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

“As Easy as One, Two, Three”, School Journal, level 2, June 2018

24 June 2018

The first two pages of As Easy as One, Two, Three, an illustration of someone in a space suit standing outside their space craft

After crash landing on an unfriendly planet, Tane and Mia must find an energy crystal to recharge their ship. Tane has found a crystal, but he’s stuck in security goo outside the Meruvian fortress. To rescue Tane, Mia must navigate her way through the most difficult defence maze in the universe! 

You can find the story and the teacher support material here: As Easy as One, Two, Three, School Journal, level 2, June 2018

Other useful resources

Computational thinking: Progress outcomes, exemplars, and snapshots

See the exemplars for progress outcome one for other examples of students breaking down simple, non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking).

Discussion questions

These could include:

  • What are the tasks that Mia has to complete to rescue Tane and bring the energy crystal back to the ship? Write down or tell someone these tasks in unambiguous, step-by-step instructions.

Indicators of progression for discussion starters

Component Indicator Level
Computational thinking: Progress outcome one
  • 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).

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