved the island for all players. We have created a video playlist for you to watch that shows the new functionality alongside comments from the students. 

We would like to thank all of the students who took part on the day and also Alex, Arif, and Jack for their help arranging the session and making sure everything ran smoothly. 

Have you tried the ‘Storytelling with Music’ Fortnite island? What did you learn about leitmotifs…did it feel like learning? 

In January 2025, Flip Computing delivered a session for 24 young women from local Sunderland schools at the British Esports centre. The event was a collaboration of partners and friends in the 3D and computing education community. The girls were introduced to Unreal Editor for Fortnite and the 3D skills required to create their own islands. They also explored our ‘Storytelling with Music‘ island, funded by our Innovate UK grant.

Interactive and immersive 3D is a huge industry and is growing rapidly. The global virtual worlds market is expected to be worth 800 billion euros by 2030. UK job postings mentioning 3D have quadrupled in five years. Salaries in 3D are 30% above the UK average. However, most 3D creators are self-taught.

In England, we are currently letting our young people down by not providing them with the 3D skills that could lead them to a huge range of exciting careers. Flip Computing and other organisations like Ukie / Digital Schoolhouse, Computing At School, and Epic Games are championing 3D skills and want to see more of it in our classrooms.

The creative industries in Sunderland are growing. It is also home to the national esports performance campus which delivers esports training to young people in the area (amongst other things!). The esports centre seemed like the perfect location to train a group of young people in 3D skills.

Sunderland is also an area supported by computing consultant, Sarah Zaman, a friend of Flip Computing. Sarah liaised with the local schools in the area and arranged for them to attend the hackathon event. Sarah also supported the day with her energy and enthusiasm!

In 2024, Flip Computing developed a ‘Getting started with UEFN‘ course for Computing At School. This was supported by their funding from the Epic Mega Grant. Having tested the materials on a range of individuals, we wanted to test the course in a busy classroom setting.

The resources from Computing At School include:

• Lesson plans
• Slide decks
• Vocabulary sheets
• Worksheets
• Shortcut guides

The resources have been downloaded by over 870 teachers on their platform. We have also created a web-based version of the worksheet to support with delivery. 

The resources are broken down into four sessions:

• Build your world
• Code your world
• Personalise your world
• Share your world

The materials could be used in an afterschool enrichment club or on a single enrichment day. 

Learners develop the skills to build a 3D world in UEFN, add interactions using Verse code and personalise their world to really make it their own!

We were delighted that Steve Isaacs from Epic Games supported the event and spoke to the young people about Unreal Engine and UEFN. He also enjoyed watching a few battle royale moments during the day!

We were thankful to Epic Games for providing lunch for the young people and some swag for them to take home. 

We were also pleased to be supported by CAS and enjoyed hosting Becci Peters who spoke to the teachers about the amazing things that CAS has to offer. She also enjoyed seeing the resources in action and seeing the wide range of 3D worlds that could be made!

Our hosts at the British Esports centre were amazing. They were really helpful throughout the day and made the event feel really special for the young people. They even provided a tour of the facilities which was a treat! Lunch came from a local restaurant which provided a short screen break from 3D designing, although most of the girls were happily playing games in the lunch area! A big thank you to Tom Dore for letting us run our event in such a wonderful space.

Flip Computing is on a mission to improve the learning experiences of underestimated groups in technology education. We are a social mission company and try our best to meet young people where they are at and provide engaging, creative and collaborative materials for them to enjoy. We were really impressed by the range of 3D islands that were created and the level of detail that some of the young people had provided in their islands.

It is amazing what we can achieve when we collaborate with organisations who are all working towards the same mission. We will definitely be looking out for opportunities to run an event like this in the future. Next time though, we want to add in some showcases of different 3D careers! This is something that we are working on. 

Which 3D careers would you like to share with young people? Let us know in the comments. 

We are delighted to announce that Flip Computing has been recognised by Innovate UK with the highly competitive Creative Catalyst grant.

Introducing “Textbooks for the Metaverse”

Flip Computing is about to embark on a fully funded six-month project called “Textbooks for the Metaverse.” This ground-breaking initiative represents a significant step towards our mission of providing inclusive learning experiences in computing and technology education.

A New Era of Learning

“Textbooks for the Metaverse” will revolutionise how learners engage with educational content. This project reimagines the traditional textbook format into an immersive 3D environment, offering a well-planned learning path where creativity and exploration are at the forefront. Imagine a learning experience with the interactivity of an action role-play video game, but structured like a high-quality textbook.

Enabling Educational Freedom

The pandemic has had a profound impact on education. In 2023, nearly 40,000 teachers left the profession. As teachers leave, so do students. The number of home-schooled children is rising rapidly. Mental health challenges are cited as a major factor in these departures, both among teachers and students. Meanwhile, many SEND (Special Educational Needs and Disability) learners face lengthy delays in accessing the support they need.

Harnessing Technology for Inclusive Learning

The remote learning sector is expanding rapidly, and the UK publishing industry has a unique opportunity to adapt. By leveraging 3D technology, Flip Computing is poised to create online environments where every learner can thrive. Our innovative approach will bring structured, high-quality learning into a space that is both open and creative, offering something entirely new for students and educators alike.

Building on Proven Technology

Our platform will be built using the UEFN (Unreal Engine for Fortnite) platform, which we have been mastering over the past year. We are excited to use this grant to dedicate time to developing and refining our prototype island, where learners will engage in a truly interactive educational experience.

Community Testing and Collaboration

We are proud to announce that our prototype will be tested in the Greater Manchester area. We are actively seeking partnerships with educational institutions and home education networks in this region to trial our innovative island. If you are interested in participating in this cutting-edge project, please get in touch with us via https://flipcomputing.com/contact/.

A Local Vision, A Global Impact

Liz Smart, Flip Computing director and Salford resident, shares her enthusiasm: “This is an exciting opportunity for the young people of Salford to be the first users of this innovative learning experience. Their feedback will be invaluable in ensuring that the experience we create is truly inclusive for all.”

Join Us on Our Journey

At Flip Computing, we believe in building in public. We will use social media to provide regular updates on our progress, share our challenges and victories, and invite you to join us on this exciting journey. Stay tuned as we work to transform the future of education.

Follow us on Facebook: https://www.fb.me/flipcomputing
Follow us on LinkedIn: https://www.linkedin.com/company/flip-computing

Shaping the Future of Computing Education for All Learners

After more than a year of careful development, we are excited to unveil the Collins Primary and Lower Secondary Computing book series by Flip Computing. Crafted with an inclusion-first approach, this series goes beyond simply teaching computing—it ensures that every learner has the opportunity to develop essential digital skills in an engaging, personalised, and collaborative way. These books offer a transformative learning experience that is robust, comprehensive, and creatively stimulating.

A Curriculum for the Modern World

Aligned with Excellence, Designed for Every Learner

Our curriculum is aligned with, though not officially endorsed by, both the Cambridge Computing and Digital Literacy curricula, providing a broad range of knowledge and skills starting from Stage 1 (Year 1). From foundational digital literacy to advanced computing concepts, each stage is thoughtfully designed to equip young learners with the tools they need to succeed in the digital age.

Grounded in Pedagogical Excellence

Research-Informed Teaching for Inclusive Classrooms

At the heart of our curriculum is a commitment to inclusivity. We have drawn on the latest educational research to create a teaching approach that fosters a more inclusive learning experience for underestimated groups in technology. Each unit is meticulously crafted to blend essential knowledge with skill development, culminating in creative final projects that encourage learners to make meaningful design choices.

Every lesson plan highlights the key pedagogical strategies used, ensuring that teachers can effectively guide learners through their computing journey. Here are some of the innovative approaches we have integrated:

• Classroom Talk: Encouraging dialogue to deepen understanding.
• Design Thinking: Cultivating creativity and problem-solving skills.
• Parsons Problems: Enhancing coding skills through guided exercises.
• Showcasing: Building confidence through presentations and peer feedback.
• Unplugged Activities: Teaching computing concepts without a computer.
• Physical Computing: Bringing code to life with hands-on projects.
• Real-World Context: Connecting learning to real-world applications.
• Cultural relevance: Leaving room for personalisation to ensure that learners can make projects that meet their goals.
• Collaborative Work: Promoting teamwork and peer learning.
• Investigation: Time to develop understanding of code design patterns.
• Skill Development: Focusing on practical skills with real-world relevance.
• Building on Prior Knowledge: Ensuring a solid foundation for continuous learning.
• PRIMM (Predict, Run, Investigate, Modify, Make): A structured approach to learning programming.

Exploring Six Key Themes

Comprehensive Learning Across Core Areas of Computing

Our book series is built around six essential themes that provide a holistic approach to computing and digital literacy:

1. Our Digital World: Equipping learners with the tools and knowledge to safely navigate and engage with the digital environment.
2. Content Creation: Empowering learners to create impactful content using a range of digital tools, from word processing to video production.
3. Create with Code: Introducing programming fundamentals and computational thinking through engaging, hands-on activities.
4. How Computers Work: Demystifying the inner workings of computers and the technologies that drive them.
5. Connect the World: Understanding the power of networks, the internet, and the World Wide Web.
6. The Power of Data: Teaching essential skills in data collection, analysis, and presentation with a focus on real-world applications.

Transitioning with Confidence: Stage 7 and Beyond

Supporting Pupils Through Key Educational Transitions

We have also developed resources for Stage 7, ensuring a seamless transition from primary to lower secondary computing education. These books continue our inclusion-first philosophy, preparing learners for deeper study in Stage 8 and beyond.

What’s Inside: Resources for Every Learner and Teacher

Comprehensive Tools for Effective Learning and Teaching

Each stage in the series includes a complete set of resources to support both teachers and learners:

• Teacher Guide: Detailed lesson plans, assessment rubrics, and essential teaching strategies to support educators at all levels of experience.
• Student’s Book: Core content with activities and discussion prompts to deepen understanding and encourage active learning.
• Student’s Workbook: A dedicated space for learners to record their findings, complete design work, and reflect on their learning journey.

Get Ready to Inspire the Next Generation

Pre-Order Now for a September 2024 Launch

The Collins Primary and Lower Secondary Computing books are now available for pre-order. The first books for Stages 1, 3, and 7 will be released in September 2024, with the remaining stages launching throughout the autumn term. Visit our books page to secure your copies and prepare to inspire the next generation of digital innovators!

This week at Flip Computing we have been working on improving our accessibility score for our website. This has been very experimental. We use the Divi theme which is known for not being accessible by design however it has some wonderful features for creating web pages. Our accessibility score was below 80% and there were several errors reported when we used the WAVE tool. We were determined to put this right! Websites SHOULD be accessible, we were frustrated that such a well used tool didn’t just make the pages accessible by design.

When we originally built the website we were very conscious to use our knowledge of accessible design to get the basics right. Here are the top things that you should focus on when creating an accessible website:

1. Use sensible alt text for all images, unless they are purely decorative
2. Check the contrast ratio of your font and background colours
3. Use descriptive link text. For example, ‘read our draft proposal’ instead of ‘click here’
4. Don’t use italic fonts
5. Use headings and subheadings instead of manually making things bold and larger
6. Check that pages load correctly on different devices

We passed all of these points but were still unimpressed with our score.

If you are wondering how we determined our score and the tools that we use to check for accessibility then here is a list of free tools:

• Our favourite contrast checker is colourcontrast.cc because it is easy to use and uses very large fonts to make it easy to read, there are also no adverts (for now)
• WAVE is a web accessibility evaluation tool that is completely free and gives you no nonsense reports on what is wrong with your site. A good site will have no errors and no contrast errors. There are other areas to look at too like the alt text and any alerts. 
• The final free tool is PageSpeed Insights which gives you four different scores. These are Performance, Accessibility, Best Practices and SEO. 

The ‘PageSpeed Insights’ scores for the desktop of our homepage are shown below:

When we first ran WAVE on our homepage the errors were plentiful! The one thing that we quickly discovered was an issue around level headings. Here are some basic rules for level headings:

• You must have a Header 1 on each page for screen readers
• You must have only 1 Header 1 on each page
• Heading levels must increase in order. For example, you cannot have a Header 1 and a Header 3 but not a Header 2

This was fairly easy to fix but we had to completely redesign our footer to ensure that it didn’t impact the header rules. 

You would think that if you used a pre-designed contact form then it would just work! It would just be accessible by design. Nope.

Thankfully, Divi do present a fix for this on their tutorials. It would be great if this was just built in though.

When you create a form on a website then the form fields must be clearly labelled to help when working with screenreaders. Divi templates don’t automatically do this so you have to add in some custom CSS.

Here is how you do it:

1. Go to the page with the form on and choose ‘Edit with Divi’
2. Click on the the cog icon for the form object
3. Go to Advanced > Custom CSS
4. Enter the code below:

This one was a challenge. There really wasn’t a quick fix for this at all. You could go in and edit the PHP but this has it’s complications so we wanted to avoid that if possible. This is where having some HTML & CSS knowledge comes in handy along with some prompt engineering with ChatGPT. I had inspected the element on the webpage that needed the label heading and I knew which bit of code needed to be changed in the custom CSS in Divi. I could get it to work in the inspector but the tricky part was getting it to work in Divi. Here is my first ChatGPT prompt:

how do i write custom css that will display the label for a comment in block. This is the HTML

<label for=”comment” style=”display: block;”> == $0

My prompt wasn’t quite right so I didn’t get the result I needed. I added some more:

could you write it for a custom css block used in the divi tool for wordpress

The answer it gave me was almost right but not quite, I asked:

it isnt working, any ideas?

But there is more! Divi overwrites this code if you try to put it with the comment section. It looks like it works but when you publish, this code is ignored.

To fully fix the issue I needed to go into the Theme Customizer and add in the additional CSS there.

So we got there but it really shouldn’t have required all that right?

This is the one that we are currently working on. Divi limits pinch and zoom to 200% when it should be enabled up to 500%. This really seems like an issue that should just get fixed but it doesn’t seem that way. You can pay for lots of plugins that will do it for you though, one that costs $49 a month!!!

At the moment the only fix seems to be editing the PHP for the site which we will most likely need to do if we can’t find another work around soon.

Our score of 95% for accessibility is very good but it would be 100% if we could just get past this last issue. Watch this space!

We have found a free solution to making a Divi website user scalable without the addition of a plugin or messing about with more complex things. It requires adding some JavaScript to the head section of your site.

Here is how to do it:

1. Go to your wordpress dashboard
2. Go to Divi, then choose Theme Options
3. Click on ‘Integration’
4. Look for the section labelled ‘Add code to the head of your blog’
5. Enter the code below and save changes

Now that we have worked on all of these steps, our scores are much better. There are still performance aspects that we can work on in the future. Here is the PageSpeed Insights scores for this blog post page.

Updated: 24th April 2025 to include version 2 of the proposed GCSE with minor modifications.

We have been captivated by the discussions around the possibility of changing the GCSE qualification for Computer Science in England. Spurred on by the findings from the SCARI computing report (PDF), we have created our draft proposal for a brand new Computing GCSE. We are conscious that if there is to be a change in the GCSE then it is important to get as many people in the computing education world involved in the discussions. The SCARI computing report showed some devastating statistics around the gender balance in computer science and how girls are choosing other options. There could be many reasons for this but a narrow focus on theoretical computer science at GCSE could be a contributing factor.

The content of our proposed computing GCSE is as follows:

The content for computing GCSE

Subject aims and learning outcomes

GCSE specifications in computing should enable students to:

• explain the critical role of technology in today’s society and describe how it is applied in specific contexts
• understand the opportunities for and the potential of automation, including the risks, environmental impacts and ethical concerns
• think creatively, innovatively, analytically, logically and critically to design and develop effective digital artefacts
• apply the software development lifecycle to move from an idea or need to a functioning solution, including the needs of a diverse range of users
• work collaboratively and understand that software solutions are developed by teams of people with different specialist skills
• understand that a system can include interaction between hardware and software components and human-computer interaction
• understand the basic principles of cyber security and how to protect systems from cyber threats
• analyse and visualise data to answer questions and identify insights
• undertake the design, development and evaluation of creative media projects for a range of purposes, selecting appropriate tools
• be active, safe, secure and responsible digital citizens

Subject content

1. Role of Technology in Society

• Explain the critical role of technology, including artificial intelligence (AI), in society.
• Describe how technology is applied in specific contexts, such as healthcare, education, business, and entertainment.

2. Automation and Its Implications

• Understand the opportunities for automation, including machine learning, and its potential to transform various industries.
• Discuss the risks associated with automation, including job displacement.
• Evaluate the environmental impacts of automated systems.
• Consider ethical concerns related to automation, such as bias in algorithms and decision-making processes.

3. Creative and Analytical Thinking

• Develop creative, innovative, analytical, logical, and critical thinking skills.
• Apply these skills to solve complex problems and develop new ideas.

4. Software Development

• Understand and apply the software development lifecycle (SDLC) to create functioning solutions.
• Explain the importance of meeting the needs of a diverse range of users.
• Describe requirements gathering, design, implementation, testing, deployment, and maintenance.
• Develop a software project using a programming language and following the software development lifecycle.

5. Collaborative Development

• Work collaboratively on projects, recognising that software solutions are developed by teams with different specialist skills.
• Develop effective communication and teamwork skills.
• Develop a software project using a programming language and using collaborative development.

6. Systems and Human-Computer Interaction

• Understand that a system includes the interaction between hardware and software components.
• Study human-computer interaction (HCI) principles to design user-friendly interfaces.

7. Cyber Security

• Explain the basic principles of cyber security.
• Understand cyber security threats.
• Understand how to protect personal devices and accounts from cyber threats.
• Describe organisational security measures, including secure coding practices.

8. Data Analysis and Visualization

• Visualise and analyse data to answer questions and identify insights.
• Use data analysis tools and techniques to interpret and present data effectively.
• Explain the importance of data in AI and machine learning.

9. Creative Media Projects

• Undertake the design, development, and evaluation of creative media projects for a range of purposes.
• Select and use appropriate tools for different media types, such as but not exclusive to 3D modelling, video, and audio production.

10. Digital Citizenship

(This could and probably should be in a mandatory digital skills course)

• Be active, safe, secure, and responsible digital citizens.
• Understand digital rights and responsibilities.
• Promote safe and respectful online behaviour.

Our goal is to create a broad qualification which will equip students to be effective digital citizens and to prepare and encourage them to go on to study more specialist computing topics in more depth. Our proposal is on a path from the KS1-3 computing programmes of study towards the diverse computing qualifications that are available after KS4.

From exploring the impact of technology in specific contexts like healthcare and education to collaborative software development and creative media projects, this curriculum is designed to be both challenging and engaging. The curriculum makes computing come to life with real world scenarios and a realistic representation of a collaborative and creative subject with many interdisciplinary links.

Computing is fundamental to how the modern world functions. Studying our Computing GCSE will enable students to understand how computing will help them to achieve their future goals and dreams in society and work.

Our proposed curriculum balances theoretical understanding with practical experience. With a 60/40 split between the Non-Exam Assessment (NEA) and the examination. Students will engage in three smaller, manageable projects that develop their skills progressively. Each project will be worth 20% of their final grade and will involve some level of personalisation whilst meeting a given brief.

We invite educators, students, parents, and industry professionals to review the draft and share their feedback. Your insights are invaluable in refining this curriculum to ensure it meets the needs of all learners and prepares them for a future where technology and innovation are at the forefront.

Join the conversation and help shape the future of computing education!

Please leave your comments in the comments section.

I decided to do a little thought experiment this morning and see if Chat GPT could design a new computing curriculum based on the English national curriculum and the current GCSE Computer Science subject content document. I created a prompt that would look at the national curriculum and the GCSE Computer Science subject content. I then asked it to analyse both texts and develop a new curriculum that was broader and more of an extension of key stage 3 instead of focusing just on the computer science elements.

Here is the prompt that I used:

“The situation we have in England at the moment is we have a computing national curriculum that has a broad range of knowledge and skills covered relating to digital literacy, information technology and computer science. However, we have a GCSE which is the final school qualification that only assesses the computer science element. I would like to present you with the English national curriculum for computing and then the current specification for computer science. I would like you to take the information from the computing curriculum and use it to create a new GCSE computing specification. It should follow a similar format and level of detail as the Computer Science one but reduce some of the topics, such as networks and replace them with IT and digital literacy content instead. Please ask me to submit the national curriculum first for you to analyse, and then the GCSE computer science specification and then present me with your new GCSE computing specification.”

Now I know that I could have refined this much further but it was a quick thought experiment – don’t judge!

Anyway…after entering both documents as instructed I was presented with this. Take a look!

GCSE Computing Specification

Subject Aims and Learning Outcomes

GCSE specifications in computing should enable students to:

• Understand and apply the fundamental principles and concepts of computing, including abstraction, decomposition, logic, algorithms, and data representation.
• Analyze problems in computational terms through practical experience of solving such problems, including designing, writing, and debugging programs.
• Think creatively, innovatively, analytically, logically, and critically.
• Understand the components that make up digital systems, and how they communicate with one another and with other systems.
• Understand the impacts of digital technology on the individual and wider society.
• Apply mathematical skills relevant to computing.
• Be responsible, competent, confident, and creative users of information and communication technology.
• Develop capability, creativity, and knowledge in digital media and information technology.
• Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns.

Subject Content

Knowledge and Understanding

GCSE specifications must require students to develop knowledge and understanding of the following areas:

1. Computer Science Fundamentals:
• Standard algorithms, including binary search and merge sort.
• Writing algorithms to solve problems using sequence, selection, and iteration.
• Understanding data types (integer, Boolean, real, character, string) and data structures (records, one- and two-dimensional arrays).
• Representation of numbers in binary and hexadecimal; conversion between these and decimal; binary addition and shifts.
• Representation of text, sound, and graphics in digital form.
• Boolean logic using AND, OR, and NOT, and their applications.
2. Digital Systems and Architecture:
• Components of digital systems and how they communicate.
• Systems software, including operating systems and utility software.
• CPU architecture, including the fetch-execute cycle.
• Main and secondary storage types (magnetic, optical, solid state) and data storage methods.
• Data capacity and calculation of requirements.
• Embedded systems.
3. Networks and Cybersecurity:
• Network types, topologies, and protocols (Ethernet, Wi-Fi, TCP/IP, HTTP, HTTPS, FTP, email).
• Network connectivity (wired and wireless) and security.
• Cybersecurity: forms of attack, identifying vulnerabilities, protection methods.
4. Information Technology:
• Use and evaluation of various software applications to design and create content.
• Use of digital tools for data collection, analysis, and presentation.
• Effective use of search technologies and critical evaluation of digital content.
• Concepts of databases and data management.
5. Digital Literacy:
• Safe, respectful, responsible, and secure use of technology.
• Understanding and managing online identity and privacy.
• Recognizing and reporting inappropriate content and conduct online.
• Ethical, legal, and environmental impacts of digital technology on society.

Skills

GCSE specifications must require students to develop the following skills:

1. Problem-Solving and Programming:
• Systematic problem solving using decomposition and abstraction.
• Design, write, test, and refine programs using one or more high-level programming languages.
• Use pseudo code and flowcharts to represent algorithms.
• Evaluate the fitness of algorithms using logical reasoning and test data.
2. Digital Content Creation:
• Use of digital tools to create, reuse, revise, and repurpose digital artifacts for different audiences.
• Application of design principles to ensure usability and trustworthiness of digital content.
3. Data Analysis and Presentation:
• Use of spreadsheets, databases, and other software to collect, analyze, and present data.
• Understanding and applying data visualization techniques.
4. Safe and Responsible Use:
• Applying appropriate security techniques, including validation and authentication.
• Understanding and applying principles of digital well-being and online safety.
5. Communication and Collaboration:
• Effective use of digital communication tools.
• Collaborative work using digital platforms.

Assessment

The assessment will consist of two components:

1. Written Exam (50%):

• Assessing knowledge and understanding of computer science fundamentals, digital systems, networks, and cybersecurity.
• Testing problem-solving and programming skills through theoretical questions and practical tasks.

2. Practical Assessment (50%):

• Evaluating students’ ability to create digital content and solve problems using information technology tools.
• Assessing the application of digital literacy principles in real-world scenarios.

This new specification aims to provide a balanced approach to computing education, ensuring that students gain a broad and practical understanding of digital literacy, information technology, and computer science.

My first thoughts are that it has done what I asked (almost) and it does feel a little more balanced but there is still a lot that I would change. 

What do you think?

DFE references

The English National Curriculum for Computing

The GCSE Computer Science Subject Content