TC3 Task Force - Deeper Understanding of the Roles of CS/ Informatics in the Curriculum

The IFIP TC3 Task Force on the Curriculum was established in July 2014 in response to calls for change in the curriculum for Computers Science/Informatics. The Task Force has been working to analyse and research key issues and considerations for the curriculum and to make recommendations for curriculum design and implementation. This work is summarised in a short report which was accepted by the IFIP General Assembly and several other papers – see below.

Recently our work has also focused on Advances in Conceptualizing, Developing, and Assessing Computational Thinking.

June 2023: Thoughts on Quantum Computing in Schools and Curricula
Adobe Acrobat Document 135.0 KB

Task Force Meeting with UNESCO Representatives OCCE 2018, Linz
Task Force Meeting with UNESCO Representatives OCCE 2018, Linz
Coding, Programming and the Changing Curriculum for Computing in Schools Report of UNESCO/IFIP TC3 Meeting at OCCE – Wednesday 27th of June 2018, Linz, Austria
OCCE 2018 TC3 UNESCO meeting 040219 CS c
Adobe Acrobat Document 1.3 MB

Symposium on Computational Thinking in Linz, June 2018
Symposium on Computational Thinking Linz
Adobe Acrobat Document 599.5 KB
TC3 Task Force and EDUSummiIT Report, updated July 2018
TWG 9 EDUSummIT short report TC3 Task Fo
Adobe Acrobat Document 318.1 KB

Other Task Force Publications

Angeli, C., J. Voogt, J. Malyn-Smith, M. E. Webb, A. Fluck, M. Cox and J. Zagami (2016). "A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge." Education Technology and Society 19(3): 47-57, available at:


Fluck, A., M. E. Webb, M. Cox, C. Angeli, J. Malyn-Smith, J. Voogt and J. Zagami (2016).

"Arguing for Computer Science in the School Curriculum." Education Technology and Society 19(3): 38-46, available at:


Webb, M., N. Davis, T. Bell, Y. J. Katz, N. Reynolds, D. P. Chambers and M. M. Sysło (2017). "Computer science in K-12 school curricula of the 2lst century: Why, what and when?" Education and Information Technologies 22(2): 445-468, available at: