Computational thinking for digital technologies exemplars
Progress outcome 1
In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).
Exemplar one: Collecting pollen
Exemplar two: Teaching robots to dance
The progress outcomes describe the significant learning steps that students take as they develop their expertise in computational thinking for digital technologies.
The diagram above shows the alignment between levels 1–5 of the New Zealand Curriculum and the progress outcomes for computational thinking. The uneven spacing of the progress outcomes reflects the different learning and time required for each outcome and is based on data collected during the development of the digital learning progressions.
Progress outcomes 6–8 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2 and 3. For this reason, they are directly aligned with levels 6–8 of the curriculum.
The exemplars above illustrate the teaching and learning for CT progress outcomes 1–5 (levels 1–5). Exemplars for levels 6–8 will be available early 2018.
- Read more about the new technology curriculum content here: Digital technologies in The New Zealand Curriculum.