Compulsion vs aptitude
"Others thought that compulsion would put people off. Others challenged this, saying that you could make that argument against teaching anything. Physics can be badly taught - that doesn't mean you should scrap Physics. It was more of an observation about our lack of faith in the education system."
I think success in learning a subject is a function of the ability of a teacher to teach well - which includes a personal enthusiasm - and the aptitude of the pupil. To some extent deficiencies in the one can be made up for by performance of the other. In particular a pupil with sufficient enthusiasm and aptitude may bypass an indifferent teacher if other resources are available. OTOH a pupil who doesn't have an aptitude for the subject is unlikely to make good progress with even the best of teachers. And compulsion is only likely to reinforce negative reactions.
In my case:
Games & PE compulsory. I have spent the remainder of a long life detesting pretty well all sport especially anything which involves groups of people chasing bags of wind around a field.
Latin compulsory. The chief characteristics of the senior Latin master, as far as I could tell, was that he wore a Homburg & was reputed to have been a jazz trumpeter in his youth. Neither seem to have been qualifications for a good Latin teacher but as I was virtually never in his class I don't know if he had additional abilities. Certainly the rest of his department were also-rans. Failed O-level Latin; my knowledge of the subject is mostly botanical.
Science not compulsory beyond Gen Sci but well taught, especially physics and biology. I ended up as a botanist before moving into IT in my forties. But to be fair I arrived in school with an interest in science from way back.
IMV a compulsory core curriculum should be extremely restricted - the clue is in the name - and should be well taught. There need to be extremely compelling arguments for getting any subject into it and simply being a political fad de jour is neither compelling nor an argument.
Outside the core there needs to be a chance for the child to get exposure to other subjects but with freedom to drop the worst and spend more time on the best.
I don't know if things have changed since my time but my experience was that teachers - who presumably had an aptitude in their subject - couldn't grasp where the difficulties lie for those who didn't have it and were thus unable to help. This isn't particularly related to teachers - how many of those here who have to support non-ITers, either in work or in family, really understand what gives those supportees their problems?
In order to teach coding in schools TPTB need
1. To devise a curriculum
2. Recruit potential teachers with an aptitude for coding (and a salary structure that would make teaching as opposed to industry worth their while).
3. Train those potential teachers to teach the subject and to be able to help their pupils a good deal better than many of my teachers helped me.
That isn't something a government can decide to introduce at a whim; it will take time.
Only once that is up and running and proven to be effective as a non-core subject should it be considered as a core subject. And then rejected.