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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

Computational thinking progress outcomes and exemplars

 Image Map

Progress outcome 3

In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand that there can be more than one algorithm for the same problem. They develop and debug simple programs that use inputs, outputs, sequence, and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data using just two states represented by binary digits (bits).

Student playing with drum.

Progress outcomes 

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.

Exemplars

The exemplars above illustrate the teaching and learning for CT progress outcomes 1–5 (levels 1–5). Snapshots that provide examples for levels 6–8 will be available early 2018.

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