Computational 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.
About this resource
Three snapshots are provided for this progress outcome. In the first, the students have been investigating possible answers to the question, "How could you solve an unsolvable problem?" In the second, Hamiora has been investigating the concept of encryption and its impact on society. In the third, the students have been given the scenario of developing an app for ordering smoothies from the school canteen.
Computational thinking: Progress outcome 7
Within authentic contexts and taking account of end-users, students analyse concepts in digital technologies, for example, information systems, encryption, error control, complexity and tractability, and autonomous control, by explaining the relevant mechanisms that underpin them, how they are used in real-world applications, and the key problems or issues related to them.
Students discuss the purpose of a selection of data structures and evaluate their use in terms of trade-offs between performance and storage requirements and their suitability for different algorithms. They use an iterative process to design, develop, document, and test advanced computer programs.
Progress outcomes: Snapshots
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
The purpose of the snapshots is to illustrate the sophistication of a student's conceptual understanding through insights into their thinking. Each snapshot comprises a brief description of the learning task and a few insights into what the student knows and can do as they work on the task.
The "insights" in the snapshots use student voice to surface their thinking and the sophistication of the actions they take as they apply their understanding to the components of the learning task.
The snapshots are not assessment tasks, and they don't fully describe students' responses to the kind of specialist, complex learning tasks that should form a typical digital technologies learning programme in years 11–13.
Ākonga investigated how well algorithms can solve complex problems. In this exemplar they used the problem of developing an efficient international parcel delivery system.
See Materials that come with this resource to download Solving unsolvable problems snapshot 4 (.pdf).
Ākonga investigated the concept of encryption and its impact on society.
See Materials that come with this resource to download Looking at cybersecurity snapshot (.pdf).
Ākonga learnt how to develop a computer program that used a GUI (graphical user interface) and responded to users’ inputs from button clicks, text input, or selections from drop-down menus or radio buttons. They used the context of an app to order smoothies from the school canteen.
See Materials that come with this resource to download the Ordering smoothies snapshot 6 (.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.
Heading
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 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.
4 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.
5 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.
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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