Computational thinking for digital technologies exemplars
Progress outcome 5
In authentic contexts and taking account of end-users, students independently decompose problems into algorithms. They use these algorithms to create programs with inputs, outputs, sequence, selection using comparative and logical operators and variables of different data types, and iteration. They determine when to use different types of control structures.
Students document their programs, using an organised approach for testing and debugging. They understand how computers store more complex types of data using binary digits, and they develop programs considering human-computer interaction (HCI) heuristics.
Exemplar thirteen: Programming in Swift Playgrounds
Exemplar fourteen: 24-bit colour calculations
Exemplar fifteen: Mixing colours
Exemplar sixteen: Pirate Game
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.