Computational thinking - Progress outcome 1
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
About this resource
Two exemplars are provided for this progress outcome. In the first, a student responds to the task of getting the bee to the hive by breaking the problem down into a set of precise instructions. She tests these instructions with a peer to make sure they work. In the second, the students break down a familiar process into a set of precise and unambiguous instructions. They articulate these instructions, identify where they have made mistakes, and correct the instructions.
Computational thinking: Progress outcome 1
Within authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, step-by-step instructions (algorithmic thinking). After that, they give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).
Progress outcomes: Exemplars
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
Each exemplar has four parts:
- annotation (highlights how the student draws on their digital technological knowledge and skills to respond to the task)
- background (to the learning task)
- the learning task
- the student's response (comprise work samples and/or transcripts of the interactions between the student and the teacher or between the student and their peers).
The exemplars also highlight links to the key competencies of literacy and numeracy.
Ākonga create simple instructions in an un-plugged (no devices) format within relevant contexts for learning.
See Materials that come with this resource to download Exemplar 1 Collecting pollen (.pdf).
If using this exemplar to inspire your planning, consider what local contexts may be relevant. For example, ākonga might create instructions for navigating around your kura or make a map of the local awa on a grid and support ākonga to give instructions for juvenile inanga to migrate to the sea to feed.
Ākonga create simple instructions to teach a robot (their teacher) to dance. In the process they are learning to create algorithms (a set of sequenced instructions) in an unplugged (no devices) context.
See Materials that come with this resource to download Exemplar 2 Teaching robots to dance (.pdf).
This exemplar could easily be adapted to any dance with set moves. If using this exemplar to inspire your planning, consider using the te reo Māori version of the waiata (see Māhunga, pakahiwi, puku, hope, waewae on YouTube).
Mātauranga Māori
An authentic technology curriculum needs to ensure that context and implementation reflect the bicultural partnership of Aotearoa New Zealand. This may include the use of te reo Māori, respectful inclusion of pūrākau, and engagement with contexts that are relevant and authentic to the rohe.
Designing and developing digital outcomes is an important human endeavour aimed at solving problems and improving the lives of human beings. In considering any technological issue, we also need to consider mātauranga Māori. This can include an exploration of the relevant Māori values and principles, for example:
- Manaakitanga: the process of showing respect and care; reciprocity between people, living things, and places
- Auahatanga: innovation and creativity
- Whanaungatanga: a sense of relationship, connection, and belonging
- Kotahitanga: unity, solidarity, and collective action
- Kaitiakitanga: guardianship, stewardship for living things and resources.
If we include an exploration of the relevant Māori values and principles as we begin to research and develop solutions to the problems we are solving, it will allow these to be addressed in an authentic and meaningful way.
The exemplars and snapshots above would be strengthened through the inclusion of mātauranga Māori and the exploration of values and principles underlying the issue as a starting point is one way of doing this authentically.
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Computational thinking - Progress outcome 2
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
1 of 7Computational thinking - Progress outcome 3
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
2 of 7Computational thinking - Progress outcome 4
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
3 of 7Computational thinking - Progress outcome 5
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
4 of 7Computational thinking - Progress outcome 6
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
5 of 7Computational thinking - Progress outcome 7
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
6 of 7Computational thinking - Progress outcome 8
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
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