Unpacking the curriculum: Computational thinking

Computational thinking for digital technologies was gazetted for implementation within the Technology learning area of The 2007 New Zealand Curriculum in 2020.  

The alignment of the progress outcomes with levels 1–5 of The 2007 New Zealand Curriculum is tentative and theoretically derived until teachers have had the opportunity to implement the digital progressions.

The uneven spacing of the progress outcomes reflects the different learning and time requirements for each outcome and is based on data collected during the development of the digital learning progressions.

Progress outcomes 4–6 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2, and 3. For this reason, they are directly aligned with levels 6–8 of the curriculum.

Contexts for learning tasks should be as authentic as possible. When choosing and implementing learning tasks, consider how you can integrate and embed te ao Māori and mātauranga Māori, for example, by connecting with local iwi and hapū and understanding opportunities for reciprocal collaborations. Growing teacher knowledge and understanding of tikanga Māori and mātauranga Māori is a really important first step in this.

Find out more in the Technology learning area of The 2007 New Zealand Curriculum.

See Materials that come with this resource to download: 

• Digital technologies glossary of terms (.pdf)