Computational 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.
About this resource
Four exemplars are provided for this progress outcome. In the first, the students are asked to work in pairs to write algorithms for problems that may arise when developing larger programs to solve multi-step robotics challenges. In the second, Mr Liu prepares a Google slideshow template and asks the students to work in pairs to respond to three questions to demonstrate their understanding of how to detect and fix computer errors using parity bits. In the third, Students are asked to develop a set of functional requirements that describe a game’s objectives and its users' interactions. In the fourth, students investigate and answer questions about search algorithms.
Computational thinking: Progress outcome 4
In authentic contexts and taking account of end-users, students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection, and iteration. They implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration. They debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them, and they are able to explain why things went wrong and how they fixed them.
Students understand that digital devices represent data with binary digits and have ways of detecting errors in data storage and transmission. They evaluate the efficiency of algorithms, recognising that computers need to search and sort large amounts of data. They also evaluate user interfaces in relation to their efficiency and usability.
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 learn computational thinking while programming Lego Mindstorm EV3 robots.
(Note: Lego Mindstorm EV3 robots are being discontinued at the end of 2022, but other robots could be used to achieve similar results.)
See Materials that come with this resource to download Robotics challenges exemplar 9 (.pdf).
Ākonga learn about parity bits (error detecting code) in the context of performing a "magic" trick.
See Materials that come with this resource to download Parity bit magic exemplar 10 (.pdf).
If you are using this exemplar to inspire your planning, a lesson plan on this activity and a video of the "magic" trick can be found on the CS Unplugged site. A parity bit, or check bit, is a bit added to a string of binary code. They are a simple form of error-detecting code.
Ākonga develop a simple game using the block coding website Scratch and, in the process, learn about computational thinking, including the use of sequence, iteration, and variables.
See Materials that come with this resource to download Beat the goalie exemplar 11 (.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.
Ākonga investigate the differences between linear and binary search algorithms by trying to guess the position of a selected word in unsorted and sorted lists of words.
See Materials that come with this resource to download Comparing search algorithms exemplar 12 (.pdf).
If using this exemplar to inspire your planning, consider discussing relevant contexts where ākonga might use these search algorithms.
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 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.
2 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.
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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