Abstract
The 2017 elementary school curriculum guidelines indicated that the learning activities utilizing computers in each subject were enhanced, and that programming thinking was cultivated.
The contents of the curriculum guidelines for junior high school and high school were updated ac-cordingly. With the formal implementation of the new curriculum guidelines in fiscal 2020, some parents heard uneasiness, while some teachers at schools complained that they could not cope with the change. So, the purpose of this paper is to provide an overview of the national curriculum of the UK, which is an advanced country of informatics education, and to obtain suggestions for considering the future of informatics education in Japan. As a result, three suggestions were obtained.
(1) Informatics education in Japan is much shorter than in the UK, so it is necessary to secure suf-ficient time. (2) Education on computer science, digital literacy, and information technology must be incorporated into elementary, junior high, and high school education as a whole. (3) The four aspects of computational thinking, the need for a curriculum that allows students to learn decomposition, pattern recognition, and abstraction algorithms according to their developmental stages.
