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Faculty of Graduate Studies

Sophie Hudson

  • BA (University of York, 2008)

  • PGCE (University of Exeter, 2012)

Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

What are the similarities and differences between the cross-curricular teaching of programming in grades 1-6 classrooms in England and B.C., Canada?

Department of Curriculum and Instruction

Date & location

  • Tuesday, July 28, 2026

  • 1:00 P.M.

  • Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Tim Pelton, Department of Curriculum and Instruction, University of Victoria (Co-Supervisor)

  • Dr. Leslee Francis Pelton, Department of Curriculum and Instruction, UVic (Co-Supervisor) 

External Examiner

  • Dr. Lucinda Brown, Department of Educational Psychology and Leadership Studies, University of Victoria 

Chair of Oral Examination

  • Dr. Darlene Clover, Department of Educational Psychology and Leadership Studies, UVic

     

Abstract

This thesis examines the cross-curricular teaching of programming in primary/elementary education (Grades 1–6) in England and British Columbia (B.C.), Canada. As perspectives on programming and coding education continue to evolve alongside rapid technological change, this study explores current practices within these two contexts. England positions Computing as a distinct subject with explicit programming requirements from Year 1, while B.C., Canada embeds programming within the Applied Design, Skills, and Technologies (ADST) curriculum and does not explicitly reference programming until Grade 6. 

Using a comparative case study approach, this research combines curriculum document analysis with survey data from primary/elementary teachers in both localities. The study investigates differences in curricular expectations, attitudes to teaching of coding activities, the subjects and transferable skills associated with programming, and the benefits and challenges teachers encounter when integrating programming across the curriculum. 

Findings indicate that England’s curriculum places greater emphasis on explicit programming knowledge and cognitive skills, whereas B.C.’s curriculum prioritizes broader competencies, including ethical considerations and transferable skills. Teachers in both contexts reported using programming across multiple subject areas, although the subjects and skills most commonly associated with it differed. Key challenges included limited access to technology, time constraints, teacher confidence and subject knowledge. The study highlights how curriculum design influences teachers’ perceptions and implementation of programming education and identifies opportunities for greater sharing of effective cross-curricular practices. 

Keywords: programming, coding, elementary, primary, cross curricular

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