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.
About this resource
Three exemplars are provided for this progress outcome. In the first, the students’ task is to create a set of instructions for the bee to follow to collect pollen from each flower and take it to the hive. In the second, the students show that they can break down a task into smaller steps and create a set of instructions to accomplish that task. In the third, students explore finding problems with their instructions (bugs) and ways to fix these problems (debugging).
Computational thinking: Progress outcome 2
Within authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.
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 and literacy of numeracy.
Ākonga create simple instructions in an unplugged (no devices) format and then use a coding program (in this case, ScratchJr).
See Materials that come with this resource to download Getting to the hive exemplar 3 (.pdf).
If you are 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 learn computational thinking in the context of their learning about How Maui slowed the sun.
See Materials that come with this resource to download How Māui slowed the sun exemplar 4 (.pdf).
In the pūrākau "How Maui Slowed the Sun", Maui used harakeke to weave the nets used to catch the sun. On a grid, Māui could collect harakeke to make the nets, which then traveled to the sun. Note that there are tikanga around harvesting harakeke.
There are many other pūrākau that involve journeys which could be used for this activity - students could research pūrākau from your local rohe.
Ākonga learn about simple algorithms and debugging using ScratchJr.
See Materials that come with this resource to download Catching chickens exemplar 5 (.pdf).
If using this exemplar to inspire your planning, consider ways that this activity could be adapted to use contexts that are relevant to your ākonga.
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 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.
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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